Assistive Technology for Students for Low Incidence Disabilities

Assistive Technology for Students for Low Incidence Disabilities in Inclusive Settings Beth Poss, M. A. , CCC/SLP Speech/Language Pathologist Inter. ACT Team Montgomery County Public Schools possbeth@gmail. com Del. icio. us—tags as MCIE

Goals for Students in Any Setting l l l Active Participation Communication Access to General Education Curriculum

Technology as a means to reach a goal

Low Tech

Mid tech

High Tech

Answer When possible use a voice output device to give students a voice and respond just like other students l Present low tech pictures representing answer choices to student on eye gaze board or velcro board l Use a Step by Step to answer – l l Record a single answer or a series of answers on a Step by Step and gives to the student to activate. Use a Go Talk 20, Tech. Speak or Tech. Talk with an overlay prepared with Boardmaker symbols representing answer choices Dynamic Display devices with core or content specific vocabulary that they can navigate to independently *Tip: Allow student enough wait time to respond and use prompt hierarchy as appropriate

Choose l l l Use a display of items or pictures—can be presented using low to high tech Direct the student’s attention to each choice, “Look at the first choice right here. Now look at the 2 cnd choice, etc” Make sure the student has looked at all options. Build choice making into as many activities as possible across the day

Color l l l l Allow a student with significant physical disability to participate in a coloring activity by directing a peer or adult to color using a voice output device Provide adapted access to markers, crayons, paints, etc Use a Step-by-Step to record a series of directions—”First color the flower blue. Then color the stem green. Then make the sun yellow. ” Use a Tech. Talk or other display to allow the student to make a choice of colors from a color based overlay. Use switch adapted digital camera to take a picture of what is being represented in a drawing Provide directions by independently navigating to appropriate vocabulary on dynamic display device Use computer software (Intellitools Classroom Suite provides switch accessible paint tools) to produce artwork

Comment l l l Student uses their voice output device to make a comment that can be repeated throughout an activity Program Step-by-Step to say a single comment “Cool” or a series of comments, such as “ Awesome!”, “No way”, “Check it out!” Keep a Step-by-Step ready to go with an “I have something to say” symbol on it and program it throughout the day with interesting comments Use Comments overlay on Tech. Talk Include a general comment as core vocabulary on a Go Talk 20 Plus Use dynamic display core vocabulary to generate comments *Tip: When verbally prompting a student to communicate using their voice output device use language such as “Tell us something about…” rather than “Hit the switch”

Count l l Use a number line as a low tech tool for counting, where the student uses his finger to indicate each number counted The student uses a Step-by-Step to participate in counting activities Program a Step-by-Step with numbers 1 -10, step counting (2’s, 5’s, 10’s, etc). Look for a variety of counting opportunities throughout the day—number of students in a group, number of books read, number of dollars/coins needed to pay, etc

Cook l l l Use Powerlink to run electric mixer or blender Use Step-by-Step to have student read each step of a recipe Provide sequenced steps of recipes on other voice output devices

Get l The student uses voice output device to direct peers or adults in the process of getting something they need or want--create carrier phrase such as: – – “Could you get it for me? ’ “I need my…. ”

Glue l l l Use PCS on an Etran for actions “glue”, “color”, “cut” The student uses a Step-by-Step to participate in gluing activities with a peer helper “I need to put glue on this—please help me” Create a sequence of messages in a color cut and paste activity Use higher end voice output devices to provide directions

Read l l Create or use PCS adapted books Use a Step-by-Step to record pages of a book for student to “read” independently or with a peer Use Listening Center with books on tape or CD—use Powerlink to allow switch to control Use computer with text to speech (Intellitools Classroom Suite, Clicker 5, Online Stories --One More Story, Starfall. com, Power. Point)

Report l l l Student will use a Step-by-Step to give a report on an activity, science experiment, etc Program the Step-by-Step to go with a set of pictures, objects, etc so that the student can give a sequence of information Use sequence of symbols on mid tech device Student, independently or with support can generate a Power. Point Slide Show and narrate with Power. Talk Student can generate a report using high tech device, Intellitools Classroom Suite, or Clicker 5 then save and present

Write l l l Adapted writing tools (fat pencils, grips, etc) Use of Alpha. Smart Keyboard Student will engage in writing activities using Intellitools Classroom Suite or Clicker 5 on the computer. Use Intellikeys with an overlay or switch(es) to scan through a selection of words and phrases. Can be scaffolded to be made simpler or more complex depending on the needs of the student

Range of Supports for Communication and Access l l l Devices and Software often available in MCPS http: //www. do 2 learn. com/ http: //alltogether. wordpress. com/ http: //atto. buffalo. edu/ Del. icio. us