Expressive Communication

Students with autism, just like any student, have the right to a free appropriate public education, FAPE, and are considered under IDEA disability categories.  Autism can be associated with mental disability, troubles with motor coordination, attention and physical health issues.

Students with autism face many challenges with communication while in the classroom. Expressive communication is defined as sending a message to someone to have something happen or to stop something that is currently occurring.  A teaching strategy to use with autistic students to improve communication is visual representation systems.  These systems consist of real objects, pictures, drawing, or written words to communicate.

Knowing what expressive communication is and strategies that can be used is just another tool in the teacher toolkit for the classroom.  Teachers never know what they will find in their classroom but the more they know the better prepared they can be.

References:

https://nationaldb.org/library/page/1937

http://www.specialed.us/autism/nonverbal/non12.htm

IEP and AT

AT devices are an important aspect of a student’s success but an IEP is the building blocks of a student’s success.  The next couple posts will focus on IEPs, their goals, and AT devices that help meet these goals.

AT, as defined in previous posts, is a device or piece of equipment that is used to increase, maintain, or improve the capabilities of children with disabilities.  AT also includes services that assists children in the selection, purchasing, or use of the AT device.  IDEA states that very student that has an IEP should be considered for AT devices and services by the IEP team.  The process of assessing if a child needs AT devices or services is a continual process.

I am studying to be an educator knowing that the students’ success always comes first.  For some students to succeed, they need AT devices.  This important information can be used when I am part of an IEP team myself.

References:

http://www.youtube.com/watch?v=i6GdvR_pAI4

Student, Teacher, and Parents Views on iPads

Previously, I discussed about how iPads can be used for students with disabilities.  With the change, knowing how parents, teachers, and students feel about iPads are important.

Students in college find the iPad to be a positive, helpful change but did have some setbacks.  These students liked having all their course material in one place and found switching between apps were easy.  They did find that the iPad did lack in a filing system and the keyboard was not the easiest to type long assignments.

Teachers find that iPads are helpful in the classroom because it can be used for a variety of students in all grades.  With iPads, students can access information for ongoing reports, work on assignments at their own pace without having to leave the classroom, and play games that are educational and fun.

Parents love the iPad for their educational value but are concerned about the one finger used on the iPad.  Since they are continually using their pointer finger, the muscles used for holding a pencil are becoming weaker.  Depending on the game, the thumb and pointer finger are both used strengthening the muscles. Parents have found that iPads have enhanced their childs' spelling, counting, creativity, and problem solving skills.

From all my research, I have found that students, teachers, and parents all found the use of iPads, for the most part, to be a positive one.

The video below shows how a classroom is transformed by the use of iPads.

References:

https://www2.palomar.edu/pages/atrc/2011/06/20/educational-uses-for-the-ipad-the-student-perspective/

http://www.youtube.com/watch?v=bMRvTb_Sv1c

http://www.youtube.com/watch?v=Ed3o-W3l5Pw

iPad Apps for Autistic and Nonverbal Children

We have been talking a lot about AT devices that can be used for students with disabilities and iPads are another great AT device!

iPads can be used for so many different students because of the apps that have been developed over the years.  The use of the iPad in the classroom can teach students how certain tasks are done.  Social stories contain pictures and narration on how a task is done.  These stories can be watched or created by students themselves.  An app that can be used on the iPad for nonverbal students is Speak It.  This app gives options for what a student needs to say and gives them the independence to “talk” and hold a conversation.

Being that iPads and iPhones are part of my everyday life, using an iPad in the classroom would be great!  There are so many apps that can be used, from creating music to telling a story to simply replying to a question with a yes or no.  Next, I will discuss how parents, students, and teachers view the use of iPads in the classroom.

http://www.youtube.com/watch?v=FGU1ELjS7bQ

Automatic Speech Recognition

On Assistive Technology Internet Modules, Automatic Speech Recognition module was helpful in explaining what it is, who it helps, and why use it.

ASR, automatic speech recognition, is a computer application that allows students to control the computer using speech instead of typing.  In a previously post, I spoke about an example of this program, Dragon Naturally Speaking.  This program allows students to write notes and papers using their voice.  ASR has many benefits for students with motor or physical disabilities.  This tool can be used as an alternative system for writing, help students with spelling so they can focus more on the content they are writing, and get students’ ideas down quickly.

As an educator, knowing about ASR programs can help a multitude of students.  By implementing an ASR program, students can avoid the frustration that comes with not being able to write their own notes, misspelling, or forgetting ideas.

AT Consideration in the IEP Process

Another module I completed on the Assistive Technology Internet Modules website was the AT Consideration in the IEP Process.

In this module, the most important thing I found is the process for consideration for AT within the IEP process.  Before AT can be considered, the IEP team must “clearly identify the unique needs of the student and identify the tasks to be performed in the educational program” (OCALI, 2014).  Another important aspect for the AT consideration team is to ask questions about the student and their characteristics in the classroom.  Such questions include if the student needs AT to meaningfully participate in the classroom and what is expected of the student that they are currently unable to do and how AT would solve this problem.

This information is useful when I am a teacher because if I suspect a student is having trouble and may be AT, then I will be able to bring my knowledge of the student to the team meeting.

AT Assessment Process in the School Environment

Assistive Technology Internet Modules website is a great resource for any questions you may have about assistive technology. 

From the module Assistive Technology Assessment Process in the School Environment, I found that knowing and understanding how an AT consideration team decides whether a student needs AT or not.  There are three results the team can conclude; they are AT is not needed, AT is needed, and knows how, when, and where to provide AT, and finally, AT is needed, but the team cannot make a decision before retrieving more information.  In this module, they give three example students of each decision that can be made by the AT consideration team and explains their decision.

This information is useful when I am a teacher because I will be able to tell the AT consideration team about the student and really be part of making the right decision for the student.