Don't Take My Word For It (part 2)

Hearing how technology changes the lives of users with disabilities using their own words makes more of an impact than my words. A great article at the AT Mac blog describes how an adult web designer who is autistic utilizes readily available technology throughout his day, for communication, organization and managing trouble.

“I could not live without my iPhone”

How many times have you heard someone say that? Or something similar about a gadget, whether it’s an Apple device or otherwise? Well, for me, that's pretty much true. Welcome to the world of autism and assistive technology."

This is fantastic. I loved reading how technology helps Jamie Knight achieve greater independence. Technology makes a difference. It is about the tools and this article reinforces the importance of showing our students different tools so they can develop their own toolbelt for life beyond school.

An Unprecedented Opportunity to Advance AT Integration in Our Classrooms

Did you know?
Recently, the US Department of Education released information about additional funding sources to support students with special needs under IDEA B and C.

The American Recovery and Reinvestment Act of 2009 (ARRA) appropriates significant new funding for programs under Parts B and C of the Individuals with Disabilities Education Act (IDEA). Part B of the IDEA provides funds to state educational agencies (SEAs) and local educational agencies (LEAs) to help them ensure that children with disabilities, including children aged three through five, have access to a free appropriate public education to meet each child's unique needs and prepare him or her for further education, employment, and independent living.

The IDEA recovery funds under ARRA will provide an unprecedented opportunity for states, LEAs, and early intervention service providers to implement innovative strategies to improve outcomes for infants, toddlers, children, and youths with disabilities while stimulating the economy.

This site provides preliminary information about what your state might receive.

The guiding principles include:

1. Spend funds quickly to save and create jobs (I'm not making this up.)
2. Improve student achievement through school improvement and reform
3. Ensure transparency, reporting and accountablility
4. Invest one-time funds thoughtfully to avoid the "funding cliff"

Additionally, guidelines are offered for IDEA Part B recovery funds.

The IDEA recovery funds constitute a large one-time increment in IDEA, Part B funding that offers states and LEAs a unique opportunity to improve teaching and learning and results for children with disabilities. Generally, funds should be used for short-term investments that have the potential for long-term benefits, rather than for expenditures the LEAs may not be able to sustain once the recovery funds are expended. Some possible uses of these limited-term IDEA recovery funds that are allowable under IDEA and aligned with the core reform goals for which states must provide assurances under SFSF include:

Obtain state-of-the art assistive technology devices and provide training in their use to enhance access to the general curriculum for students with disabilities.

Provide intensive district-wide professional development for special education and regular education teachers that focuses on scaling-up, through replication, proven and innovative evidence-based school-wide strategies in reading, math, writing and science, and positive behavioral supports to improve outcomes for students with disabilities. (refer to the site for additional allowable uses).

It's right there in the law - the very first recommendation! Acquire the appropriate Assistive Technology and provide the necessary professional development.

What a unique opportunity to assist our students in the acquisition of the assistive technology that they need to make effective progress in our schools. AND, as we well know, availability of the devices, software and hardware alone never ensures success. The guidelines suggest that LEAs use the recovery funds to provide the professional development required to promote curriculum access.

We are presented with an UNPRECEDENTED OPPORTUNITY to meet the needs of our students. Be a part of the discussion with your special education directors. Be an advocate for your students. Identify the assistive technology solutions that your students need and request the professional development required to ensure seamless integration.

Finally, we can consider our student's needs first. Be a part of the solution.

Additional Information: http://www.donjohnston.com/stimulus/
Economic Stimulus Package Webinar (from Atomic Learning)

Introduction to AT: Parent and General Educator Resources

Last night, I spoke to a group of parents and educators at a local Special Education Parent Advisory Council PAC) meeting. In Massachusetts, the existence of local PACs are mandated by state law where responsibilities include parent education and informing school committees about special education issues within the community.

One of the questions related to a resource for a basic understanding of assistive technology. Typically, when one person asks a question, the reality is that many are wondering the same thing. Here a few resources that provide an introduction to assistive technology. They are carefully selected so as not to be overwhelming:

1. Federal Laws that pertain to Assistive Technology in Education.
   
2. What does Assistive Technology consideration look like?
3. Assistive Technology basics, decision making and tutorials for elementary age students.
4. AT Cycle Toolkit -includes forms for IEP teams to guide consideration, decision-making, implementation and monitoring progress
   
5. General AT categories and suggested products. Compiled by TechLearning, Oct. 2008.

Feel free to share others that you have found helpful.

The Power of Voice

The ability to communicate with others is something that many of us take for granted.

But, there are students in our public schools who are unable to communicate using their voice, students who are non-verbal and unable to use traditional communication methods. Are there students in your district who depend upon alternative methods to communicate with their peers or teachers?

Watch these two videos that demonstrate the power of voice using technology. The first video was on ABC News and profiles a 13 year old girl who is autistic. It appears that she is using a laptop computer with WordQ, word prediction software which also offers text-to-speech. Even her father was astonished when she demonstrated her skills using technology. She was now able to read, write, spell and articulate her feelings!

How often are we selling our students short? How often are we presuming capabilities far below what our student's actually possess?

I learned about the second video from Kate Ahern's blog. Watch "My Power is My Voice" here:


For additional videos, go to the Assistiveware website to view effective augmentative communication device use by individuals of all ages.

Is it AT? Promoting Success by Any Other Name

Scenario: you are asked to evaluate a High School student with learning issues, on an IEP for support in written language, reading, organization and study skills and social skills with goals written for each area.

There are three computers in the classroom with internet access, printer and scanner access.

You follow the SETT framework - identify additional appropriate student, environment and task information and develop your recommendations as follows:

IEP goal focus area - Reading (bright student reading four years below grade level)

1. All material will be available in digital format so that it is accessible to student
2. Recommend WordTalk, PowerTalk, Click,Speak and Accessibar be downloaded to each computer (All free, some offer highlighted words as they speak, color choices, can adjust speed and pitch)
3. Recommend download higher quality voices from nextup.com - student can choose which voice sounds best to him.
4. Show power of voice and color tools that are available in Word (which school has)

a. Recommend use insert sound object tool, drag to toolbar for easy access whenever student needs it. Teachers use it to record directions, embed prompts when completing assignments

b. Create default for student with customized font, font size, font spacing, font color and background color that supports student's learning style.

IEP Goal Focus Area - Written Language

1. Offer student multiple methods of expression to demonstrate what he knows.
2. Pre-writing activities – use free online graphic organizers such as bubbl.us, mindomo, mindmeister, Mind42
   
3. Explicitly teach spell check, synonym support to reflect use of grade level vocabulary
4. Teach use of text-to-speech tools recommended above to improve editing skills
5. Allow use of voice tools such as “insert sound object” in Word or Voice Thread
   

IEP Goal Focus Area – Organization/Study Skills

1. Teach use of tools embedded in Word – highlighting, autosummarize, outlining, etc.
2. Download electronic flashcards (for example, Cue Card, StudyCard) tools available on internet or use internet flashcard resources (for example, StudyStack
3. Set-up student to use iGoogle or similar free resource, as customized homepage with tools necessary for organization success – To-do lists, Notes, homework assignments

IEP Goal Focus Area – Social Skills

1. Create scenarios using digital video tools such as cartoon callouts with graphics in Word, Voice Thread, PhotoStory, Flickr with Captioner etc, that promote social skill development.

You get the point. Of course, there are more free resources, tools and strategies and I could also recommend tools such as Kurzweil, Read & Write Gold, Inspiration, etc. But by only recommending free resources or using what is currently available, is that still AT? The tools are supporting the student’s IEP goals and objectives.

(And you know that educators are more likely to incorporate tools that are easy to use and readily available and your goal is to promote independence and success for the student.)

Is this AT? Why or why not? Does AT for the high incidence populations have to cost money?

I strongly believe that this is assistive technology as defined by IDEA 2004 as these are "off-the-shelf" and "increase, improve or maintain" the functional abilities of a student with disabilities. It's all about independence and success and I believe we are setting a student up for success when we use these types of tools that are accessible ANYWHERE.

Your thoughts?

photo credit - http://flickr.com/photos/leefly/416980365/

Using Technology to Raise the Achievement of All Students

Those of us working in the Assistive Technology field often look for tools that will improve professional practice. This can include new technologies for our students but it can also include resources that serve to identify where we need to concentrate our personal resources. The Using Technology to Raise the Achievement of All Students project is a major initiative of CoSN (The Consortium for School Networking). They have developed a valuable tool that can improve technology integration and facilitate learning for ALL students. Their website explains their admirable goal:

The goal of this initiative is increased achievement and success for all students through the unlimited and effective use of accessible technologies.

It is our core belief that accessible technologies and the close collaboration of assistive technology (AT) and instructional technology (IT) services at the school district level will enhance and facilitate learning for all students – those with disabilities and those without disabilities.

As part of their mission, they have created an online self-assessment tool that allows one to obtain immediate feedback for school district analysis in six areas - Vision, Communication and Collaboration, Infrastructure, Funding, Professional Development, and Instruction and Assessment. These areas are believed to be critical to ensuring that students have access to technologies that support engagement with the curriculum and promote learning. The survey takes less than ten minutes to complete and provides instantaneous analysis, comparison to other school districts that have completed the survey and resource information. It is possible to quickly determine where your district strengths and weaknesses are.

Gather your tech team and your administrators and complete the online survey. Analyze the results and explore the resources for best practices. Move your district forward through collaboration and evaluation. There is so much that can be done and this tool will help you identify the areas that require district energy and resources to improve learning opportunities for ALL learners.