Reflection

Now that the semester is coming to an end I would like to take a chance to reflect on everything that I have learned. Coming into this class, I knew very little about assistive technology. I used to associate assistive technology with high end electronic products. But now I know this is not the case since assistive technology exists on a continuum, beginning with low tech, progressing to mid-tech and then to high-tech devices. I have learned the importance of Universal Design in my undergrad classes but I still felt unsure about how to meet the needs for all different types of learners. However, from this class I learned about SO many different resources that are out there to help educators meet all the areas within UDL (multiple means of representation, multiple means of action & expression, and multiple means of engagement). From these resources, I was able to reflect on a previous lesson of mine and add more UDL components to make my lesson one of the best! I also was unaware of all the UDL features that computers already have to accommodate for all people. It was amazing to learn about all these features and actually be able to test them out on my own computer! I also had the opportunity to research AT products and understand their functions. It made me realize that there are so many devices out there to help all different disabilities. And these devices truly help students to show their full potential in the classroom! I have learned so much more that I couldn't possibly be able to fit it all within one blog post (that's why you should read my other blog posts to see what else I've learned ☺). From my first blogs to my blogs currently, I can see a big difference in how much I have learned. I am now comfortable using terminology relating to AT and finding resources. Having this blog will help me a lot in my future classroom. I will be able to refer back to these wonderful resources and be able to incorporate them to strengthen my lessons. Thank you for embarking on this educational journey with me, I hope you have learned just as much as I have!

Social Story

Just like picture schedules, social stories can help students throughout the day. Social stories were created by Carol Gray in 1991 to help teach social skills to people with autism. They are short descriptions of a particular situation, event or activity, which include specific information about what to expect in that situation and why. In one of my classes last year I had the opportunity to create a social story for a child who had difficulty going to the hairdresser. Below I have provided the social story for you: 

Here are some tips and resources for making a social story:

• http://challengingbehavior.fmhi.usf.edu/explore/pbs_docs/social_story_tips.pdf
• http://www.friendshipcircle.org/blog/2013/02/11/12-computer-programs-websites-and-apps-for-making-social-stories/
• http://www.autism.org.uk/living-with-autism/strategies-and-approaches/social-stories-and-comic-strips/how-to-write.aspx

Picture Schedule

In my previous blog, I discussed what visual supports are and their purpose. In this post I will be showing an example of a picture schedule a student with Autism might use for his/her day. It's important to have pictures that appropriately match the activity so the student is not confused. You could even make the picture schedule with the student and allow them to pick out the pictures. Real pictures could also be used which would make it more personal to the child!

 

Apps Used to Provide Visual Support

Students who have cognitive disabilities, autism, and/or multiple disabilities often have difficulty with self-management and personal organization. Visual supports, such as picture schedules and activity sequences, can help these students become more organized. It can help reduce anxiety that students with disabilities face when they are transitioning from one activity to another. Here are some apps that provide visual support for students!:

• iPrompt (HandHold Adaptive): has picture based prompts that have been configured by teachers and parents to help students stay on task and transition between activities. 
• iCommunicate (Grembe): can create picture schedules and provide the option to record messages linked to each picture. 
• Picture Planner (Cognitopia): students can construct personalized picture schedules for themselves on a computer and then use the schedules either in a printed version or on mobile devices. 

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom. (2nd ed., pp. 3-22). Upper Saddle River: Pearson.

AT Accommodations for Students with Disabilities in College

Even though there are no IEPs in college, there are still AT accommodations that can help students during classes, testing situations and completing assignments! Under Section 504 and the ADA, colleges must provide (at no cost to the student) reasonable accommodations to make their program accessible to students with disabilities. Below I have listed some accommodations for college students with disabilities:

• Computers (all computer offer a variety of AT services and tools already built in)
• Portable note taker/smart pen to record lectures and sync to notes
• Sign language interpreters
• Assistive listening system
• Word processing application for essay exams
• Use of a calculator
• Text-to-speech software 
• Captioned videos
• Providing handouts in electronic format
• E-text
• Audio books
• Screen magnification applications
• Graphic organizer applications
• Providing a telecommunication device for the deaf (TTY) 

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom. (2nd ed., pp. 3-22). Upper Saddle River: Pearson.

Assistive Technology Implementation Resources

Here are two great resources for implementing assistive technology! Click the links for these resources to find out more information:

1.
Resource: Assistive Technology Implementation: Working Together to Make a Measurable Difference
URL: http://www.texasat.net/default.aspx?name=trainmod.implem
About: Complete instructional module on AT implementation from the Texas Assistive Technology Network that includes an implementation form

2.
Resource: Assistive Technology Model Operating Guidelines
URL: http://www.otap-oregon.org/Pages/Default.aspx
About: Complete guidelines by clicking on OTAP Publications. Implementation plans are also available!


Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom. (2nd ed., pp. 3-22). Upper Saddle River: Pearson.

Vocabulary

In my previous blogs, I have mentioned the importance of coming up with vocabulary words for students with augmentative communication devices that are relevant to them. In this post I will be coming up with vocabulary words that a high schooler would need at the mall to actively communicate.

1. Hello
2. How are you?
3. Good.
4. Thank you.
5. Please.
6. Do you know where _______ store is?
7. I would like ___________.
8. Clothes
9. Shoes
10. Shirt
11. Jacket
12. Sweater
13. Pants
14. Jeans
15. Purse
16. I am a size medium for shirts. 
17. Do you have this in a size medium?
18. I am a size 7 for shoes.
19. Do you have this in a size 7?
20. I would like to try this on. 
21. I like this!
22. I don't like this!
23. Yes
24. No
25. How much do I owe you?
26. Cash
27. Credit card
28. I would like a receipt. 
29. Have a nice day.
30. Goodbye. 
31. I am done shopping.
32. I would like to continue shopping.
33. I would like to go to the food court.

What other vocabulary words do you think should have been on this list?