EDSD 7083 Assistive Technology and Supportive Applications

Assistive and supportive technology is important to use in the classroom to meet the needs of individual learners, especially ones with disabilities.  These devices and applications should be modified for a diverse group of students.  Assistive technology (AT) is any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities.  Student support teams meet and plan strategies and incorporate devices that a student will need to perform tasks in the classroom.  The assistive and supportive technology must be included in the student’s Individualized Education Plan (IEP).  According to Neese, assistive technology can help students with certain disabilities learn more effectively. Ranging in sophistication from “low” technologies such as a graphic organizer worksheet to “high” technologies including cutting-edge software and smartphone apps, assistive technology is a growing and dynamic field (Neese, 2018).

Assistive Technology-

Text-To-Speech Assistive Tools

As an assistive technology, text-to-speech (TTS) software is designed to help children who have difficulties reading standard print. Common print disabilities can include blindness, dyslexia or any type of visual impairment, learning disability or other physical condition that impedes the ability to read. However, other students can benefit from TTS technology, such as children that have autism, attention deficit hyperactivity disorder (ADHD) or an intellectual disability.

The technology works by scanning and then reading the words to the student in a synthesized voice, using a large number of speech sounds that make up words in any given context. With the advances in speech synthesis, TTS technology is more accurate and lifelike than ever.

Intel Reader                                                                                        
The Intel Reader is a mobile handheld device that uses TTS technology to read printed text aloud. It features a high-resolution camera that captures printed text, converts it to digital text and reads it to the user. During playback, words are highlighted as they are read aloud, and the user can pause and have the device spell out highlighted words. The available Intel Portable Capture Station functions as a stand for the Intel Reader to easily and quickly capture text from books and other documents.

At about the size and weight of a paperback book, the Intel Reader is mobile enough to use in any environment. Students can also transfer content from a home computer, or save generated audio versions of printed materials to a computer. Available voices vary in gender, pitch and speed.

AT can address many types of learning difficulties. A student who has difficulty writing can compose a school report by dictating it and having it converted to text by special software. A child who struggles with math can use a hand-held calculator to keep score while playing a game with a friend. There are AT tools to help students who struggle with:

Listening- Certain assistive technology (AT) tools can help people who have difficulty processing and remembering spoken language. Such devices can be used in various settings (e.g., a class lecture, or a meeting with multiple speakers).

Math- Assistive technology (AT) tools for math are designed to help people who struggle with computing, organizing, aligning, and copying math problems down on paper. With the help of visual and/or audio support, users can better set up and calculate basic math problems.

Organization and memory- Assistive technology (AT) tools can help a person plan, organize, and keep track of his calendar, schedule, task list, contact information, and miscellaneous notes. These tools allow him to manage, store, and retrieve such information with the help of special software and hand-held devices.

Reading- There is a wide range of assistive technology (AT) tools available to help individuals who struggle with reading. While each type of tool works a little differently, all of these tools help by presenting text as speech. These tools help facilitate decoding, reading fluency, and comprehension.

Writing- There is a wide range of assistive technology (AT) tools available to help students who struggle with writing. Some of these tools help students circumvent the actual physical task of writing, while others facilitate proper spelling, punctuation, grammar, word usage, and organization (Stanberry & Raskind, 2009).

Supportive Applications- Best Early Learning Apps- For Preschool & Kindergarten

Injini: Child Development Game Suite- Play-based learning exercises and games that are well suited for children with cognitive, language and fine motor delays. Originally designed for and tested by children with autism, cerebral palsy, and Down syndrome as well as general preschool aged kids.
Bugs and Buttons Teaches counting, path finding, patterns, sorting and tracking as well as fine motor skills such as pinching.

Based on the two assistive and supportive technologies identified, the areas of development the technology can be used for are cognitive, language, and fine motor.  The assistive technology can be used for children and adults of all ages and the learning applications are intended for preschool and kindergarten aged children. These apps support learning in the areas of early learning skills and students who have delays in other areas.  The assistive technologies help children read text. 

These assistive technologies and supportive applications are culturally responsive and effective for young children.  They can be changed according to the needs of the individual learner and they help to increase the level of mastery of cognitive skills and learning goals. 

References:

          Neese, B. (2018). 15 Assistive Technology Tools & Resources For Students With Disabilities. Retrieved from: https://www.teachthought.com/technology/15-assistive-technology-tools-resources-for-students-with-disabilities/

          Stanberry, K & Raskind, M.H. (2009). Assistive Technology for Kids with Learning Disabilities: An Overview. Retrieved from: http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview

EDSD 7083 Purposeful Assessment

Systematic Assessment and Interventions are a crucial component to education today.  Systematic assessment is the system that a teacher uses to assess students authentically and purposefully in the classroom.  When a student does not master or achieve success on these assessments, the teacher must plan an intervention to help accomplish these goals.  Assessment is an integral part of teaching and learning. Purposeful assessment practices help teachers and students understand where they have been, where they are, and where they might go next. No one assessment can provide sufficient information to plan teaching and learning. Using different types of assessments as part of instruction results in useful information about student understanding and progress. Educators should use this information to guide their own practice and in partnership with students and their families to reflect on learning and set future goals (Wisconsin Guiding Principles, 2017).

Purposeful Assessment components should include: performance levels considered acceptable, program quality standards that are aligned with standards for children’s learning, attention to inclusiveness, respecting variation in children’s culture and developmental challenges, and assessments both of program quality and children’s development (Zaslow & Halle, 2009).

Below are two scenarios that need assessment/intervention data.  I would like for my readers to give me feedback on assessments and/or interventions that you have found successful in your classroom.  Thanks so much for your help!

Scenario 1-   We have just completed the second term of school, and child one’s teacher is concerned that she isn’t mastering sounds of letters or blending and segmenting words.  She has been in RtI since the end of the first nine weeks.  Numerous Tier II interventions have been put into place.  She is eager to learn; just seems to be at a roadblock.  What are some assessments that can be used for early literacy skills and that the teacher can use the data to determine if she has a learning disability?

Scenario 2-   I have a 5 year old student who is in RtI and still cannot grasp the letters of the alphabet and the sounds they make.  He also is having difficulty in counting to 10 and one to one correspondence.  When he gets frustrated and can't do something, his behavior starts to show.  He “takes out" his frustration on other students.  He has a diagnosis of ADD and his parents have requested a communication log of when this occurs.  What other intervention can be used when he out lashes on the other students in the class?

References:

        Wisconsin’s Guiding Principles for Teaching and Learning. (2017). Retrieved from:

https://dpi.wi.gov/sites/default/files/imce/cal/pdf/guiding-principles3.pdf

Zaslow, M. & Halle, T. (2009). Purposeful Early Childhood Assessment. Retrieved fromhttp://www.researchconnections.org/files/meetings/ccprc/2009/P2-ZaslowandHalle.pdf

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