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Mark A. HauckMark A. HauckSlippery Rock UniversitySlippery Rock University
Spring 2010Spring 2010
ASSISTIVE ASSISTIVE TECHNOLOGYTECHNOLOGY
such as …
Alternative AugmentativeAlternative AugmentativeCommunication DevicesCommunication Devices
“… any item, piece of equipmentor product system,when acquired commerciallyor off the shelf, modified, or customized, that is usedto increase, maintain, orimprove functional capabilitiesof individuals with disabilities.”*
*P.L. 108-446 Sec. 2 Title I Part A §602 (1)(A)
We also discussed the problemwith her paraprofessionals andrealized several things …
… and largegroup instruction.
ASSISTIVEASSISTIVETECHNOLOGYTECHNOLOGY
OTHER LIMITATIONS…
What other informationdo we need?
Where do we begin?
How do we know whatwe’re doing will work?
UNIVERSAL DESIGNUNIVERSAL DESIGNFOR LEARNINGFOR LEARNING
STRATEGIES AND TACTICSSTRATEGIES AND TACTICSFOR EFFECTIVE INSTRUCTIONFOR EFFECTIVE INSTRUCTION
and
Multiple means of representation—To give learners various ways of acquiring information and knowledge.
Multiple means of action and expression—To provide learners alternatives for demonstrating what they know.
Multiple means of engagement—To tap into learners' interests, offer appropriate challenges,and increase motivation.
*http://www.cast.org/research/udl/
PLANNING Instruction
MANAGING Instruction
DELIVERING Instruction
EVALUATING Instruction
*Algozzine, B., Ysseldyke, J.E., & Elliot, J. (1997). Strategies and tactics foreffective instruction. Longmont, CO: Sopris West.
… recording observations of behaviorand instructional methods.
Student behaviors and performanceoften unpredictable.
Classroom atmosphere important impacton student behaviors and performance,and vice versa!
Time of day important predictor of student behavior and performance.
Students respond best to consistent structure.
Assistive technology (AT) implementationguaranteed by P.L. 108-446 as part of aFree and Appropriate Public Education (FAPE).
AT implementation must align with every student’sIndividualized Education Program (IEP) goals.
AT implementation can create problematic,but not insurmountable, behavioral impactson students during instruction.
AT implementation does increase positive student performance gains,which translates to increased confidence and better overall behavior.
Better behavior translates to better classroom environment!
Everything lookedso interesting andloaded withpossibilities!
Unity 84 Sequenced Pronoun-Verb PhrasesLearn the Unity pattern for pronoun-verb phrases, and you will learn how to say many contractions. Select the “I” pronoun and you will see the declarative statements such as “I can” and “I could.” The pattern is PRONOUN + ICON = Positive phrase
Sample Words and Phrases:I want ‘eat’. I want ‘play’.Go get it. I don’t have it.My turn. Your turn.I win. You lose
ADJECTIVE ICON SEQUENCE RATIONALEgood A THUMBS UP is good.
great Two thumbs up is great.tight The tie with this suit could be
tight or loose. The knot on the tie is up = tight.
loose The belt is loose = loose.little The dice are little. funny The sun is funny / silly. It
has teeth and a smile. real The money is real.expensive You will need a lot of money
if it’s expensive.
AdjectivesVTL and ECO Unity 45 Sequenced(Embellished Icons ON)
What Do You Do?Featuring Zuke the Blob
What Do You Do?Featuring Zuke the Blob
Z U K E Z U K Ehelp come play feel want stop read
stop want drink like eat get come
get feel go color turn make drink help
eat make turn read like go color play
Card 3Card 4
Card 3
Subject Links
Articulation
•Blend Making Machine - Students work on a variety of blends and then get a poem with that blend. •Rhymes to work on blends - A variety of short poems with a variety of blends. •Articulation Word Lists - Minimal pairs, listening lists, and more. •Enhancing Intelligibility through application of AAC strategies
•Speaking of Speech.com Materials Exchange: Check out this site!! •Speech Articulation Game Web Site by Tracy Gefroh Boyd
Auditory Discrimina
tion Activities
•Farm Animal Sounds - Student listen to an animal sound and click on the matching animal picture. •The Sounds Game - An interactive game where students guess which sounds they hear. •Alien Scavenger Hunt
Auditory Discrimina
tion Resources
•What Can You Hear? - Lotto game with sounds on the web.
Since we submitted ourPLAN OF ACTION, we’ve been ableto make decisionsabout what materialbest fits the needsof Ms. L’s students,keeping in mind theirrange of abilities.
We’ve also decidedto forego the binderidea for the time being,and instead optingto keep everythingstored on Flash drives.
The rationale being that some items,such as tutorials, run over 100 pages.
In the interest of preserving paper supplies,printing on an as-needed basis is consideredthe most prudent alternative at present.
Of course, this could change in the future,based on unforeseen developmentsas the process evolves.
Since Ms. L and I are colleagues with the CCIU,we fully intend to continue collaborating on thisproject well beyond the scope of SPED 630.It is my personal goal to use what we’ve worked on as atemplate for my own classroom in the future,and perhaps, for others who may need such a resource.
I’m having too much fun learning to stop now. That’s why mycollaboration with Ms. L will be on-going!
I’ve personally learned that although AT support and trainingresources are readily available for special education teachers with the CCIU, time restraints often warrant independent problem solving steps to address instructional issues with AT.
The research has also indicated that special education teachers have tens of thousands of AT options currently on the market. The task of sifting through what is most useful for your students can be a daunting and time consuming task.*
*Simpson C., McBride, R., Spencer, V., Lowdermilk, J., & Lynch, S. (2009).Assistive technology: Supporting learners in inclusive classrooms.Kappa Delta Pi Record, 45(4), 172-175.
SPECIAL THANKS TO
Ms. Lana Lindenmuth and her class
The Child and Career Development Center,Coatesville, PA
The Chester County Intermediate Unit #24
Dr. Robert Bost
The Department of Special Education atSlippery Rock University
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