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Assistive Technology for Students for Low Incidence Disabilities in Inclusive Settings

Assistive Technology for Students for Low Incidence Disabilities in Inclusive Settings

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Assistive Technology for Students for Low Incidence Disabilities in Inclusive Settings

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  1. Assistive Technology for Students for Low Incidence Disabilities in Inclusive Settings Beth Poss, M.A., CCC/SLP Speech/Language Pathologist InterACT Team Montgomery County Public Schools—tags as MCIE

  2. Goals for Students in Any Setting • Active Participation • Communication • Access to General Education Curriculum

  3. Technology as a means to reach a goal

  4. Low Tech

  5. Mid tech

  6. High Tech

  7. Answer When possible use a voice output device to give students a voice and respond just like other students • Present low tech pictures representing answer choices to student on eye gaze board or velcro board • Use a Step by Step to answer • Record a single answer or a series of answers on a Step by Step and gives to the student to activate. • Use a Go Talk 20, TechSpeak or TechTalk with an overlay prepared with Boardmaker symbols representing answer choices • Dynamic Display devices with core or content specific vocabulary that they can navigate to independently *Tip: Allow student enough wait time to respond and use prompt hierarchy as appropriate

  8. Choose • Use a display of items or pictures—can be presented using low to high tech • Direct the student’s attention to each choice, “Look at the first choice right here. Now look at the 2cnd choice, etc” Make sure the student has looked at all options. • Build choice making into as many activities as possible across the day

  9. Color • Allow a student with significant physical disability to participate in a coloring activity by directing a peer or adult to color using a voice output device • Provide adapted access to markers, crayons, paints, etc • Use a Step-by-Step to record a series of directions—”First color the flower blue. Then color the stem green. Then make the sun yellow.” • Use a TechTalk or other display to allow the student to make a choice of colors from a color based overlay. • Use switch adapted digital camera to take a picture of what is being represented in a drawing • Provide directions by independently navigating to appropriate vocabulary on dynamic display device • Use computer software (Intellitools Classroom Suite provides switch accessible paint tools) to produce artwork

  10. Comment • Student uses their voice output device to make a comment that can be repeated throughout an activity • Program Step-by-Step to say a single comment “Cool” or a series of comments, such as “ Awesome!”, “No way”, “Check it out!” • Keep a Step-by-Step ready to go with an “I have something to say” symbol on it and program it throughout the day with interesting comments • Use Comments overlay on TechTalk • Include a general comment as core vocabulary on a Go Talk 20 Plus • Use dynamic display core vocabulary to generate comments *Tip: When verbally prompting a student to communicate using their voice output device use language such as “Tell us something about…” rather than “Hit the switch”

  11. Count • Use a number line as a low tech tool for counting, where the student uses his finger to indicate each number counted • The student uses a Step-by-Step to participate in counting activities • Program a Step-by-Step with numbers 1-10, step counting (2’s, 5’s, 10’s, etc). • Look for a variety of counting opportunities throughout the day—number of students in a group, number of books read, number of dollars/coins needed to pay, etc

  12. Cook • Use Powerlink to run electric mixer or blender • Use Step-by-Step to have student read each step of a recipe • Provide sequenced steps of recipes on other voice output devices

  13. Get • The student uses voice output device to direct peers or adults in the process of getting something they need or want--create carrier phrase such as: • “Could you get it for me?’ • “I need my….”

  14. Glue • Use PCS on an Etran for actions “glue”, “color”, “cut” • The student uses a Step-by-Step to participate in gluing activities with a peer helper • “I need to put glue on this—please help me” • Create a sequence of messages in a color cut and paste activity • Use higher end voice output devices to provide directions

  15. Read • Create or use PCS adapted books • Use a Step-by-Step to record pages of a book for student to “read” independently or with a peer • Use Listening Center with books on tape or CD—use Powerlink to allow switch to control • Use computer with text to speech (Intellitools Classroom Suite, Clicker 5, Online Stories --One More Story,, PowerPoint)

  16. Report • Student will use a Step-by-Step to give a report on an activity, science experiment, etc • Program the Step-by-Step to go with a set of pictures, objects, etc so that the student can give a sequence of information • Use sequence of symbols on mid tech device • Student, independently or with support can generate a PowerPoint Slide Show and narrate with PowerTalk • Student can generate a report using high tech device, Intellitools Classroom Suite, or Clicker 5 then save and present

  17. Write • Adapted writing tools (fat pencils, grips, etc) • Use of AlphaSmart Keyboard • Student will engage in writing activities using Intellitools Classroom Suite or Clicker 5 on the computer. • Use Intellikeys with an overlay or switch(es) to scan through a selection of words and phrases. • Can be scaffolded to be made simpler or more complex depending on the needs of the student

  18. Range of Supports for Communication and Access • Devices and Software often available in MCPS • • • •