Implementation of Assistive Technology in Transition Planning

     My blog has discussed many aspects of assistive technology and how it helps break down barriers in their lives. As students matriculate through their academic career there will come a time when they transition from school to their adult lives or college. Assistive technology can continue to help assist students even after they have left grade school. 

Assistive Technology Accomodations in College 

Under the Americans with Disabilities Act colleges are required to provide programs that are accessible to students with disabilities. Colleges and universities are required to provide services but they are not required to provide the savvy technology. Colleges have the flexibility to choose the services they provide as long as they provide services to the student. 

Below you will find a list of accommodations from the textbook Assistive Technology in the Classroom.  The task is listed first followed by nontechnology based accommodations and lastly technology based accommodations (NTA: nontechnology accommodations, TBA: technology based accommodations). 

Task: Note taking---- NTA: student note taker uses carbonless paper---- TBA: portable note taker, whiteboard capturing device 

Task: Taking test----NTA: extended time and distraction- free environment for testing----TBA: spell check, use of a calculator, and text-to-speech software for reading support 

Task: Reading----NTA: providing readers----TBA: audio books, text-to-speech, scan/ read systems with highlighting  

Task: Registering for classes----NTA: priority or early registration----TBA: web based registration systems 

Apps for iPhone, iPod Touch, and Handheld Devices for Visual Supports

 iPrompts provides students with picture based prompts to stay on task and transitions between activities. The app has a library of pictures and users can add their own pictures using their camera. 


First- Then is an application that allows users to create visual schedules using pictures. Messages can also be recorded to prompt students or serve as reminders linked to each picture. 


iCommunicate is used as a digital Boardmaker for handheld devices. Students use pictures from Boardmaker or their own personal pictures to communicate. Various voice options are available through the application. 

Even though assistive technology is available to help students at school I was unaware of how much technology can be used in the home and community. It's a great way for students to become familiar with it and have the support of teachers and staff, then follow them home and in their environments. 

References: Dell, Amy G., Deborah A. Newton, and Jerry G. Petroff. Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities. Upper Saddle River, N.J.: Pearson Merrill Prentice Hall, 2012. Print.

Integrating Augmentative Communication in the Classroom, Home, and Community

Augmentative communication is the term used to describe devices to supplement speech or writing for those who have speech and written language impairments. Individuals with cerebral palsy, autism, and Parkinson's disease can take advantage of AAC devices to communicate or aid in communication. 

Strategies Teachers Use to Overcome "Learned Helplessness"
Students with speech and language impairments can have a difficult time communicating with others. By building in communication expectations each day the student feels included and held responsible to be an active participant in the classroom environment. Teachers can encourage students to use their augmentative communication systems by asking questions and providing them with a choice. They also need to be empowered by constructing phrases to reject situations that may be unsafe or they don't like.  

Ways to Integrate Augmentative Communication into an IEP 
When students are using an AAC device it should be included in the student's IEP. The device should not be included as a goal but an aid to help the student reach a specific goal. The goals and objectives should be included to ensure they are able to practice communication skills in their individual learning program. The device should be integrated throughout the school day for instructional and non- instructional use. 


The Importance of Supporting the Use of Augmentative Communication Systems at Home and in the Community
At the start of using an augmentative communication system the goal is for student to use the machine as an aid for communication regardless of the setting. The teacher must be heavily involved in the process to ensure a smooth transition from school to using the device at home and school. Using the device in other settings helps reinforce their communication skills. Family members should be trained on how to evaluate the implementation  process. You want to ensure the student is able to use the device in their environment. Special considerations should be made for the student's family involvement, culture, and identifying places or activities. 

Ways to Design Augmentative Communication Systems for Home and Community 
There are several ways to promote the use of an AAC device at home and in the community. Parents and family members should be trained on how to use the device in their home. When family members are trained student's are less likely to depend solely on school staff to troubleshoot technical and pragmatic problems. Interviewing the family will help the teacher provide specific communication demands to fit their lifestyle. The teacher should encourage family members to provide opportunities for the student to use their device. Most times parents and families can anticipate what a student wants but they must allow the student to communicate their needs. The family members should be providing data to school staff to ensure the AAC device is being used properly and if assistance is needed. 

Applications and Virtual Manipulatives

The internet can provide a ton of information. The internet can serve as a resource to find assistive technology devices or the internet can be used as the assistive technology device. In this post you will read my review of an educational application and see the results from an internet search for resources and applications for math. 

Application Review                                                                 
Title: Math Drills Lite
Publisher: Instant Interactive
Web site address: Application can be purchased from Apple
Cost: Free
Notable system requirements: iOS 5.0 or later
Purpose: Learn basic math facts, addition, subtraction, multiplication, and division
Structure: Students can use hands built in on the screen to solve math problems.
Special features: On screen manipulatives, can customize symbols and placeholders, and users can choose a number range
Strengths: On screen manipulatives, answer choices for support, nearby facts are given to help students make a choice, multiple students
Weaknesses: must upgrade to the full version to gain access to all capabilities
Summary: The application can be beneficial for students to help with automaticity. If going to use math drill definitely upgrade to the full version.

Educational Resource Internet Search 

• Sheppard Software- offers everything from early concepts to Precalculus. The website is free and offers various games such as Fruit Pop and Math Man to practice math skills. The website offers a wealth of games and choices for each topic including money and time. Sheppard Software also offers games for other subjects which include nutrition, preschool, and science. Because the website has So many components it lends itself to students with disabilities. Students with disabilities can learn and master concepts in multiple ways. 

Computers and the Internet to Teach Math

Assistive technology can help students in various areas of their lives and subjects in school. Earlier I discussed how assistive technology can be a resource for students in reading and writing. In this post you will read how AT plays a role in math. Each separate subheading addresses various ways to use AT in math. 

Key Questions to Consider When Selecting Educational Applications 
The purpose of the application should be at the forefront of  the decision making process. The application could help the student solve a math problem or  strengthen their math skills. After determining the purpose there must be an evaluation to determine if the application really does what it says. The last question to consider is if the application can replace traditional classroom activities. The application may allow the student to use online math manipulatives instead of tangible manipulatives. 

Applications for Automaticity and Math Fact Fluency  
Automaticity is the ability to recall content quickly and accurately with no effort. In the classroom this shows up as Math Fact Fluency, the ability to solve computation problems by using basic math facts. Timez Attack is a game created by the makers of Sony PlayStation. The game focuses on multiplication facts by using high- tech video games. ArithmAttack is another computer game used to practice addition, subtraction, multiplication, and division facts. The game can be played with one or more players. The numbers can be customized to give the student targeted practice. 

Technology Tools used for Visual- Spatial or Motor Control Difficulties 
Visual- spatial or motor control difficulties can affect students in many ways at school and in their classroom. Copying things from the board and placing digits in the correct place value  can all be challenging for these students. Math Pad is a talking worksheet program. It allows students to solve math problems by properly aligning numbers and allowing students to use a keyboard or mouse to click. Math Type can be used for students in advanced math. It uses symbols to create equations and allows students to color code them. 

Educational Applications for Math Concepts, Math Skills, and Problem Solving 
According to The National Mathematics Advisory Panel students must understand core concepts to transfer previously learned knowledge to solve new problems. They will need to be proficient in automaticity, fluency, and conceptual understanding to be effective problem solvers. Assistive technology applications can relieve one of these barriers for students to be successful. Math Pad Plus is an extension of the basic Math Pad application previously discussed. Math Pad Plus allows students to solve fractions and decimals. Math Talk/ Scientific Notebook is used with Dragon, a voice recognition software. Students can speak math problems from various levels, from prealgebra to statistics. 

Low and Mid Tech Adaptations for Students with Disabilities 

Low Tech Adaptations

• Manipulatives- can be used for basic math facts 
• Fraction rubber stamps
• Addition and multiplication tables- reference guide for students who struggle with automaticity 

Mid Tech Adaptations

• Talking calculators- help students with learning disabilities check their work 
• Calculators with oversized buttons- used for students with visual impairments  
• Coin abacus- teaches basic money counting 

Citation: Dell, A. G., Newton, D. A., & Petroff, J. G. (2012). Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities(2nd ed.). Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.

Assistive Technology for Reading

My last few post have focused on assistive technology for writing. I'm going to switch gears and focus on reading. On the Tools for Life wesbite by Georgia's Assistive Technology Act Program the assistive technology specialist gives tools to help student's when reading. The webinar is short but provides readers with several resources to help minimize the barriers for students with disabilities. The first screen compared and contrasted a screen reader and a text reader. The text reader is for students with adequate vision but may have a reading disability, whereas the screen reader is for students with low vision capabilities. The screen reader is able to read all elements of a screen.

The next few slides focused on where to get to get electronic text from websites such as bookshare.org. 

At the conclusion of the presentation assistive technology specialist gave several ways text and programs can be modified to help students when reading. No different than curriculum, the tools will need to be altered to fit the student's need. Many programs come with various features such as the ability to highlight key information, changing the rate of speech, and can include a language translator. The ability to change these features allows the device or program to be customized for the student's specific needs! Check out the webinar below! 

Assistive Technology for Reading Webinar 

The Writing Process and Assistive Technology

As students get older there are expectations they will produce a written document using each part of the writing process, prewriting, drafting, reviewing, editing, and publishing. Writing is no different from any other subject in assistive technology. There are tons of assistive technology resources to help students with disabilities. Even when providing students with assistive technology, practice and best practiced teaching strategies are necessary. 

Prewriting: Graphic organizers allow students to gather and organize their thoughts on a topic. Inspiration software is a great tool for students to use. It allows students to easily create maps and diagrams with words and pictures to better organize their ideas. 

 
Drafting: After a student gathers and organizes their thoughts they are now ready to put it all together. For students with disabilities the actual physical motor skill of writing can be difficult. Using a computer, adapted keyboards, and word prediction dictionaries can assist students with the task. 

Editing and Reviewing: Before publishing a document the student must edit their work. Grammar checkers, text corrections, and thesaurus’ are great ways to help students rethink and review their work. 

Publishing: Students can use blogs, Prezi, or a PowerPoint presentation instead of actually writing a physical paper or a document filled with words.

Assistive Technology to Support Writing

In my previous post I discussed the differences between sensory and learning disabilities. I also covered high and low tech assistive technology devices. In this post I will discuss two websites to support students in writing. Both websites offer high tech devices. I will list each website and answer several questions about the product offered on each website. 

Kidspiration Software 

What type of disability or learner challenges might be best supported by the software? 

Students with ADHD, autism, Asperger's, dyslexia, aphasia, and visual or auditory processing disorders

Provide a specific example of how the software might be used

• Students can create visual diagrams and pictures 
• break up assignments into small chunks 
• Text to speech interface 
• create a storyboard to illustrate the sequence of events in a story 

Is the software user friendly? 

Yes, the toolbars and icons are easy to follow. Each subject is given specific icons to help students determine what they want to do. Kidspiration can be used for math, reading, writing, science, and social studies. 

Expensive to purchase? 

The software is inexpensive in that for a single computer it cost $39.95 and for licensing for up to 20 computers it cost $640.00. 

What did you learn?

I have this software on my computers at school. I teach kindergarten so I have not allowed students to use the program independently, but we have used the software together as a group. I have used the software to create maps and diagrams as an anticipatory activity for science or social studies. During math we have also used the manipulatives as a way to practice math concepts such as adding and subtracting. 

Text Aloud 3 Software 

 What type of disability or learner challenges might be best supported by the software? 

Students with dyslexia or comprehension difficulties

Provide a specific example of how the software might be used? 

Students could use this software to read the story and answer comprehension questions. It allows them to focus on the meaning and purpose of the story instead of the words. 

Is the software user friendly?

Yes, a toolbar is added to the top of the screen and students can choose which feature they would like to use. It can also be used in emails and web pages. 

Expensive to purchase? 

The Text Aloud 3 is very inexpensive with the cost of $29.95. 

Assistive Technology: Learning and Sensory Disabilities

Learning Disabilities 

Students with learning disabilities can qualify for assistive technology. Altering processes and output is the main focus of students with learning disabilities when using assistive technology. There are several computer access approaches used to help students. Students have the ability to change the appearance of information, use spell check and grammar check, and they also have the alternative to use a touch window instead of a mouse. Voice output devices allow students to get information using their sense of hearing. By highlighting a word or sentence students can be read to by using a text to speech device. Students that struggle with writing can also receive speech to text software or devices. For students with extreme communication disorders there are picture based programs. These programs allow students to use pictures to process a document.

Sensory Disabilities

Students with sensory disabilities use assistive technology to focus on altering the output of information.  This includes screen magnifiers and large contrasted key labels. Screen readers allow students with low vision or blindness to navigate the computer by enlarging the screen. Speech synthesizers allow the contents of a screen to be read to students. Printed documents can be scanned and spoken with synthesized speech. Students with low vision or blindness can also take advantage of toggle keys which emit auditory tones when pressing the cap, number, and scroll lock. Windows software also allows users to adjust the contrast and fonts for easier reading. 

Low and High Tech Assistive Technology Devices

Assistive technology devices help to lessen barriers and enhance capabilities of individuals with special needs. Assistive technology devices are classified in two categories, low and high tech. Low tech devices are less complicated to use, more cost efficient, and are usually smaller and light weight. High tech devices are more complicated such as computers and portable word processors. These devices are normally more expensive and require some type of training. 

Examples of Low Tech Devices 

Tape- used to emphasize words and phrases, can also add contrast for easier reading 

Pencil Grip- used to help students whose fine motor skills are challenged by using pencils and other writing utensils 

Examples of High Tech Devices

Kidspiration- used to help make graphic organizers for students who struggle with organizing their ideas for writing 

Portable Word Processors- used to assist students when constructing written documents 

IEPS with Assistive Technology Devices

You can review several IEP's with present levels, annual goals and a recommended device for the students need.

*All IEP's were taken from Wisconsin's Assistive Technology Initiative website*

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.

Recommended Device: IPad equipped with Pages word processing software 

Present Level of Academic Achievement and Functional Performance: Andy uses a variety of sounds, gestures, signs, and picture/symbols to communicate with his family. He is very social and enjoys parallel play. Andy does not communicate vocally in the classroom, but does use some gestures. At school Andy will sign, but only with prompts.

Annual Goal: Andy will increase expressive language production by using a variety of communication methods in the classroom, including sign language, gestures, communication boards, pictures, and simple voice output devices during four out of five opportunities. 

Recommended Device: Pecs Communication Board 

Present Level of Academic Achievement and Functional Performance: Joey is a 20 month old with developmental delays. He is beginning to respond to visual and auditory action toys and laughs or makes sounds when a toy is activated. He will sometimes reach out to attempt to make the toy move again. Joey’s parents are happy to see him responding to toys and beginning to make sounds, but would like to see him making more attempts at communicating his wants and participating in turn taking games with the family.

Annual Goal: Joey will use a switch or voice output device to actively participate in play experiences to communicate interests to his parents or other caregivers in four out of five opportunities.

STO 1: Joey will use a switch to activate a mechanical toy, after being shown how in a turn-taking situation with his parents, with 80% success as observed during three random observations.

STO 2: Using a single message voice output device, Joey will request “more” or “do it again” when playing simple interactive games, like Peek-a-Boo or tickling that his family knows he is enjoying 80% of the time on three random samples.

STO 3: Using a voice output device with two options, Joey will indicate wanting to play a game or not play a game, “do it again” or “not do it again” during three out of three opportunities as observed on three of four random samples.

Recommended Device: Able Net Button Communication Device 

Present Level of Academic Achievement and Functional Performance: Kelly is in the third grade classroom for most of his day. He has a full time paraprofessional who assists him. He is unable to use a standard keyboard because of his physical limitations. Additionally, his speech is frequently unintelligible. He currently uses single message and multiple message voice output devices, eye gaze, and limited direct selection to complete his academic work. Kelly is functioning at about the second grade level in most curricular areas.

Annual Goal: Kelly will use an adapted keyboard with custom overlays and a computer with talking word processing to complete all academic work.

STO 1: Using an adapted keyboard with a custom spelling template, Kelly will complete a 10 word weekly spelling test taken from second grade curriculum and his current reading materials, with 80% accuracy once a week.

STO 2: Using an adapted keyboard with a custom overlay with three character names and facts or characteristics about them from a current reading selection, Kelly will generate three sentences describing a character or their actions with 100% accuracy on three out of four opportunities.

STO 3: After participating in a cooperative group science project, Kelly will use an adapted keyboard with a custom overlay that randomly lists three to five steps involved in the science project to sequence the steps in proper order with 80% accuracy and "read" them to his group as the "recorder" on three out of four opportunities.

STO 4: Using a basic numbers overlay on an adapted keyboard, Kelly will complete his adjusted daily math assignment with 100% accuracy on four out of five opportunities.

Recommended Device: Adapted Keyboard 

Present Level of Academic Achievement and Functional Performance: Jeff likes to interact with his family. He enjoys eating and being involved in meal time and other functional activities in the home. He has not been able to participate in cooking or cleaning except to look toward the item that is needed next, or make a sound when his mother purposely “forgets” something. 

Annual Goal: Jeff will use a single switch to activate adapted utensils and appliances to assist family members in targeted functional household tasks during three out of four opportunities.

STO 1: Jeff will activate the blender and mixer with a single switch at appropriate times to participate in preparing meals in three out of four opportunities on three consecutive trials.

STO 2: Jeff will activate the vacuum cleaner using a single switch at appropriate times when cued by his mother to participate in vacuuming in three out of four opportunities on three consecutive trials.

Recommended Device:

 

IEP Considerations and Assistive Technology

In previous post I discussed various assistive technology devices and how to utilize them for students with special needs. Before students are able to utilize these devices, considerations must be made in the student's IEP. IDEA requires every student to be considered for assistive technology during the IEP process. The IEP requires teachers and other professionals to explain why assistive technology is will or will not be required.

As technology can be costly and time consuming, I LOVE that teachers are asked to prove why assistive technology is not required as it may be overlooked or never taken into consideration. Several factors must be taken into considerations when involving assistive technology. The setting in which the student will use the device, whether the device is for a specific subject, the student's needs or difficulties he or she maybe experiencing must all be taken into consideration when considering assistive technology.

After determining the student's needs for assistive technology the school district or agency is responsible for the cost (purchase or lease), maintenance, training, repairs, and evaluations. Below you will find a link for a checklist from the Wisconsin Assistive Technology Initiative. The checklist breaks down the process of considering assistive technology for a student.

AT Checklist

Communication Disorders and Technology

I previously discussed how iPads, applications, and accessories can help students with Autism and other communication disorders communicate with their teachers, parents, and peers more effectively. The presenter used various applications to help students communicate and practice skills such as writing.

The next section will discuss students with communication disorders using iPads to give them a voice. I can't begin to imagine how hard and frustrating school and life in general would be if I was not able to communicate my needs. A link for each video is listed under the short synopsis.





Teacher Prospective
This video is a good way to describe the teachers prospective when using the iPad in the classroom for students with Autism. A group of students  and teachers has been piloting ways to use the iPad in the classroom to communicate. The teachers found students were more focused and were able to  reveal their knowledge that may have otherwise gone unknown.
https://www.youtube.com/watch?feature=player_embedded&v=ZuCbYNls0V0

Children with autism are getting acquainted with the iPads and some question whether students are just playing. The woman in the video explains that this play is apart of students learning to use the device and communicate. Teachers feel the devices are improving communication skills, however research on this topic will take time. 
https://www.youtube.com/watch?feature=player_embedded&v=xCyidQrYN9I


Student Perspective
Carly was diagnosed with developmental delays when she was two years old. She was put into intense one on one therapy for 40 to 60 hours with no prevail. Her parents decided institutionalizing her, despite encouragement from her friends and family, was not an option. After encountering a computer, Carly was able to communicate with her parents after years of silence by typing. Carly was able to type to communicate which was first meant with resistance. It is amazing that Carly was able to voice her opinion  about how she felt  having special needs and developmental delays. She desired to be "normal" and her parents were able to see her this way now that she could communicate. Technology has opened up a whole new world for her. 
https://www.youtube.com/watch?feature=player_embedded&v=AN7e2G2sH1A
 

Parent Perspective
Autumn is an 8 year old girl who has Autism. Her mother keeps up with the latest technology to help her daughter communicate. She loved seeing Autumn engaged by pushing the iPad screen to let her mom know she wanted to play with a ball and she felt happy. For a little girl who may have never been able to communicate as society expects, the iPad has played a key roll in opening up the lines of communication between her and her mother.
http://www.youtube.com/watch?v=fWli1-84CNQ&feature=player_detailpage

Proloquo is an application for the iPhone to help people with Autsim, Down Syndrome, and other communication disorders. I listed this video under the parent perspective because it is easy for them to help their child learn to use the program because it's on a familiar device. Communication devices are normally very expensive but Proloquo can be purchased for about $200.00 which differs from the thousands of dollars spent on other devices. This application really allows parents to get involved and take their child's communication needs in their own hands.
http://www.youtube.com/watch?feature=player_detailpage&v=vomkNSluWW4

iPads Autism/ Communication Disorders

In the technology we live in it is imperative students are prepared to function and take advantage of technology. Not only does technology help us in our everyday lives but can assist in helping students with Autism and other communicative disabilities. 

The video below shows a presentation from Lauren Meatty. She works with preschool aged children with the Schwartz Center in North Dartmouth, Massachusetts. Her presentation describes the benefits of using iPads with applications and accessories.

iPad Apps for Autistic and Nonverbal Children

Applications and Notes from the Presentation:

• Students using iPads have something that will attract students to them which will allow them to practice their verbal skills. So not only can an iPad help them communicate but it can also help improve their social interactions with other students.
• The interaction on the iPad can spark their inferencing and comprehension skills by asking questions while playing games and applications. 
• Model Me Going Places is an application that provides students with a way to say yes or no by just touching. The program can be programed to use different words.

• Proloquo help students be to communciate by providing various voices and sentence starters, words, and objects to help students verbalize their needs. 

• Talking Leonard Tiger is an application that repeats what students say. This could be used in speech therapy to help students with articulation and verbalization skills. 
• Little SkyWriters allows students to practice handwriting in a self- correcting mode. Students are to guide the airplane around each letter and the plane will not allow students to make the letters incorrectly. 

iPads are a great way to motivate students and foster independence. Apple has tons of applications that can not only help students communicate but to learn and practice basic skills. Handwriting, practicing math problems, and pictures to speech are all ways in which the iPad can be used in the classroom.

Assistive Technology Devices

Technology has come so far and new technology is still being developed daily. One way in which technology is benefiting students in the classroom is through assistive technology devices. Students are able to take advantage of these devices to tailor their learning. Below you will find several devices used in classroom everyday. You will find a short video by each explanation each device for a more in depth understanding of how they are used in the classroom.

                                             Talking Word Processor Software-

Read and Write is a program that reads text aloud by highlighting the words. It also read Daisy books to students. When text is available in a Flash or locked PDFs Read and Write screenshot reader can also read the text. This software could be used for elementary students who are learning to read. 

Naturally Speaking Voice Recognition Software-

Dragon is speech recognition software. Dragon allows students to talk and use voice commands to write and edit documents, control the mouse, and open applications. Dragon could be used in middle or high school students who are aware of how to properly use a computer to process documents. 

Scan and Read Software-

WYNN Wizard is a scanning and reading software. The WYNN Wizard can scan printed pages and turn them into text to be read aloud to the student. The software can predict words and read the internet. I would recommend the WYNN Wizard for older students because they would be able to use the program independently.

Books on CD-

  Audio books are a great way to model reading for students. Audio books teach listening skills and students are introduced to books that may be above their level. Audio books can be used for students that struggle with reading. It is also a great way to introduce books to beginning readers.

 


Multisensory Educational Software-

Touch Math is a program used for students in kindergarten through third grade. Touch Math provides students with a pictorial objects with “touch points” to perform computations such as adding and subtracting. It engages student’s auditory, visual, and kinesthetic levels.

Adapted Keyboard

Adapted keyboards can be used for students with visual disabilities and fine motor skills. Infogrip is a company that provides technology products. Their products allow keyboards to be adapted in various ways including plastic grip covers and yellow stickers to enlarge the letter size. 

                                                       




 Portable Word Processor

AlphaSmart is a portable word processor. The device has a small LCD screen and a full-size keyboard. Students can write, take notes, or practice keyboarding. The writing can be printed

using a printer. AlphaSmarts also include spellcheckers. 

This can be used for students who may be handicapped and have difficulty reaching or sitting in a computer lab.

Assisted Literacy Software

Earobics is a research based program used to promote literacy achievement in classrooms from pre-K through third grade. The program is differentiated for each student. The teacher creates a profile for each student and the program will automatically adjust the student's learning level according to their performance.

      

 Voice Output Communication Device

Voice Output Communication Aids are devices used by students who are unable to speak. It is important students abilities  and needs. A VOCA can replace speech or writing. Dynavox is a popular company in schools. Students are given a board with pictures and use it to communicate and speak.

Electronic Touch Tablet

Electronic Touch Tablet are an easy way for students to make their learning portable. The most popular type of touch tablet is an iPad. iPads are able to benefit auditory, visual, and kinesthetic learners. Application can be downloaded based on their needs and interest. iPads can help students with handwriting, typing, and academic learning.