Assistive Technology Across All Borders: Teacher Supports for Encouraging Student Self Advocacy

Integrating a student's assistive technology across all applicable faucets is essential. A student needs to feel comfortable not only using his/her device, but needs to have skills to advocate for using their device, their specific learning style and the nature of their disability. Self Advocacy refers to "the ability to act as a casual agent in one's life and to make independent choices and decisions" (Behnke & Bowser, 2010).
An early step to creating this confidence starts with Teacher support and connections from classroom to classroom to home. Integrating his/her technology in many different situations, (i.e communicating at home and at school with a communication device) will influence the confidence that student has in his/her device.
Edyburn discusses a few important elements about what Teachers might face when advocating for their students use of AT. In his article on Assistive Technology Advocacy, Teachers are provided with a useful script of conversations on how to encourage and promote Assistive Technology self advocacy in schools and in students. Although it references American legislation, the foundation is applicable to our schools and students.

This is Alberta's document on Self-Advocacy. Notice the attention to involving students in the processes of decision making about their education.

The Assistive Technology Team

Implementing an AT plan in the classroom requires many perspectives and various funds of knowledge; therefore a team approach is critical to the success of any such plan. The size and composition of teams will often vary depending available resources and specific needs of the student.

Teachers connecting to an AT virtual team via the Internet allows for quick access to information, contributions from a remarkably broad range of professionals, and perspectives that may not have been considered. The Quality Indicators for Assistive Technology Services (QIAT) website is a great option for teachers interested in utilizing the benefits of a virtual team. By subscribing to the QIAT Listserv, teachers will immediately be able to have their questions regarding AT answered. Also available is the option of searching previous conversations by searching topic keywords.

High Tech Vs. Low Tech

Picture Courtesy of justtoys.ca

"Technology does not have to be sophisticated and expensive to be effective" (Beard, 2007)


It's easy to become overwhelmed with the vast world of assistive technology; and it's even easier to choose a device or a software before truly looking at what your student needs. Before entering into the process of choosing something for a student, I encourage you to familiarize yourself with the AT continuum.

Low Tech: non-electronic, usually inexpensive, everyday items. E.G: Pencil grips, magnifying glasses, raised-line paper, velcro fasteners, etc. 
Mid Tech: More complicated, and usually mechanical, such as a wheelchair.
High Tech: Electronic, generally more expensive. Software and computer devices fit into this range.


As a teacher, it's sometimes a struggle to find resources or your budget just doesn't expense for it. This website has some fantastic ideas in Home-made Low Tech Assistive Technology.


Gayle Bowser's wise words on how High Tech isn't Always the Best is an excellent article to begin the journey through the AT continuum. She stresses the importance of assessment and focus on the child first, and the device, second.

AT and Math Disabilities

For the disabled student, accessing the mathematics curriculum can be a daunting task. Assistive technology can make doing impossible problems possible for students with learning disabilities in the area of mathematics. WebMath is a Discovery Education web tool that helps students solve problems that they are stuck on. More than just providing students with the answer, WebMath provides students with the step-by-step explanation of how to arrive at the answer.  

There are plenty of manipulatives to teach math concepts.  There is a large number or free online software to more expensive computational software which is age and curriculum specific. For a comprehensive list and searchable database of high tech products, online services and resources please see:

http://www.techmatrix.org/Search 

By using the advanced search feature, student support teams can refine searches to specify grade level, subject area, disability type and the support type that is needed. 

Below are some examples of some Low and Mid – High Tech products available. It not an exhaustive list, but a suggestion of the most readily available products in all price ranges.

Low Tech Ideas

Rubber stamps for coins, time, geometric 2D shapes Number Line Tape Judy Teaching Clocks Attribute Blocks Simple Large Button Calculators Hammer Button Calculator (Looks like fun!) Base Ten Blocks Scholastic Canada http://www.scholastic.ca/clubs/cec/images/1112/CEC_l_Math_Part2.pdf Winter Green http://www.wintergreen.ca/catalogues/index.php?catalogue=1&cat=14 Onion Mountain http://www.onionmountaintech.com/category.php?cat=15&p=1

Mid  - High Tech Ideas

Templates and Grids (Software) Onion Mountain Technologies http://www.onionmountaintech.com/category.php?cat=15&p=1 Math Graphs - Free and online  http://nces.ed.gov/nceskids/createagraph/default.aspx MathPad and MathPad Plus (Electronic numbers processor) http://www.intellitools.com/programpage_mathpad.htm

Access!

What does access mean to you? What does it mean to your students?
Have you ever thought about what Assistive Technology lies right in front of your eyes? The last decade has brought a surge of accessibility features in nearly every computer operating system.  From built in text-to-speech to simple zoom features, our computers, which provide the majority of us with a little more ease, can make using a computer possible for students with disabilities. I encourage you to explore what accessibility features are built in to your school's computer operating systems, and how these features could make computer use more accessible.  I have attached the PC accessibility features as well as the MAC accessibility features.
 Features to Explore:                                                              

Mouse Keys, (Mac Interface Feature)

   Text to Speech                                                    
   Word Completion
   Grammar/Spellcheck
   Spaces (Organizer)
   Finder
   Voiceover
   Refreshable Braille Display Support
   Screen Magnifier
   Closed Captioning
   Sticky Keys
   Multi-Touch Trackpad

Assessing the Need for Assistive Technology and Effective Implementation

Cartoon courtesy of 22 Words-National Post

SETT – What is it? Why do I need it?

The SETT Framework was created to assist school teams in making decisions about, the ongoing assistive technology needs of students.  To create the best outcome for students, the framework should be revisited often to assess changes in the student's abilities, the environment or the tasks a student needs to perform. The four interconnected areas to consider before any purchase of equipment is made are as follows:

Student: What are the student’s strengths and needs?

Environment: What are the situations where help is needed?

Tasks: What are the SPECIFIC tasks that the student needs to be able to accomplish to meet IEP goals?

Tools: What AT or services will address these tasks?

Joy Zabala developed the SETT framework and provides in depth support and blank documents to assist schools in creating student AT support systems.  A complete overview of the SETT framework as explained by the creator is available here:

http://www.joyzabala.com/uploads/CA_Kananaskis__SETT_Horses_Mouth.pdf

For a collection of SETT documents and ideas on using the framework:

http://www.2learn.ca/institute/institute2006/handouts/ModifiedSETTFrameworkForms.pdf

Another model to consider for technology integration is the Human Activity Assistive Technology Model (HATT), developed by Cook and Hussey.

In the HAAT model considers :

• Human – the skill and abilities of the person involved
• Activity  - the 3 areas of self care, school and play
• Assistive Technology -  the enabler for performance improvement

(Lynda S. Hartman rev 7/7/07)

This link provides more information regarding the model

http://assistivetech4alllearners.wikispaces.com/file/view/HAAT+model+info.pdf

More information and a complete description of the HATT model can be found at:

http://www.teachingat.info/constructs/human.html

Assistive Technology Support for Alberta Teachers

Photo courtesy of pc-tech-help.blogspot.com

There are websites and programs close to home to support Alberta teachers throughout their assistive technology endeavours.   It may seem overwhelming to sort through the mountains of information found on-line, but by starting with the following three websites teachers in Alberta will definitely be headed in the right direction.

Alberta Education is a website that most teachers are likely already familiar with in our province. However, in addition to providing online curricular and educational tools, teachers can explore many AT tools and resources including:

·         Digital textbook repository

·         Digital formats of authorized English Language Arts novels

·         Educational standing offers for ATL

·         News and upcoming events

The I CAN Centre for Assistive for Assistive Technology is located in the Glenrose Rehabilitation Hospital in Edmonton. Through this Alberta Health Services program, Teachers can use the I CAN website to:

·         Retrieve student referral forms

·         Access I CAN Tech Talk Newsletter archives

·         Find contact information for further inquiries

Our neighbours to the west have a fantastic website that Alberta teachers can access for some unique AT resources, strategies, and tools. Special Education Technology British Columbia (SET BC) provides teachers with some very inspirational student success stories as well as:

·         Picture SET, a collection of premade visual supports that can be downloaded and printed in order to support students’ communication

·         A collection of resources targeting topics including Autism, Communication, Curriculum, and Vision

·         Technology support including links to specific AT hardware and software

·         And much more...   

Assistive Technology for Hearing and Vision Disabilities

Deaf and Hearing Impairments
Supporting students who are deaf or have a hearing impairment often involves using an assistive technology. Since hearing disabilities are considered low incidence, many educators have limited experience with them. Students who are deaf or have a hearing impairment can be included in the classroom much more easily than in the past. We've moved beyond interpreter's and hearing aids, and towards technologies that allow students more access to the regular classroom routines.
A common device used in classrooms today is an Assistive Listening System, in which a small microphone is worn around the Teacher's neck, and the sound is transferred through and FM signal directly to a students ear.

This is a list of common devices for hearing impaired students. http://www.axistive.com/assistive-technology-for-hearing-impaired-students.html

It's important for teachers to also recognize the many barriers that deaf and hard of hearing students face even with assistive technology. This guide on hearing disability issues discusses how educators can make their classrooms and technology usage more accessible to hearing impaired students.

Photo courtesy of University of Alberta's
Brailled devices and software

Blind and Visually Impaired
When we think about the average classroom, it is very visually stimulating. Learning is largely supported through visual supports not just for students with exceptional learning needs, but for all students. Students who have a visual impairment or who are blind need to be supported in alternative ways, and moreover have the right to express themselves in alternative ways. To the left is a device called the Braille 'n Speak, and it is a device for individuals who are blind or visually impaired. There are many types of assistive technology for students with these disabilities, and since there is a wide range of visual abilities, (i.e mild, moderate and severe visual impairments). I have attached a very useful guide for educators on the many types of assistive technologies. 
Again, the importance of assessment is emphasized in this article! An essential component to any classroom assistive technology device.

Alternative and Augmentative Communication (AAC)

Photo courtesy of Saltillo AAC Products

For individuals who are unable to use speech or conventional handwriting in order to communicate with others in their environment, AAC provides them with the strategies and methods to successfully do so. Within AAC, augmentative communication strategies are those which support (or augment) the communication of individuals who have some existing speech. Alternative communications on the other hand, are implemented in order to completely replace conventional means of communication (Kangas & Lloyd, 2006, p. 439)

The American Speech-Language Hearing Association (ASHA) provides a Augmentative Communication Glossary that may be useful to teachers who have new students using AAC in their classroom. Understanding terms related to symbols and selection techniques will enhance teachers’ abilities to support their students.

Augmentative and Alternative Communication (AAC) Connecting Young Kids (YAACK) is an extensive website that can be used as a guide for teachers who are working with students who use AAC by providing imperative information. In addition to the following list of topics, information is also shared regarding assessment, the AAC team, AAC devices and systems, and specific products. Teachers will find a plenitude of information on the following topics:

·         General tips on teaching

·         What to teach first

·         Advancing communicative competence

·         Teaching AAC-related goals

·         Scholastic endeavors

·         Specific teaching techniques

·         Children with specific disabilities

·         Teaching different modes of AAC

Assistive Technology and Literacy

For students with disabilities, many encounter difficulties with literacy development. However, when literacy skills are taught in conjunction with assistive technologies including AAC, improvements with word recognition, spelling, and expressive communication have been witnessed (Fenlon, McNabb, & Pidlypchak, 2010, p. 43)

Augmentative Communication Community Partnerships CANADA supplies teachers with Early Literacy resources that can be used when working with students with communication delays or disabilities. Teachers have access to:

·         Assessment tools, including a literacy environment checklist, that can be implemented in order document literacy opportunities, team needs, parent needs, and student behaviours and goals

·         Tools and strategies developed in order to support literacy development in the classroom

Literacy Instruction for Individuals with Autism, Cerebral Palsy, Down Syndrome, and Other Disabilities is a Penn State website that provides teachers with information on what literacy skills to teach as well as how to teach them using assistive technology. In addition, teachers are able to view videotaped examples of literacy instruction to students with disabilities. Some of the literacy skills addressed include:

·         Sound blending

·         Decoding

·         Shared reading

·         Reading comprehension

Assistive Technology for Reading

“To learn to read is to light a fire; every syllable that is spelled out is a spark.”  Victor Hugo

The one skill that has direct impact on every area of a student’s education is READING. The National Reading Panel identified five areas that are essential for children to become proficient readers, they include:

·      Phonemic awareness – understanding the sounds of language

·      Phonics – recognizing the correspondence between sounds and letters

·      Fluency – reading orally with speed, accuracy, and expression

·      Comprehension – understanding the meaning of text

·      Vocabulary – understanding the meaning of words in print and orally

The following link has detailed information on these topic areas and the summary report by the Panel.

http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf

Next Steps – The problem has been identified, now what are teachers to do?  If using technology as an instructional tool no longer meets the needs of the student, is it time to switch to AT as a compensatory tool?  (Edyburn, 2003) When the decision has been made to use AT for reading, the following link suggests modification strategies to assist the classroom teacher in tailoring the tool to fit the individual. 

https://pantherfile.uwm.edu/edyburn/www/ReadingDifficulties.pdf

Moving Forward - An explanation of the AT tool and some commercially available examples can be found here. 

http://www.greatschools.org/special-education/assistive-technology/948-reading-tools.gs

AT to Support Struggling Writers

Writing is a “complex problem solving activity” (Dell et. Al. 2008).  Writing involves thinking, planning, decision-making and mechanics.  Combining technology with writing process instruction, can assist students in their written communication skills.  For more ideas see: 

http://www.greatschools.org/special-education/assistive-technology/960-writing-tools.gs

Concern	Low – Mid Tech Adaptations	High Tech Adaptations
Writing Process Problems: Can't get started, support for planning	Printable Graphic Organizers for each stage and genre of writing. http://www.eduplace.com/graphicorganizer/ Strategies and lesson plans: http://www.readwritethink.org/	Kidspiration / Inspiration Software (Graphic Organizers) http://www.inspiration.com/ WordQ: (Word Prediction & Text to Speech) http://www.goqsoftware.com/en/ Read Write Gold: (Reading, Writing and Study Skills) http://www.texthelp.com/UK Microsoft Word
Poor fine motor control: Awkward pencil grip, slow, poorly spaced letters	Pencil Grips, slant boards, specialty papers. http://www.onionmountaintech.com/index.php Practical ideas about handwriting from an OT http://www.developmentaldelay.net/page.cfm/178	Handwriting instruction and support for teachers anrents http://www.hwtears.com/hwt/educators/therapists/special-needs
Poor Spelling, Grammar, Syntax, vocabulary	High Frequency word charts Personal Dictionaries based on subjects and topics  Franklin Talking Dictionary	Microsoft Word WordQ: (Word Prediction & Text to Speech) http://www.goqsoftware.com/en/ Read Write Gold: (Reading, Writing and Study Skills) http://www.texthelp.com/UK
Note Taking: Difficulty taking notes from board	Provide photocopies of another students notes, or paper copies of power points, Smart Board notes, teacher notes, etc.	Students who are able to type: Alphasmart http://www.neo-direct.com/default.aspx

Assistive Technology and Universal Design for Learning (UDL)

While AT supports the learning of specific students with specific needs in the classroom, UDL is a framework in which its purpose is to break down barriers and sustain access to learning. UDL is designed with the intention of making the curriculum- as well as learning materials- accessible to students of all abilities. Although UDL has the potential to reduce the need for some assistive technologies in some cases, more often both must be implemented in order to provide a barrier-free learning environment.

The Higher Education Opportunity Act of 2008 (HEOA) provides the following definition of UDL: The term UNIVERSAL DESIGN FOR LEARNING means a scientifically valid framework for guiding educational practice that: (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.

CAST is an excellent website for an overview of UDL in the classroom and how to get started. Teachers will have access to many resources that will support implementing UDL in their classrooms including: 

• UDL toolkit that provides teachers with activities, templates and online resources that apply effective strategies 
• Professional development opportunities
• Research to support quality UDL implementation
• Examples for goal setting 

    

The National Centre on Universal Design for Learning website provides teachers with critical resources to be used when implementing a UDL framework in their classes, including:

·         UDL guidelines

·         UDL and technology

·         UDL examples and resources

·         Teacher toolkits

·         Research evidence

·         Videos, presentations, and articles

·         And much more...