Assistive Technology Wrap Up

Well, I hope everyone has gained some knowledge about assistive technology, throughout this blog.  As I look back on the blogs that I have posted, I feel like we have covered so much, but in all reality, we have only scratched the surface of assistive technology.

I can say that as I look at my own teaching, I see the areas where I am strong with assistive technology, as well as, the areas where I need to improve and incorporate more.  Furthermore, it is important to understand that from year to year, not every student is going to use AT the same way.  

Also, I would like all of you to understand that as more and more high tech, assistive technology keeps getting introduced, it is more and more likely that the students entering your classroom will have them incorportated into the IEPs or in your classroom.

It is our job as educators to prepare all of our students to use these devices and keep up to date with the latest technology and how to use it correctly!

IEPs and Augmented Communication

In my professional experience, I have not had many students that use augmented communication devices.  The way our school district is set up is by schools.  The elementary school that I work at has the "emotional support," classroom.  There is another elementary school in our district that has the "life-skills," classroom, another has the "autistic," classroom, etc.

However, it is important to know to incorportate augmented communication devices into the student's IEPs, whenever possible.  Furthermore, students must use their devices in the classroom, community, and on a daily basis, in order for them to develop an understanding of how to use their device.

When students use their devices, there are several different goals that that are able to work towards, when using augmented communication devices:

1. Increase his or her spontaneous use of appropriate communication with familiar partners for at least three communicative purposes.
2. The student with independently navigate the augmentative communication device without assistance.

Help Me, Help You

It is an epidemic that all teachers encounter..it is the idea of students not being about to help themselves.  More over, students only want the answer to a problem and to be "done," rather than understand the skills and strategies that go into a certain lesson.l

Every year, I see more and more students that do not know how to communicate correctly.  This is not the student that has a communication disability, but rather, simply does not know how to communicate correctly.

Here are some helpful strategies for teachers and students to use:

1. Students should understand when it is the correct time to communicate and use their words.
2. Consequences for students that do not communicate correctly.
3. Students need to understand that there are ways to communicate, such as head nodding or yes and no answers.
4. When students communicate correctly, students should be given positive feedback whenever possible.  Build the students up as much as you can.

In my classroom this year, I have one student that has a severe studder.  For him, we have created communication cards that he is able to use, rather that get frustrated and give up, and not want to communicate.  

High-Tech Assistive Technology

Hey everyone,

I know I just finished blogging about low-tech resources that I'm sure every teacher and student has used before, but I did want to take some time to focus on the math program that our school district uses.

The program we use is call MyMath.  This research based program is completely interactive for teachers, students, and parents.  Students are provided with a workbook at the beginning of the year that has a daily lesson, as well as,

Each lesson also comes with interactive lesson plans and power points that provide electronic math manipulatives for students to use throughout each lesson too.

Low-tech and Mid-tech Adaptations for Math

Hey everyone!

I just wanted to take some time to share about assistive technology and spotlight low and mid-technology.  For many of my second graders, the low-technology seems to be the most useful for my students this year.  Base-ten blocks, stacking cubes, 2D and 3D shapes, and money are extremely useful.  I also like to think that students having something in front of them, like a number line gives them more confidence as they are working.

iPads and Math Facts

Last year one of the best ideas I got for my students to develop their basic math facts was to use the website www.xtramath.com.

Here is how it works:

• Teachers will visit the website, www.xtramath.com and set up their classroom.
• Teachers should enter each one of their students name, so they can log on.
• Once students have their log in and password, they are able to log in and work on addition, subtraction, multiplication, or division, based on their individual level.
• Students, teachers, and parents are able to access the material on different technological devices (computer, tablets, smartphones), anywhere and practice anytime!

This is a great idea if you want you students to practice at home, or if they finish working early during the school day.

Basic Math Facts and Developing Math Fluency

As I have previously mentioned, I am a second grade teacher in the Pottstown School District.  From year to year, the biggest problem that I see in my students is that they lack the knowledge of basic math facts and are not fluent with their math facts.

I am currently in my 4th year of teaching and I constantly add new teaching strategies into our classroom every year for students to have fun while learning their basic math facts.

Here are a few different resources that I have found and used in our classroom:

1. For some of my students that are much lower or struggling to develop their math facts, I use www.abcya.com.  There are different games for students to play and they don't even realize they are learning while playing.
2. Action Based Learning:
1. Agility Ladders with Flash Cards - This is one of the most fun ways I have seen my students learn.  They have plastic and fabric ladders on the ground in the front of the classroom with basic math flash cards in and out of the different rungs of the ladder.  They jump, hop, or step in and out of the ladder and at each new flash card they solve the problem before they can move on. 

Key Questions to Consider

Hey everyone!

As an educator, one of the things that I try to make sure to do with my students every year, is to really think about the different educational applications in order to make sure that all students are given the best form of the technology.  If a students is struggling to learn a specific topic in math, just simply throwing some sort of math manipulative to piece of technology in front of them to use, in order to solve the problems is not enough.  Teachers must make sure that the technology that is given to each of the students is the appropriate level.  Furthermore, students must be able to know how to use each piece of technology that you put in front of them.

At the beginning of each school year, we make sure to introduce the different pieces of technology before we actually use them in any sort of lesson.  I have seen in classrooms before, that when teachers expect students to understand how to use certain pieces of technology, they often are let down, when students are unsure how to use it.

Furthermore, here are a few other things to think about when selecting educational applications:

1. Are the directions simple?  (Is the wording easy enough or challenging enough for students to understand)
2. Are there any spelling errors?
3. Can I alter the material to meet the needs of all learners?
4. Are there differents levels of accessibility?
5. Are the graphics I chose able to go along with the material being presented?

These 5 questions are similar to the things that I think about when I am created each blog post.  

An Introduction into Computers and the Internet to Teach Math and Reading

Hello all,

I hope everyone has found this blog informative thus far.  This will be my last chunk of posts for awhile.  I would like to dedicate these next several posts to incorporating assistive technology into a math curriculum.  As a previous student, math was one of my worst subjects and everyday I teach, I try to imagine myself in the classroom and how I felt as a student.  My self-confidence was low, I always thought every problem I did was wrong, and never felt secure answering problems.  Without an IEP, or learning disability, I was just a regular student who needed assistive technology to help me learn.  

Moving forward, the next several posts will focus on low, medium, and high assistive technology that may be known or over looked.  I hope you all take some time to check it out.

IEP #2: Eric

Example 2:

Present Level of Academic Achievement and Functional Performance: Eric participates in regular education programs for his academic subjects. His hand strength is limited and he fatigues quickly when doing any handwriting task. Civics and English homework are a particular problem because of lengthy assignments and reports that need to be completed.

Annual Goal: Eric will use a computer or portable word processor to complete 100% of his assignments in 10th grade English and Civics classes.

This portable word process would allow students to participate in regular education programs in all of his academic subject areas.  It would reduce the amount of fatigues and support his hand strength.  Furthermore, when Eric has homework, he will be able to complete lengthy assignment by reducing his hand fatigue.  I know that some of my younger students struggle with handwriting, so it is important for me to stress that I am not focused on the handwriting as much as the actual assignment.  

IEP #1: Johnny

Example 1:

Present Level of Academic Achievement and Functional Performance: Johnny uses his right hand to write and to physically position his left arm and hand. He has difficulty managing papers as he writes. He collects and utilizes a lap tray, incline board, non-slip mat and modified clipboard but often waits for staff to set up modifications.

Annual Goal: Johnny will initiate the set-up of his writing station 80% of the time given a chart of needed materials for each task.

I think this lap tray would be something that I would use in my classroom, not only for students with IEPs, but for all students as a fun alternative for students to use, instead of always sitting at their desks.  Furthermore, the top of this lap tray adjusts to an incline, as well as, a white-board top.  In our second grade classroom, my students love using white boards and markers.  An added bonus of this, it saves paper throughout the year. 

Example IEP's & Assistive Technology

Just a quick post, but in the next several blogs, I would like to show you several different IEPs and appropriate devices that would meet the annual goals.

Assistive Technology & the Writing Process

Good Evening everyone,

I am currently sitting in my graduate school, assistive technology classroom and felt the need to share some information about assistive technology and how it works with the writing process.  Personally, I have several students in my classroom this year that have IEPs, that require specific modifications and adaptations in the classroom and on different assignments.  

As far as IEP considerations, the educating team should consider in one or all of the three areas:

1. As a part of the annual goals.
2. Related services.
3. Supplemental aid or services needed to support the student in the least restrictive environment.

 However, over my first four years of teaching, I have found that although only a few students have IEPs, with specific requirements for their learning, it is beneficial to all students to provide assistive technology or other resources in order for them to accomplish academic tasks on a day-to-day basis.  

For example, there are students in my class, that require a tablet in order for the to complete phonics and sight word practice.  When this student begins using the tablet, the majority of the class begins to ask "why does _________ get to use the tablet?"  Through observation, I have now provided the tablet and other forms of "high," technology as a learning tool for all of the students in my classroom.  

Technology in the classroom

     Even though the video is about an hour in length, I found some time to watch this video and it provided some new and exciting apps to try with students.  In our school district, our autistic support is actually located in a different elementary school, however, I still integrate iPads and other technology in our classroom for students to communicate.  Specifically, this year, I have one little boy who has a stutter and news to use communication cards and an iPad to communicate.  Without the iPad and other technologies in place for him, our student gets extremely frustrated when he try to communicate, so we provide him with these strategies to speak to teachers and classmates.  In our classroom, the main app that we use is a core board for students to communicate common things that they need to do in the day.  Furthermore, in my student's situation, we do phonics and sight words, as well as, basic math facts on there as well. 

Electronic Touch Tablet

     These are great forms of high-technology that can be extremely beneficial in any classroom, for any student.  Our second grade class is currently raising money to purchase two tablets for our classroom.  We currently borrow several from one of the other teachers in our building from across the hall.  I have used them as rewards for students to earn time on tablets, I have several students that are gifted and finish their work early, so I provide enrichment activities for them on the tablets, as well as a way to practice phonics, basic math facts, and other essential materials throughout the school year.

Type to Learn Software

     This is such an amazing product!  I am a second grade teacher in the Pottstown School District and our entire second grade team uses Type to Learn.  During our six day cycle, our class goes to our computer lab twice in the cycle to use the Type to Learn program for 40 min.  It really provides the students an opportunity to practice using a computer, as well as, develop their typing skills.  All of our students, regardless of learning disability, IEP, 504, or a general education student is able to use this program.  I have paired with our OT teacher in the past to come in and facilitate our lessons and provide some additional feedback to all students in our class.

Voice Output Communication Devices

     By definition, a voice output communication device enables users to speak.  Children that have difficulties speaking can use these devices in order to "speak," or communicate with teachers, classmates, employers, etc.  Students who may be non-verbal or may have autism can also benefit from the use of these devices.  It has been thought that when students cannot speak, they do not understand what is happening around them.  I have provided a great link for anyone stopping in to this blog to check out (http://www.aacandautism.com/why-aac/why-use-aac)!

Assisted Literacy Software

     Assisted literacy software helps develop literacy skills such as phonemic awareness, decoding and comprehension skills and reading fluency.  These programs benefit students with reading disabilities, such as dyslexia.