Instructional Challenge #3Instructional Challenge #3Alicia Logsdon EPSY 457Alicia Logsdon EPSY 457

The ChallengeThe ChallengeScenario -You are teaching remedial reading and special ed; your suite of 7 computers is in the room but You are teaching remedial reading and special ed; your suite of 7 computers is in the room but is hardly used because of the prevalence of paper and pencil work.  You want to do more with technology, is hardly used because of the prevalence of paper and pencil work.  You want to do more with technology, and need to integrate it; the biggest program you are involved with is picture communication.and need to integrate it; the biggest program you are involved with is picture communication.

ChallengeChallenge - -You’ve been selected to present a seminar on technology for special needs students literacy as its focus; this will be geared towards parents and special ed professionals, as well as your own colleagues.

Your task is to modify computers for children that need assistive technology so you can import the reading Your task is to modify computers for children that need assistive technology so you can import the reading programs you use – particularly the “Signs for Sounds” component from Read Naturally - and make programs you use – particularly the “Signs for Sounds” component from Read Naturally - and make adaptations for limited speech and communication, including motor. Describe the resources you would adaptations for limited speech and communication, including motor. Describe the resources you would need, how you would present the program to the administration and how this fulfills the curriculum need, how you would present the program to the administration and how this fulfills the curriculum standards for your program. Also describe what you would include on a slide show presentation to the standards for your program. Also describe what you would include on a slide show presentation to the parents (in great detail with words or with actual PowerPoint slides.)parents (in great detail with words or with actual PowerPoint slides.)

Solution -Your solution must have a research foundation, must include models of practice, and must Your solution must have a research foundation, must include models of practice, and must demonstrate how these models could be modified for use in your own learning environment.demonstrate how these models could be modified for use in your own learning environment.Aside from the slide show component, how you choose to articulate your response is up to you; the only Aside from the slide show component, how you choose to articulate your response is up to you; the only requirement is that you submit it through your blog (and present at your scheduled time.)requirement is that you submit it through your blog (and present at your scheduled time.)

•

•  

Choosing Assistive Technology Choosing Assistive Technology (AT) (AT)

Understand what you are looking for. Understand what you are looking for.

Assistive technologyAssistive technology is defined as “any item, piece is defined as “any item, piece of equipment, or product system that is used to of equipment, or product system that is used to increase, maintain, or improve the functional increase, maintain, or improve the functional capabilities of a child with a disability.” (Section 300.5 capabilities of a child with a disability.” (Section 300.5 of the Assistive Technology Act of 1998 and Public of the Assistive Technology Act of 1998 and Public Law 105.17, IDEA Amendment of 1997)Law 105.17, IDEA Amendment of 1997)

Teaching ReadingTeaching ReadingSpecial Education and Assistive Technology IntegrationSpecial Education and Assistive Technology Integration

Currently Used Literacy Instruction Currently Used Literacy Instruction Assistive Devices/ProgramsAssistive Devices/Programs

SRA “Reading Mastery”SRA “Reading Mastery”

This is one program is This is one program is what we are currently what we are currently using in cross-categorical using in cross-categorical classes.classes.

This shows individual This shows individual turns, we also use one-to-turns, we also use one-to-one instructionone instruction

This is teacher led- will not This is teacher led- will not be offered for independent be offered for independent work work

Currently Used Literacy Instruction Currently Used Literacy Instruction Assistive Devices/ProgramsAssistive Devices/Programs

PEC s or Pic ture Exchange PEC s or Pic ture Exchange C ommunication SystemC ommunication System

• Picture Exchange Communication System Picture Exchange Communication System (PECS) is a form of augmentative and (PECS) is a form of augmentative and alternative communication. It is typically used alternative communication. It is typically used as an aid in communication for children with as an aid in communication for children with Autism and other special needs. Autism and other special needs.

• The system has been used with a variety of The system has been used with a variety of ages including preschoolers, adolescents and ages including preschoolers, adolescents and adults who have a wide array of adults who have a wide array of communicative, cognitive and physical communicative, cognitive and physical difficulties.difficulties.

• Recent literature reviews have supported PECS Recent literature reviews have supported PECS as an evidence based practiceas an evidence based practice

• http://en.wikipedia.org/wiki/Picture_Exchange_http://en.wikipedia.org/wiki/Picture_Exchange_Communication_SystemCommunication_System

Currently Used Literacy Instruction Currently Used Literacy Instruction Assistive Devices/ProgramsAssistive Devices/Programs

Read NaturallyRead Naturally• The core steps of the Read Naturally program incorporate our proven strategy of teacher modeling, repeated reading, and progress monitoring to maximize reading proficiency.

• http://www.readnaturally.com/approach/steps.htm

Currently Used Literacy Instruction Currently Used Literacy Instruction Assistive Devices/ProgramsAssistive Devices/Programs

Read Naturally Model

The same basic step-by-step approach, as described below, is used for Read Naturally Masters Edition, Read Naturally Software Edition, and Group and Tutoring Edition (GATE) for Phonics. A streamlined version of the process is used for One Minute Reader.

The Individualized Educational Plan The Individualized Educational Plan (IEP) and AT Implementation(IEP) and AT Implementation

When selecting an AT it is vital that the IEP When selecting an AT it is vital that the IEP accommodations are considered. Additionally, any AT accommodations are considered. Additionally, any AT included in the IEP must be provided for the included in the IEP must be provided for the student/family at no cost (per IDEA, 1997)student/family at no cost (per IDEA, 1997)

AT can be used at the infant and toddler age range, for AT can be used at the infant and toddler age range, for students with mild disabilities, students with sensory students with mild disabilities, students with sensory impairments, and students with severe and/or multiple impairments, and students with severe and/or multiple disorders.disorders.

AT Implementation in AT Implementation in Literacy Instruction Literacy Instruction

• BBasic Idea: “Target the students’ needs and the learning outcomes; Examine the technology choices, then decide what to use; Create opportunities to integrate technology with other instructional activities; and handle the implementation, and monitor the impact on the students’ learning” (Okolo & Bouck, 2007 p.10).

The Classroom Makeup The Classroom Makeup Grade Level: K-2 Cross-Categorical Special EducationGrade Level: K-2 Cross-Categorical Special Education

IEP Eligibilities include other health impaired (OHI), developmentally delayed (DD), IEP Eligibilities include other health impaired (OHI), developmentally delayed (DD), speech and/or language (SPL), emotionally disturbed (ED), autism spectrum speech and/or language (SPL), emotionally disturbed (ED), autism spectrum disorder (ASD) and combinations of eligibilitiesdisorder (ASD) and combinations of eligibilities

Three students have one-to-one attendants, one is non-verbal and one has limited Three students have one-to-one attendants, one is non-verbal and one has limited verbal skills (both are trained in pecs and discrete trial training, one uses effectively, verbal skills (both are trained in pecs and discrete trial training, one uses effectively, one does not)one does not)

Some students cannot toilet independentlySome students cannot toilet independently

All students are mobileAll students are mobile

Four students are 5-6 years old (K), two are 6-7 years old (1st grade), and six are Four students are 5-6 years old (K), two are 6-7 years old (1st grade), and six are 7-8 years old (2nd grade)7-8 years old (2nd grade)

These students do not require assistive devices (These students do not require assistive devices (examplesexamples).).

Literacy Needs of the Literacy Needs of the StudentsStudents

6 students need phonemic awareness skills to be on 6 students need phonemic awareness skills to be on grade level for kindergarten standards and as a basis grade level for kindergarten standards and as a basis for decoding instructionfor decoding instruction

6 students need decoding instruction for pre-6 students need decoding instruction for pre-reading/reading skillsreading/reading skills

8 students need fluency practice to be reading on 8 students need fluency practice to be reading on grade level texts based on first and second grade grade level texts based on first and second grade standardsstandards

Seven Computers- How to Seven Computers- How to Use as AT to StudentsUse as AT to StudentsAT available for Literacy Instruction in a K-2 Cross-Cat AT available for Literacy Instruction in a K-2 Cross-Cat ClassroomClassroom• Read Naturally (continuation) it utilizes cd/listening devices Read Naturally (continuation) it utilizes cd/listening devices and has been working well with students of various levelsand has been working well with students of various levels

• Reading Recovery-recently discontinued but materials are Reading Recovery-recently discontinued but materials are still availablestill available

• Breakthrough to Literacy Software (Already implemented Breakthrough to Literacy Software (Already implemented in general education kindergarten throughout district 186in general education kindergarten throughout district 186))

Seven Computers- How to Seven Computers- How to Use as AT to StudentsUse as AT to StudentsStudents will be grouped homogeneously, by ability Students will be grouped homogeneously, by ability level and needs based on ISBE standards for their level and needs based on ISBE standards for their functioning level (i.e. a 7 year old, second grade functioning level (i.e. a 7 year old, second grade student may be grouped with a 5 year old, student may be grouped with a 5 year old, kindergarten student-if they’re needs are similar)kindergarten student-if they’re needs are similar)

The computers will be arranged so that these students The computers will be arranged so that these students may work independently and as a group, helping each may work independently and as a group, helping each other as neededother as needed

Seven Computers- How to Use as Seven Computers- How to Use as AT to StudentsAT to Students

Each computer will require students to log in using their Each computer will require students to log in using their name and lunch code (as a password, good practice name and lunch code (as a password, good practice for learning this required code)for learning this required code)

The computers will be set up so the desk tops look The computers will be set up so the desk tops look alike per their ability leveled groupsalike per their ability leveled groups

The desk tops will be designed for each individual The desk tops will be designed for each individual student, using familiar pictures integrated from the student, using familiar pictures integrated from the pecs program and icons from the Read Naturally series pecs program and icons from the Read Naturally series and Breakthrough to Literacy.and Breakthrough to Literacy.

Breakthrough to LiteracyBreakthrough to Literacy• Newly implemented curriculum. Newly implemented curriculum. Has a teach-led, student-led, Has a teach-led, student-led, and independent component.and independent component.

• Used in general education Used in general education kindergarten classrooms kindergarten classrooms throughout district #186throughout district #186

• Has easily made ties to read Has easily made ties to read naturally- stories are read aloud naturally- stories are read aloud and practiced with students and practiced with students recording their own voices.recording their own voices.

• Has a wide range of skill practice.Has a wide range of skill practice.

Breakthrough to LiteracyBreakthrough to Literacy• Has picture led choices for non-Has picture led choices for non-independent readers (direct correlation independent readers (direct correlation to PECS)to PECS)

• Has a range of skills practiced from Has a range of skills practiced from letter identification, sound letter identification, sound identification, to blending, and identification, to blending, and decodingdecoding

• Teachers customize to meet students Teachers customize to meet students needsneeds

• Offers assessment of all areas Offers assessment of all areas practicedpracticed

• Offers a reward for success/work Offers a reward for success/work completioncompletion

The DesktopThe DesktopThis is an example of what a desk top option may look like for This is an example of what a desk top option may look like for able readers using PECs, read naturally, and a newly introduced able readers using PECs, read naturally, and a newly introduced Breakthrough to Literacy.Breakthrough to Literacy.

Robert

Remember when creating your desk top to be sure that Remember when creating your desk top to be sure that you are not over stimulating the students. Even if you are you are not over stimulating the students. Even if you are not working with students on the Autism Spectrum, in not working with students on the Autism Spectrum, in this case research shows less is more. Do not add too this case research shows less is more. Do not add too many graphics, colors, flashes, etc. it will be distracting.many graphics, colors, flashes, etc. it will be distracting.

Also if you have students that have a higher reading level Also if you have students that have a higher reading level or experience with computers go with the standard or experience with computers go with the standard desktop and icon configuration-It happens that this class desktop and icon configuration-It happens that this class does not have that ability level yet.does not have that ability level yet.

The DesktopThe Desktop

For Teachers and ParentsFor Teachers and ParentsPlease follow the following links for more information on the Please follow the following links for more information on the

resources shown in this presentationresources shown in this presentation

AT ResourcesAT Resources• What is Assistive Technology? Does my child need it?What is Assistive Technology? Does my child need it?http://www.frostig.org/pdf/ATguide.pdfhttp://www.frostig.org/pdf/ATguide.pdf

• What is Read Naturally? How Can I find out more?What is Read Naturally? How Can I find out more?http://www.readnaturally.com/approach/default.htmhttp://www.readnaturally.com/approach/default.htm

• PECs- How do we get resources to use at home? PECs- How do we get resources to use at home? http://www.theautismprogram.orghttp://www.theautismprogram.org//

• Breakthrough to Literacy Information- Beyond Kindergarten!Breakthrough to Literacy Information- Beyond Kindergarten!http://www.breakthroughtoliteracy.com/index.html?SID&page=cm_te_co_homehttp://www.breakthroughtoliteracy.com/index.html?SID&page=cm_te_co_home

District 186 offers Parent CoursesDistrict 186 offers Parent CoursesCheck your School’s WebsiteCheck your School’s Website

• Bolton, J, & Mayer, M. (2008). Promoting the generalization of paraprofessional discrete trial teaching skills. Focus on Autism and Other Developmental Disorders (FOA), 23(103).

• Conklin, C, & Mayer, G. (2011). Effects of implementing the picture exchange communication system (pecs) with adults with developmental disabilities and severe communication deficits. Remedial and Special Education, 32(2), doi: 10.1177

• Denton, C, Fletcher, J, Anthony, J, & Frances, D. (2006). An evaluation of intensive intervention for students with persistent reading difficulties. Journal of Learning Disabilities, 39(5),

• Deshler, D, & Kennedy, M. (2010). Literacy instruction, technology, and students with learning disabilities: research we have, research we need. Learning Disability Quarterly, 3

• Dreon, O, & Dietrich, N. (2009, January 1). Teaching assistive technology through wikis and embedded video. TechTrends, 53(1).

• Keramidas, C, & Collins, B. (2009). Assistive technology use with the birth to three population: a rural perspective. Rural Special Education Quarterly, 28(1),

• Lee, H, & Templeton, R. (2008). Theory into practice [Vol. 47].

• Shi, C-H, Shih, C-T, & Wu, H-L. (2010). n adaptive dynamic pointing assistance program to help people with multiple disabilities improve their computer pointing efficiency with hand swing though a standard mouse [1515-1523].

ResourcesResources