This week's class was about Augmentative and Alternative Communication (AAC). I worked with a partner (Amy Murnaghan,) and had to research what communication is, different types of communication and find and explain ten AAC devices.
What is Communication? Communication is a way of sending and
receiving information through verbal and non-verbal expression as well as other
mediums. You cannot NOT communicate, even silence is communication.
Communication interactions involve:
1) communication of wants and/or needs
2) information transfer 3) social closeness 4) social etiquette Twenty Different Ways We Communicate:
1) Verbal: we communicate verbally using words we understand.
2) Non-Verbal:
this is through body language; facial expressions, body language and gestures. 3) Para-Verbal:
tone, pitch and volume of voice. 4) Sign Language 5) Text message 6) Email 7) Writing 8) Eye contact 9) Touch 10) Drawing pictures 11) Telephone 12) Face time 13) Skype 14) Fax 15) Through Apps on mobile devices 16) PowerPoint 17) Emotion - aggressiveness/crying 18) Television 19) Playing an instrument 20) Dance
What is Augmentative and Alternative Communication (AAC) ?
Augmentative and alternative communication, also known as AAC, is a term that
is used to describe a magnitude of methods of communication headlong people who are unable
to use verbal speech to communicate. AAC
includes both unaided and aided systems. Unaided systems, like signing and
gestures, do not require special materials or equipment. Aided systems use
picture charts, books, and technology. Many forms of AAC include an
assistive technology component which range from high- to low-tech strategies.
Who is
a typical user of AAC? AAC can
benefit a wide range of individuals, from a beginning communicator to a more
sophisticated communicator who formulates his own messages.
Any
person with a disability that makes it difficult for them to communicate may
benefit from AAC. AAC allows an individual to express their needs and
wants, and more fully participate in decisions that affect their lives.
AAC
also benefits family members and other significant others, providing a way for
them to more fully communicate with their loved ones.
What
are 3 Criteria for EFFECTIVE communication?
1) a
communication partner 2) a
common language 3)
joint attention
10
Different Types of AAC
Name of AAC
Description
Level of Tech
Cool Speech
CoolSpeech is the text-to-speech player for
Windows! It empowers users to experience the wonderful text-to-speech
technologies in many ways.
High
MyVoiceX
MyVoiceX is a simple and user-friendly
software utility designed specifically for individuals who are temporarily or
permanently unable to speak.
High
My Choice Board
The My Choice Board app enables users to
increase independence and communicate needs and wants by presenting a visual
display of choices.
High
I Can Speak
I Can Speak is an easy-to-use AAC app
designed to meet most of the communications needs of those unable to speak.
High
Boardmaker
This software aid in creating visuals. In particular,
excellent for creating visual schedules.
Low
Tech/Speak
This augmentative speech device provides users with speech
playback. You can record many messages. This device can be used for students
who are non-verbal and/or have difficulty with communicating their wants and
needs.
Low
Nova Chat 5
This is a speech generating device. It is portable which makes
it very convenient. It allows student with significant communication
difficulties to be able to communicate. It’s easy to use and it can be
customized.
Low
MACAW
MACAW is a communication device for people who do not have
functional speech. Pictures or words are used to represent messages stored in
each key. The student using the device presses the button to communicate
their message.
Medium
Proloquo2go
This AAC App uses text to speech, has a huge vocabulary and is
able to predict words. This App can be used by students who are unable to
communicate verbally. You can customize it for your specific needs. It
is user friendly
High
Predictable
This AAC App is another text to speech application. You can
incorporate social media with this App which makes it very inclusive. It
allows the users to hand write on the screen, includes emoticons, convenient
folders to store phrases and you can select from a variety of voices.
Predictable is commonly used by people who have cerebral palsy and those who
have suffered from a stroke or brain injury and have difficulties with
communicating.
High
The following is a video of an
individual using AAC devices. He demonstrates his ability to use low, medium
and high tech devices. It is very inspiring to see how high tech assistive
technology drastically improves his ability to EFFECTIVELY communicate.
This class really made me reflect on how frustrating writing tasks can be. Most of my students use a lap top to type because the idea of writing can and will frustrate them to a point of losing control. If they do any writing when they are with me, it is minimal. When analyzing what goes in to the act of writing, I can see why it can be frustrating. Even before the pencil connects with the paper there is a lot of planning that goes into place. One of the two videos we viewed was about the different kinds of low tech assistive technology that we can offer students to help with their writing skills.
There were AT devices that I have used and seen before, but there were also some that I haven't seen. The plumbing insulation is a great idea and cheap! I also liked the writing bird and the tool that looked like a pair of pliers. I will definitely be keeping an eye out for some of the tools mentioned in the video.
The second video we watched delivered excellent insight about what goes into writing. I did not know that your core would be essential when it comes to writing. Students would benefit from sitting on an exercise ball or Hokkie stool to improve trunk control.
It was also noted in class that rich language experiences are essential before attending to the writing task.
This is especially important for our students who are English Language Learners.
We started the evening off with a great video from Apple that demonstrated all the amazing things that society can do with an iPad. This was followed by a treasure hunt for reading software and reading websites. This was a fun task; I enjoyed listening and seeing what the other groups found.
The following are the five websites and software products for reading remediation that we chose.
This website focuses on phonics, recognizing sounds, rhyming words and word families. It is an interactive website that is highly engaging and motivating. Students can create their own avatar and earn points to buy things to decorate their room, buy a pet etc. This website is free to teachers as long as you enter your work email address in when signing up. There is an iPad app for this website too. This website is limited to kindergarten-grade one students.
Starfall is a great website that is designed for pre-school- grade two. Starfall focuses on reading with phonics and phonemic awareness. This website is also great for students who are English Language Learners. The website is engaging and has great pictures and games that go along with learning letter sounds for example. I use this quite a bit in my classroom, students really enjoy the letter sounds and the interactive calendar.
Tumblebooks is a great addition to the classroom! It focuses on reading skills such as vocabulary building. The stories are enriched with animation, sound, music and narration. The narration piece is great, because students have the choice of turning it on or off to practice their reading. There is a great selection of fiction and non-fiction material on Tumblebooks which is great for student choice. This website is designed for students from kindergarten to grade six.
Bookflix is an interactive website that gives readers the choice of fiction and non-fiction books. The books are categorized by theme; Animals and Nature, Earth and Sky etc. Bookflix reinforces early reading skills while catering to most students interests through their selection of themes. This website is for students from pre-k to grade three. Students in my classroom enjoy the selection of non-fiction books, it helps to develop their real-world knowledge.
Game Goo by Earobics
This fun website covers a variety of skills such as letter sounds, phonetics, decoding skills and sentence structure. All of this is through fun interactive games that are silly and engaging. This website is for students from pre-K to grade three. I introduced this to my students last week and they keep asking me to have some free time to play it again, they love it!
Wordmaker is a software program that builds on phonics, fluency, vocabulary and comprehension.
Wordmaker offers auditory support with verbal instructions and prompting throughout. This software program would be suitable for students from kindergarten-grade six.
Merit software reading program is designed for students from elementary school all the way up to college level. The Merit software program offers exercises in reading comprehension, vocabulary, process writing and grammar.
This program delivers individualized multi phonics program to students. It focuses on letter sounds and word families. Students also can practice spelling words. This program would be used more at the elementary level.
Reading Horizons is a reading intervention program that can be used for students from kindergarten-grade twelve. It focuses on letter sounds, phonetic skills and decoding skills. The program uses a multi-sensory approach so that students can grasp the concepts easier.
Lexia provides students with a focus on foundational reading skills. Students are given a series of tasks that focus on phonological awareness, decoding skills, vocabulary development and comprehension activities. This program is great for students from grade one-grade twelve. Students use this program at my school and they really enjoy the reading activities, they are highly motivated and are excited when then get to use the program.
Reading Remediation Apps:
Word Wonderland
Word Wonderland is an App that students at the elementary level can use. It incorporates grammar, matching letters to letter sounds and phonetics.
IXL Reading
This is an engaging App that focuses on phonetics. There are fun games like word bingo and sentence games that students can play.
ABC Magic Reading
Students engage in phonological, blending and letter sound activities.
Read me stories
Is in an interactive App that teaches students letter sounds, phonetics and sentence formation.
Little Reader Little reader is an App that helps students recognize and read words. Students are given a series of pictures and they have to match the picture to the correct word. You can customize this app and incorporate your own voice and pictures.
Wow! There was a lot of information shared from Wednesday's class (May 7, 2014). I really liked the Ted Talk video that Barb shared, "The of Myth of Average". The analogy of the cockpit was so good; you can't design a fighter pilot seat for the "average" person which Ted Rose compared to the classroom.
Ted Rose said that we need to, "ban the average and design to the edges", that is why it's our jobs as educator's to provide all students with the most appropriate learning environments and opportunities to best achieve their potential.
I teach Special Education for students with behavioral difficulties, my class ranges from grades one to six. Each student is taught the curriculum at their current level of functioning. They are assessed at least 3-4 times a year in reading, writing and math to ensure that they are given work at their level of functioning. Students need to be comfortable in their physical environment; I have set up my classroom so that UDL is implemented and supported.
Students have working station options in my classroom. They can sit at their desk, most of them have a wiggle cushion, or they can grab a Hokkie stool and use it at their desk. My students love the Hokkie stools because it allows them to keep moving while sitting in one spot and they are light and versatile, so they can be easily transported anywhere in the classroom.
I also have been fortunate enough to purchase Zuma rockers for my classroom. These chairs are wonderful! The benefits of the Zuma rockers is that they reduce anxiety, they have a real calming effect on the students, they are supposed to improve balance and increase motor coordination. My students generally choose the Zuma rockers over the Hokkie stools, especially when they are feeling anxious or upset. The Zuma rockers really do have an amazing calming effect.
Last but not least, I have a stand up desk for students who just don't feel like sitting and doing their work. I have two students who use it on a regular basis. They like it because they can move around and I find that they are able to stay on task a lot more compared to when they are sitting at their desk.
Reading Task Analysis
The reading task analysis was very interesting. There are so many components to think of when reading! I am looking forward to learning more about it this week.
Why is Assistive Technology so valuable and important? Please watch the following video to gain a deeper understanding of the significance of Assistive Technology and the relevance of assessment models.
Assistive technology provides innovative solution enabling individuals with disabilities to be more independent and proactive while fostering inclusiveness. How do teachers and clinician know which assistive technology devices support the needs of the students who they are working with? Equally, how do individuals know which assistive technology best supports their needs? Different frameworks and models are available to support this decision-making process. The purpose of this post is to present 5 assistive technology framework and/or assessment models my partner and I located and researched. In particular, this post describes each model in detail, captures visuals, provides video links, and compares and contrasts the 5 models.
HAAT (The Human Activity Assistive Technology) Framework
HAAT is a framework that helps match the most appropriate technology for those with Special Needs. The four components incorporated into the HAAT framework are the following: human (student), activity (task), assistive technology and context (milieu/environment). Each component of the HAAT model is examined independently and collectively to ensure the assistive technology device is appropriate and effective.
Activity (task):
Activity describes our everyday lives and it includes self -care, productivity and leisure activities. When an individual with Special Needs is unable to do a particular activity, assistive technology devices will enable the person to participate in the particular activity. It is essential the most appropriate assistive technology is used so the individual can complete the desirable task.
Human (student):
Physical, cognitive and affective are three components to consider when examining the human. When considering suitable assistive technology, the person’s strength, coordination and balance needs to be assessed. Cognitively assessing an individual’s needs involves examining the individual’s attention, concentration and problem solving skills. And finally the when determining their affective domain, emotions are considered and valued.
Context (milieu/environment):
There are four main components to the context. The milieu/environment includes: physical, social, cultural and institutional. The physical context require examining the environment associated with the individual using assistive technology and confirming the technology is appropriate for their particular setting. The social component includes the people interacting with the individual with Special Needs (milieu). These people can be family, friends, teachers, and therapist(s) etc. who play an essential role in the individual’s life. These individuals are involved in the decisions-making process related to most appropriate assistive Technology. The cultural context consists of the individual’s family, heritage and relationships. These aspects need to be considered with choosing assistive technology because the individual’s views must align with the assistive Technology. The fourth component is the institutional context. The institutional context considers the individuals who make the laws and policies related to making the environment more inclusive for those with Special Needs.
Assistive Technology (tools)
Is also known as the “extrinsic enabler”, it allows for individual performance to improve. When considering the three main components of the HAAT model, the individual should have the most effective piece of assistive technology so that there are no barriers in their environment.
SETT (Student Environment Task Tools) Framework
This framework was designed to support a students’ Learning Team (teachers, assistants, clinicians, parent(s)/guardian, student) ability to successfully determine appropriate assistive technology for specific students. Similar to the HATT framework SETT starts by focusing on the student, environment, tasks, and tools. This framework identifies the needs of the student, within particular environment(s), in order to partake in tasks, which then leads to potential tools which can be used within that environment, to accomplish the tasks identified by the school.
Initially, the SETT framework identifies what tasks the student needs to complete he/she is unable to currently complete in a particular environment. By assessing the student’s current strengths, capabilities and potentials the learning team will be able to match appropriate assistive technology tools.
Secondly, the availability of materials, access to resources, presence of equipment, physical arrangement of space, instructional arrangement, accessibility of support are all important factors taken into consideration when assessing the environment. These factors aid in determining appropriate assistive technology for the student.
After the environment is assessed an analysis of the tasks the student is required to complete in the particular environment is then completed. Observations aid in determining what others are capable of doing in the environment and are used to support the identification of the assistive technology device supporting the student’s ability to actively participate in the environment.
Finally, using the assessment gained from the other components the Learning Team determines which assistive technology tools provide the most accessibility and support. No-tech, low-tech, high-tech tools will be explored. The assistive technology will be implemented initially as a trail basis and later assessed to determine if it is still the most appropriate assistive technology
Overall, there are several benefits related to the application of the SETT framework. When planning is effectively designed and assessment is used efficiently, assistive technology has the ability to successfully impact a student’s progress. A tailored plan allows students to feel success and confidence in their own learning journey. These aspects are all valuable when the Learning Team aspires to incorporate an effective Implementation Plan for students with diverse needs. Please click the corresponding video link to view a Case Study related to SETT. This video provides an example of how SETT assessment is used when determining the most compatible assistive technology for a particular student.
MPT (Matching Person with Technology) Framework
Due to the many features and functions assistive technology embodies, it is easy for users to become overwhelmed. The MPT assessment aspires to counterpart individuals with appropriate technologies. Similar to the HATT and SETT framework, MPT assesses the following: the environment, individuals characteristics and preferences, and the technologies function and purposes.
Using a series of instruments the MPT assessment determines the most efficient technology for the desirable person. These instruments are the following:
1) TheAssistive Technology Device Predisposition Assessment (ATD PA)to help people select assistive technologies.
2) TheEducational Technology Predisposition Assessment (ET PA)to help students use technology reach certain educational goals.
3) TheWorkplace Technology Predisposition Assessment (WT PA)for employers, vocational counselors, etc. who introduce new technologies into the workplace and who train persons in their use.
4) TheHealth Care Technology Predisposition Assessment (HCT PA)for health care providers who recommend or prescribe technologies for health maintenance, pain relief, and so on.
These instruments are paired and designed to be provided to both the milieu implementing the technology (educators, clinicians, parent(s)/guardians(s)) and the individual using the technology. The person-orientated MPT assessment is used to inform and potential eliminate any irrelevant technology or predispositions related to technology. The results from the instruments are used to ensure the person is matched to the technology which support their needs and enhances their quality of life.
WATI (Wisconsin Assistive Technology Initiative)
The WATI Assessment is a process for ensuring the most appropriate assistive technology device is used for an individual in their environment. The WATI Assessment process considers many factors when assessing the compatibility and appropriateness of Assistive Technology:
1) WATI Assessment outlines Assistive Technology laws affecting school districts.
2) Assistive Technology Roles and Responsibilities- this section outlines who is responsible for the assistive technology.
3) Considering the Need for Assistive Technology- this step is when the Individual Educational Plan team meets together and discusses if a student needs assistive technology.
4)Using the Assistive Technology Consideration Guide- the team examines which tasks the student can accomplish at their current level of functioning.
5) Assistive Technology Assessment-this section examines the students’ abilities, difficulties, and the demands of the tasks given and it also examines the environment. The assessment has three parts; information gathering, decision making and trial use.
6) Who provides an Assistive Technology Assessment- anyone who works closely with the student can provide the assessment. Examples are; teachers, occupational therapists, speech pathologists etc.
7) Assessing a child’s need for assistive technology, where to start?- a team, such as the IEP team could be the designated group of people who decide where to start. Someone on the team must understand the curriculum, like the classroom teacher or special education teacher. If the student needs support from an occupational therapist, then a therapist needs to be on the team too. Parent(s)/guardian(s) need to be a part of this step as well, and when appropriate, the student.
8) Gathering information about the student- in this section the WATI uses the SETT (student, environment, task and tools) framework to help gather information about the student. The team looks at what assistive technology the student is currently using and what has previously been used. There is a comprehensive WATI Student Information Guide which helps the team through the process of gathering information about the student.
9) Gathering information about environment andtasks- the environment is crucial for the team to examine carefully when making decisions about assistive technology. The team needs to observe the environments the student will use the assistive technology in, such as, the classroom, playground, home etc. Some specific features to observe in the environment are the following: lighting, equipment, the individuals interacting with the student etc. The WATI provides an Environmental Observation Guide to use for this process.
10) Using the AT decision making guide- when all the previously steps listed have been completed, the team reconvenes and makes a decision on what their next step will be. There are five steps in the decision making process: 1) Problem identification 2) Solution generation- list of possible solutions 3) Solution selection-choosing a solution and then creating a plan of action 4) Implementation-executing the plan and 5) Follow up-team has a follow up meeting and evaluates the solution.
11) Implementing trials with assistive technology- the student must be able to try the assistive technology device. Students are given trial periods where they use the assistive technology device while being observed. The observer ensures the assistive technology is improving the student’s performance.
The WATI assessment takes into consideration the students skill set and needs, the environment and those individuals who are working with the student, the task the student is asked to perform, and if the technology is combatable for the student.
ALDI (Advancing Learning in Differentiation and Inclusion) Initiative
This initiative is used for administrators, teachers and professionals to determine the suitable assistive technology. The ALDI Initiative is used in Quebec, Canada. It has been adapted from the SETT framework, by Zabala. There is no universal Assistive Technology device meeting the needs of all learners. ALDI Initiative is a framework implemented so costly technology isn’t purchased without making sure it meets the student’s needs, appropriate professional development is provided related to Assistive Technology, and school boards aren’t incurring unnecessary costs. As mentioned before the ALDI Initiative adapted the SETT framework by Zabala. The SETT framework considers the student, environment, task and tool; these four components should directly correspond with the Assistive Technology when assessing the compatibility. With each piece of the framework, there are guiding questions to ensure the most appropriate Assistive Technology is used for the student. The ALDI Initiative has adapted the Assistive Technology Planning Guide from the Wisconsin Assistive Technology Initiative. This guide examines the student’s abilities and difficulties related to a particular task. The ALDI Initiative has adapted different frameworks from two well-known assistive technology assessment models. The ALDI Initiative focuses on the needs of the student, the environmental factors, the task, the characteristic of the assistive technology and the time.
New Apps for Learning Disabilities
by Angela, Lacee and Christine
I liked that this group began their presentation with a Learning Disability definition.
So many of my students have a learning disability and struggle with problem solving in Math, it is really frustrating for them. Technology does make it easier to reach these students and help ease their anxieties with reading and writing. I really loved how the Apps were organized under each subject! One App that I would like to try is Prizmo; this would be so convenient to use with a mobile device. Students can pretty much scan anything at anytime.
Angela's video clips of the students were so meaningful, it's so nice to see students get so much out their mobile devices. I loved that the one student who was visually impaired was able to document a field trip he was on using Paperport Notes!
I think that there still needs to be a lot more training with the use of mobile devices and the Apps that come along with them. However, it is encouraging to hear stories from the presentations of teacher's implementing the technology available and taking the time to learn how to implement it effectively.
Barb's Presentation-"Assistive Technology: the past, the present and the future"
What resonated with me the most from Barb's presentation was how much technology has changed over such a short period of time. I am in my fifth year of teaching and there has been so much that has changed in terms of access to technology and what programs/Apps are available presently. When I first started, I was lucky to have a Smartboard and a document camera, I couldn't believe how these two pieces of technology helped reach so many learner needs.
The school district put a lot of money into training us how to use the Smartboards, which was very beneficial. This year, I was given three iPads to use; there was no district support in terms of which Apps to use and how to use them. I discovered some on my own and also downloaded some through word of mouth. Most of the Apps were self-explanatory and easy to implement. I am constantly amazed at how many Apps are available that meet so many learner needs.
What stood out from Barb's presentation was the past and present prices for Assistive Technology. The cost and mobility of Assistive Technology has made it so accessible and convenient for all.
It will be interesting to research different Assistive Technology Models and find out how they compare to one another.
