Assistive Technology in the Classroom. Session 8 Assistive Technology in Action

Download Assistive Technology in the Classroom. Session 8 Assistive Technology in Action

Post on 02-Jan-2016




0 download

Embed Size (px)


<ul><li><p>Assistive Technologyin the Classroom</p></li><li><p> Session 8Assistive Technology in Action</p></li><li><p>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</p></li><li><p>Introduction Think about thisWhat are the important concepts to remember when implementing AT with students?</p></li><li><p>DianaKindergarten student with quadriplegia Limited facial movements onlyRequires constant physical support Can communicate verballyLiteracy focus in her educational programSchedule includesReading, writing and mathematics activities</p></li><li><p>Dianas AT SolutionLaptop with Sip and Puff mouse controlOnscreen keyboard / literacy and math software</p></li><li><p>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</p></li><li><p>Meagans AT SolutionBoardmaker for low tech AAC system</p></li><li><p>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</p></li><li><p>Aarons AT Solution Clicker 5 to support reading and writing</p></li><li><p>Samuel Grade 6 student with cerebral palsyHas fine motor control difficultiesDifficulties with handwritingCompleting Grade 6 academic programSchedule includes assignments inSocial StudiesScienceLanguage Arts</p></li><li><p>Samuels AT Solution Fusion </p></li><li><p>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)</p></li><li><p>Nicks AT Solution SOLO to support reading / writing in content areas</p><p>Learn more about SOLO</p></li><li><p>Break Time!</p></li><li><p>IlyazGrade 9 student with ASD and visual impairmentNo vision at allDistracted by speech outputDifficulty with auditory processingDifficulty with organizationModified program</p></li><li><p>Ilyazs AT SolutionPacMate for file storage and braille displayPacMate connected to laptop</p><p>See another student use her braille notetakers</p></li><li><p>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)</p></li><li><p>Rebeccas AT SolutionKurzweil 3000 to support writing and reading</p></li><li><p>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.</p></li><li><p>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</p></li><li><p>Session Summary ActivityLink to Session 8 Summary ActivitySession 8 Summary ActivityWill be emailed to you after this session!</p></li><li><p>*Welcome to the final session for Assistive Technology in the Classroom.</p><p>*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. </p><p>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.</p><p>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.</p><p>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. </p><p>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.</p><p>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.</p><p>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.</p><p>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.</p><p>Through this solution, Meagan is able to communicate her thoughts and ideas throughout her school day.</p><p>NOTE TO INSTRUCTOR: Put up AT implementation plan created by one or more participants for Meagan. Discuss how the group that focused on Meagan had completed the plan. Only display the plan if the AT solution selected was appropriate.*The next student who is using assistive technology successfully is Aaron. He is an active Grade 3 student with Down syndrome. Through his hard work and the support of his team he has learned the alphabet and knows about 30 Dolch words by sight. He is very interested in books, often choosing them during free time. He does struggle with his handwriting it is very laboured and large with erratic or non-existent spacing between the letters and words. As he moves through his primary years towards intermediate grades, his team is noticing that the gap between his knowledge and skills as compared to his peers is growing. He is completing a modified educational program based on the classroom program his class has a morning meeting when the students discuss current and school events, they are completing an integrated theme on Dragons and are working on developing basic computational skills in math. In Science, the class is completing a unit on growing, sprouting and measuring beans. </p><p>His team has identified a need for an assistive technology solution that will meet Aarons needs in terms of developing knowledge and skills at his level. The team would also like Aaron to continue to develop his literacy skills, using a computer for both reading and writing.</p><p>NOTE TO INSTRUCTOR: Put up poll with four possible AT solutions for Aaron and ask participants to vote on which one they think would support him best (solution on next slide must be one of the choices). Discuss poll results before moving to the next slide.*The assistive technology solution that Aarons team chose was a desktop computer with the Clicker 5 software program. Clicker 5 offered him the greatest range of activities to develop classroom concepts and his reading and writing skills. By downloading pre-made activities from and SET-BCs curriculumSET, his team was able to use pre-made activities with little or no modifications. When his class is doing unique activities, the Special Education Assistant creates specific Clicker activities to help Aaron learn the concepts being presented and to help him write about them. By using some of the templates included with Clicker 5 and by modifying existing activities, for example adding new vocabulary but keeping the existing activity structure, Aarons team is able to ensure he can keep pace with what his peers are doing in the regular classroom program. His assistive technology solution is even popular with his peers they often ask to complete his computer activities with him.</p><p>NOTE TO INSTRUCTOR: Put up AT implementation plan created by one or more participants for Aaron. Discuss how the group that focused on Aaron had completed the plan. Only display the plan if the AT solution selected was appropriate.</p><p>*Samuel is a grade 6 student who has cerebral palsy. As a result of his fine motor challenges, he finds it very difficult to handwrite. He is completing a regular Grade 6 program so has all of the assignments that are typical in this text based environment. Because he is not able to handwrite effectively, he has difficulty keeping up with his peers and so his written output does not reflect his level of knowledge or understanding. </p><p>His team wanted an assistive technology solution that would help him specifically with written output.</p><p>NOTE TO INSTRUCTOR: Put up poll with four possible AT solutions for Samuel and ask participants to vote on which one they think would support him best (solution on next slide must be one of the choices). Discuss poll results before moving to the next slide.</p><p>*Samuels team got him started using the Fusion a lightweight and very portable word processor that has built in text-to-speech. He is able to carry it with him whenever he needs to take notes or do written assignments. He takes it to his Science, Social Studies, and Language Arts classes its low profile allows him to keep it on his desk while still attending to the class instruction or while engaging in group discussions. When he is ready to print his work, he goes to the computer lab, quickly connects the Fusion to a computer and uploads the text into an open word processing document for final formatting and printing.</p><p>This AT solution shows that for students who only need support for written output, a laptop may not necessary a simpler, more portable and easier to implement dedicated word processor may be more effective. *Our next student is Nick he is a Grade 7 student with Fetal Alcohol Spectrum Disorder and a Learning Disability. While he is in Grade 7, he is only able to write at a Grade 2 level and read at a Grade 3 level. He is very distractible and has a great deal of difficulty staying on task. He has very few reading or writing strategies and struggles to complete even the most basic curricular task. He does have average auditory processing, so that is his strength. He is on an adapted program but is expected to complete, at his level, the class assignments in most areas of the curriculum. In Language Arts, he is working on a poetry unit entitled Belonging; in math he is developing skills in adding and subtracting fracti...</p></li></ul>