Blog #9- AAC

I think AAC devices are crucial I am very familiar with Dynovox, how it is used and how to program it. I also have a student who uses tango. It’s a simple low tech, communication device, just enough to communicate quickly and efficiently: “yes,” “no,” “bathroom.”

Communication is a process! I’ve seen growth with my students, as they become familiar with their devices. I had non-verbal students fully communicate in morning meeting, because it was all programmed. They could say the pledge of allegiance with the class. They can create whole sentences, when taught properly, and can type!

Dynovox and similar AAC devices, give students the ability to communicate; it is their words! Every request they must ask for, it really helps them become familiar and really go to their devices for communication and for their words. The worst is when its not constantly used, because students will not develop the skills they need to use it, and it will be limited, and even cumbersome. But with, great training, it is amazing!

My student CT, is a non-verbal student with Autism. He started with picture PECS made on Boardmaker, to exchange for items or places he wants and needs. He was then moved to the Dynovox, and after being shown where to go in each window, etc. he mastered identifying where everything is! He then moved into the iPad Proloquo, and he has mastered that as well. In conjunction with typing programs he learns at school, he can use prologue to type out responses to questions, and names of things he wants, or simple requests. He can use the pictures in proloquo to form and question or a demand as well.

In response to Joe’s questions:

-Language is any form of verbal and non-verbal communication. Joe explained it’s code that we learn to use in order to communicate ideas and express our wants and needs through many forms.

-Speech is the actual psychical production of spoken words in that language.

-These are important distinctions. A student’s communication is key. Not all students have speech, and they need to communicate!

I have another student TA who has very limited language communication, in any form. She uses a low-tech device, with 10 squares, which can be easily programmed to say anything. She has her simple reinforcers she requests for, bathroom, yes, no, and food she likes. This helps us communicate with her enough, to let her know we understand. It I hard for her to move on from this device because she is low functioning and has trouble making associations. She does become frustrated when we don’t know how to communicate with her. Her device bridges the gap as much as possible. Communication really helps students get their wants and needs across!

I have a student in a general education classroom that also used a device to type because he has dyslexia. It is very hard for him to coherently write using pencil and paper. He has a device that looks like a normal keyboard, that has a little window on top that shows him what he is typing. It has word prediction and spell check, to help him efficiently write. It really benefits him!

There are so many devices that help students in multiple capacities! I think most importantly, teachers need to be trained in all of them, so we can help our students. I have been able to add in symbols and words for my students in Dynovox and Proloquo, which were not in their device, so that they can communicate and participate as easily and readily in class!

I love TinSnips and Communication Matters! Great sites to learn  more about AAC!

Blog #8- Planning Ahead

As our semester slowly winds down, I think it was great time for us to discuss how we, as future educators, can plan and organize our lessons using technology. Some of the great points brought up in our discussion in terms of planning were to think critically about our planning: Create a vision for what they do, match it to what we need, think about what software would we use for the student’s learning barriers, as well as what class would it benefit the student in. We have to always consider is our instruction and tool we chose assistive or instructional?

We discussed taking into consideration our students recognition network, when we start planning and organizing our lessons. We need to consider how our students are perceiving and getting information into their senses. Great strategies that we discussed were:

            -Provide multiple examples

            -Highlighting critical features

            -Providing multiple media and formats    

-Supporting background context

We discussed some of the tool we could use for kids who need recognition support:

·      Kurzweil

·      Subtext

·      Smartboard (IWB interactive white board)

·      Bookshare

·      UDL

·      Stixy

·      Voice thread

·      Little bird tale

·      Ipad and assistive apps

·      You tube

·      Vimeo

·      MS Word speech

·      Alternate font and contrast

·      Pictures and movies

·      Digital recordings

·      Circle and highlighting on IWB

We also need to foster the strategic network, which is the “how” and the action we take to help students make connections. We discussed:

            -Providing flexible models off skilled performance

            -Providing opportunities to practice with supports

            -Providing on going feedback to our students

           -Offering flexible opportunities for demonstrating the skill

For kids who need strategic support, we could use:

·      Smartboard- feedback

·      Internet- explore websites- hyperlinks make connections

·      Kurweil bubbles- study skills element

·      Online quizzes

·      Voice thread- having conversations

·      Popplet

·      Prezi- linear or circular.

·      Edmodo

·      Google calendar

·      Inspirtation map

·      Powerpoint/key note

·      Recorded response

·      Blogs and wikis

                       

Most importantly, I think is the consideration of the affective network. This makes us, as educators think to “why am I learning this?” In order to foster this we need to:

            -Offer choices of content and tools

            -Offer adjustable levels of challenge

            -Offer choices of reward

            -Offer choices of learned content

For kids who need affective support we could use:

·      Edmodo surveys

·      Smartboard

·      Non-linear representation so they can choose

·      Graphic organizer (web with pic, word, etc.)

·      Live scribe

·      Interactive quizzes- makes fun and reduces anxiety

·      Proloquo2go

·      Game design

·      Math games

These strategies are most important because they support the concept of self-competency and increase motivation in our students. If our students like what they are doing and they are able to express them selves in the way that best suits them, they will be most successful; UDL!

Other very important discussions we had in class was on the intentional implementation of technology. Technology should be part of the plan not an addition. We want the technology to help the student learn and not get in the way.

When thinking of using technology we have to make the technology work for you, as an educator, and you control it. Use what works for you, what you’re excited about!

One of my biggest take aways is the idea that we need to evaluate and adjust our lessons based on the technology we intend to use. We need to make sure we’re just not throwing in technology, but really thinking about which program we are going to use, and for what purpose. We need to ask ourselves questions such as: Did the student get lost, are you prepped if the technology fails, do you have a back up!? Was the technology use to enhance the lesson and is the lesson interesting, humorous, and fun? Technology can be frustrating, especially if we spend endless hours working to implement the technology in our lesson, and low and behold it doesn’t work! But we need to prepare for these moments and be patient. When it does work, it works! It can be a wonderful engaging and instructional experience for all!

Blog #7- The Power of Assistive/Adaptive Technology

After reading and watching the accompanying video Disabled Bodies, Able Minds: Giving Voice, Movement, and Independence to the Physically Challenged, I just think how incredible it must have been for Adrian to be able to wear a headband that can sense the movement on his eyebrows, which triggers the computer cursor to move to a row or column on the monitor that illustrates what he's trying to express. The computer then utters the words Adrian has chosen, something that must have been so incredibly frustrating for him! Now he has a way to communicate! Niara moves her cheek to communicate using the computer! We’ve come so far! I love how the goal of their district and their teachers is to “design whatever plan is necessary to allow the students to achieve their potential.” This truly means, what ever works for them. I love how they really are willing to include all students with disabilities, and they encourage them to explore their potential, “see what works,” and find a way to be fully included! It’s true the assistive technology does Enable Dreams! “it is a life line… a major foundation of [their] lives.” It was incredible watching Susanna “talk” her answers, and she can write papers, and even call for help! I really agree that the earlier you introduce the technology to the child the better they are at it and then you work on academics. I loved watching all the children in this video use their devices! It really shows that the device was catered to them and their mode of communication. Lukas is amazing at playing his musical instrument that was adapted for him! Watching individuals who have lost their arms play instruments is incredible. It enabled Lucas to use a joy stick to assist him in playing the notes on his horn; outstanding! Assistive technology helps these individuals LIVE!

While reading the Dr. Keller and Dr. Pawelski transcript, I love the points that Dr. Keller makes, he has redefined the way I think of disabilities. He put it very well, that we need to really think of the ways people think about disabilities; there are fifteen or eighteen different paradigms to describe disability. I love the point that was made, that special education and the medical field is reactive instead of proactive. We need a shift of mind, which I think is slowly happening, to be proactive and develop with the use of UDL. It’s so interesting, to look at it all from a business perspective, it’s all about money, and how much people are willing to “invest.” I like how Dr. Pawelski gears the conversation in the “jargon” or technology: assistive or adaptive. I love how Dr. Keller puts it, “assistive technology, this technology is going to somehow make you more whole, fix you, make you more complete. Whereas, adaptive technology… I’m going to adapt the technology so that it works for this specific person. I'm going to change the technology not the person.” I think this is the most important idea I took away, because it sums up the purpose of IDEA and IEPs, that no two individuals, even with the same disability, are in fact the same. We need to look at the person and how the technology, and whatever else, affects them. It really also put into perspective the idea of technology and how adaptive it can be if it takes months to learn how to use something “helpful.” It concerns me…

The first thing that grabbed my attention while watching this video, is that students are excluded if they have a disability, they are not fully included. Rich was not allowed to attend gym, he had to go have physical therapy. At his new school he is able to be apart of all types of sports; from his wheelchair! Excluding Rich is appalling! It upsets me the most because I think in many cases its just easier to exclude these students than taking the time to fully understand their needs and make sure the proper adaptations are made so they can be fully included. Any participation makes a difference. It’s so upsetting to hear that students were excluded from field trips and their parents weren’t even consulted with, they just automatically assumed the student would not be able to participate. Again, no adaptations were being made! Even partial participation makes a difference! I love how its pointed out, that you need to focus on what the student CAN do and not what they CAN’T do! Any little feeling of inclusion, makes a difference! Low tech is better than high tech and small things like giving a student a switch to set off ribbons during a reading makes a difference! It’s also important to take into consideration the classroom configuration and making it accessible to students in wheelchairs. However, it’s unfortunate that school designers don’t always take into consideration these adaptations; maybe it’s to much for them. I love the academic programs that were demonstrated for students who cannot write or type; they are activated by scanning, and have audio feedback. As educators we affect success! In the end I loved the conversation with the girl who drives with a V-grip and her feet, to start the car and change the radio, amazing!!