Assistive technology for a variety of disabilities

1. Assistive technology fora variety of disabilities Barbaralyn Harden, M.S., C.C.C.-SLP Cat McGovern-Zlotek, M.S., OTR

2. What Is Assistive Technology? • “...any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.” (IDEA) • Just about anything which would assist individuals with a disability • All student’s having an identified disability must be considered for assistive • technology needs.

3. Assistive Technology DeterminingAdaptations or Accommodations • Physical access adaptations • Cognitive accommodations • Vision & hearing support • Communication support • Curriculum accommodations & modifications • Literacy and Math support • Testing accommodations • Organizational supports

4. Adaptive Switches • Provides physical or cognitive accommodation • Various designs for use with any intentional physical action • Provides access to toys, augmentative communication devices, computer technology, & Environmental control (lights, appliances, entire home, phone)

5. Simple supports for cognitive & organization issues Picture or Text Schedules Stop Watches or Timers Planners Visual Timers

6. High tech supports for cognitive & organization issues Voice Organizers Full function watches PDA’s Beepers and countdown timers Smart phones

7. Simple academic supports • “Cards”: Wait card, social rules card, activity cards, turn taking card, all done, first: then • Magnetic poetry and cookie sheet • File Folder Activities • Blocks for words

8. Software for academic supports Kidspiration • Talking Word processor • Writing with Symbols or Boardmaker symbolator • Kidspiration/Inspiration • Word processor with spell checking • Word prediction • Organizers – electronic notebooks & planners • Learning Games Kurzweil 3000 CoWriter

9. Simpler supports for reading Highlighter Pen with flags Highlighter Tape Mono Highlighter Larger Font Reading Pen Line magnifiers, rulers Assists for visual tracking

10. Low tech supports for writing • Pencil Grip • Slant Board • Holding a bead in writing hand • Raised line paper • Ruler taped to writing surface • No slip writing surface

11. Software Tools for Literacy Support • Basic word processor w/spell check • Concept mapping (Inspiration) • Word prediction software • Speech recognition software • Interactive books and video • Digital organizers/notebooks (One Note, Evernote) • NIMAS / BookShare digital books • Scanner with optical character recognition • e-text, e-books

12. Assistive technologies for physical disabilities Alternative keyboards SipNPuff Switch Head Mouse Voice Recognition

13. o o - - o o - - - - - - o o - o - - o o Adapted Device Access: Keyboard & Mouse Emulation Switches On-screen keyboards Morse code input Joysticks Speech recognition Head Pointers Adapted keyboards Mouth Sticks

14. Supports for cognitive, vision or hearing Impairments Braille e-book reader & Embosser Apps - specially designed for individuals with hearing or vision impairment TTY

15. Dedicated Speech Generating Devices (SGD’s): • Speech output may be digitized (digitally recorded) or synthesized (electronically generated from text). • Messages are assigned to keys to which picture or word labels can be attached. • The user selects a message to be spoken either by direct selection or through scanning. • Message duration ranges from 1 second to a minute or more.

16. Non-speech generating devices PODD PODD

17. Speech Generating Devices (SGD’s)Light Tech GoTalk 20 • Limited memory • Limited keys or message pads • Low expense • Usually based on “one key = one phrase based message” Communication Builder

18. Intermediate SGD’s • Somewhat larger memory (often handles more than 100 word vocabulary) • Multiple key display (usually 32 or less with levels) • Usually does not have text to speech • May be a device a child “grows through” on the way to developing skills for a more sophisticated system

19. High Tech SGD’s Prentke Romich Eco and Essence Series Dynavox My Tobii Eye-gaze

20. Non-dedicated Devices • Computer platforms • Through software can do most tasks presented, including communication • AAC devices over computer platforms • AAC is top software, but can also get to computer based software (writing, Internet, etc) • iPad, iPod Touch, smart phones • With apps can do all tasks presented & then some!

21. iPad, THE Game Changer:Why? • Light weight and portable • Quick immediate access • Ease of access to apps, music, videos, games, work tools and Internet • Consistent methodology across programs • Responsive, expandable touch screen • Wide range of apps and low pricing • It’s a toy & a tool!

22. iPad Access Options: Limited! • Works with touch and onscreen keyboard • Not mouse driven cursor, but touch capacitor • Alternate blue tooth keyboards – full size and mini’s, no expanded keyboards • Switch access – limited, program specific • Assists – Assistive touch, voice over, magnify, enlarged text/visuals • Apps - Word prediction, handwriting, voice recognition, recording

23. iPad: What can it DO? • Cause and effect • Interactive music and books • Learning games • References • Organizational supports, visual schedules • Parents supports • Communication • Writing AND reading supports • Internet

24. Modeling communication AIDED STIMULATION is a process in which the Facilitator points out picture symbols on the child's communication display in conjunction with his/her ongoing verbal language stimulation. The type of communication display employed by the child is irrelevant to the process. Goossens', C. & Elder, P. October 1988, SEACC

25. Create Opportunities Speaking partner tend to control the interactions by taking more turns, talking more per turn, initiating most of the topics of conversation, and asking questions frequently. Students who use augmentative communication systems typically have few opportunities to communicate. They take fewer turns. They seldom initiate interactions. Instead, they typically occupy a respondent role replying to their partner’s questions with yes/no responses or single word replies. Janice Light (1990)

26. SETT: An Evaluation &Implementation Strategy S - Student E - Environment T - Task T - Tools

27. Remember… If you are creative, it is likely you can do what you want … you may just need a little adaptation

28. How to contact us Barbaralyn Harden, M.S., C.C.C.-SLP Cat McGovern-Zlotek, M.S., OTR CDRC-Eugene Contacts: harden@ohsu.edu mcgovern@ohsu.edu