SPED 427/527

Early Childhood Education and Assistive Technology

Early Childhood Developmental Needs

• Social skills• Communication skills• Attention span• Fine and gross motor skills• Self-confidence and independence

Technology Categories

• Switches and switch-activated devices

• Augmentative and alternative communication devices

Developmental Issues

• Critical developmental milestones• Responding to people and environmental

inputs• Interacting with people and environment• Expressing wants and needs• Exploring environment• Engaging self with others and

environment• Reaching levels of independence in all

areas

Early Childhood Developmental Analysis

• Consider developmental milestones for selected age-group

• Summarize skill development for each heading

• Identify long-term educational implication of each heading

• Discuss impact of delay, dysfunction, or non-existence of any or all of the individual milestones

Early Childhood Developmental Analysis

• Discuss possible intervention strategies• Brainstorm possible AT solutions• Research AT options on web• Summarize potential of AT for children

with disabilities in assigned age-group

AT Solutions

• 1-3 months - nurturing and bonding, basic needs, postural strength and awareness, responding to environment

• 4-7 months - moving extremities and supporting head/trunk, body awareness, interaction with environment

• 8-12 months - active movement and exploration, purposeful use of hands and legs, emerging communication system

AT Solutions

• 12-24 months - independent mobility, purposeful and useful language, emerging play skills

• 24-36 months - refining communication and motor skills, purposeful play (constructive, imaginative, etc.)

• 3-4 years - refining motor skills for skill development (throwing, catching, kicking, etc.), meaningful writing/drawing, maturing communication and social skills

• 4-5 years - interactive motor, communication, social skills, emerging pre-academic skills

AT Solutions

• 1-3 months– Positioning

equipment– Feeding options– Developmental

stimulation equipment

AT Solutions

• 4-7 months– Wedges,

pillows, supports

– Wrist/ankle rattles

– Interactive toys

AT Solutions

• 8-12 months– Push toys,

standers, walkers

– Touch-activated toys

– Early communication systems

AT Solutions

• 12-24 months– Standers, braces,

orthotics– Communication

devices with multiple inputs

AT Solutions

• 24-36 months– Walkers, standers,

braces – Switch-activated

toys

AT Solutions

• 3-4 years– Adapted balls,

games, manipulative toys, feeding

– Positioning devices– Multi-function

communication devices

AT Solutions

• 4-5 years– Wheelchairs,

standers, walkers, braces/orthotics, positioning equipment

– Adapted toys and educational materials

– Computer access devices

NAEYC Statement

• Individualized needs, based on parent/teacher collaboration

• Potential to enhance cognitive and social skills

• One of many options to enhance learning

• Ensure access to all

NAEYC Statement

• Promote diversity and positive social values

• Technology appropriate to needs and development

• Educator awareness and ongoing training opportunities

Process

• Identify need• Exploring options• Determining features match• Locating funding sources• Acquiring devices• Training and support

Using the SETT Framework

• Identify strengths and needs of child– Describe special interests, family

preferences, available resources, etc.– Prioritize needs

• Describe environmental issues– Consider each domain area– Describe environment and

opportunities within the environment

Using the SETT Framework

• List the tasks or expectations– Consider each domain– Parents expectations– Educator expectations

• Brainstorm possible tools to meet the needs– Identify the “features” of the tools needed– Discuss tool options– Research availability of tools

Assignment

• Students will work in collaborative groups of 3-4 people, including both EC and ECSE majors.

• Given a case reference, students will describe the developmental issues of the child’s age according to three domain areas (home, school, community).

• Given needs statement by parent and understanding the educational needs of the child’s age, students will outline the needs of this case in each of the domain areas.

Assignment

• Using assigned technology applications, students will create a communication board for each domain area using Boardmaker and one multisensory activity using Intellitools that incorporates each domain area.

• Students will compile a resource list of AT devices that would be appropriate to the needs of this case in each domain area.

• Students will submit a summary of how AT could be incorporated into child’s day

Universal Design for Learning: Toys

• Developmental skill development• Features for universal appeal• Categorization of toys according to

development skill

UDL - Developmental Skills

• Motor skills• Cognitive skills• Language skills• Social skills• Self-esteem• Emotional skills• Creativity and imagination

Features for Universal Appeal

• Multi-sensory• Method of activation• Location of use• Opportunity for success• Modern appeal• Self-expression• Adjustability• Individual ability and interest• Safety and durability• Promotion of interaction

Categorization of Toys

• Motor development– Balls, playground equipment– Blocks, constructive toys– Puzzles

• Cognitive skills– Games– Books– Computer software

Categorization of Toys

• Dramatic play– Dress-up clothes– Toy furniture/appliances– Dolls, puppets– Cars, trucks

• Creative skills– Clay– Crayons, paint, paper

Categorization of Toys

• Sensory play– Watertable– Sand and water toys– Music– Instruments– bubbles