Varying Perspectives on the Use of iPads

In my last blog, I went over varying uses of iPads, this blog seeks to showcase varying perspectives on their usage.  I will examine parental, child and educators viewpoints.

1. Parents: Many parental perspectives were largely positive in the interview I read but some criticisms were present.  On the positive side, parents made comments about how the iPad is more motivational for their kids; they said it encourages collaboration and communication with peers; they stated students are more willing to share their projects with them; and there is often greater student independence when they are using an iPad.  On the other hand, the parental criticisms included an increasing amount of arguments over usage time; it sometimes is harder for students to check answers as compared to using a textbook, students emailed their parents during the school day with it and sometimes they said the amount of time a child spent on an iPad project was too long.

Children: I focused on an individual child, Carly Fleishman for a young person's perspective on iPads.  She was featured in a "Medical Mysteries"  video and it showed her journey to becoming able to communicate with using similar technology.  While she did not specifically focus on usage of an iPad, her progress clearly showed the potential benefits of it as a communication device.  Carly who cannot speak was thought to be mentally challenged; once she began to type it was clear she has an agile and capable mind.  Her story clearly demonstrated the positives of assistive technology.  As a communication tool it could be an amazing opener to children of all abilities and it's portability and versatility are surely impressive.  

On a side note, I watched a second video called "Carly's Cafe".  Carly and her dad made it and it is  eye-opening as she demonstrates how an autistic person sees the world.  It clearly shows the struggles she has and thereby implies the relevance of AT.  http://www.youtube.com/watch?v=KmDGvquzn2k
 

Teachers:  An interesting review in the LA Times, looked at a Los Angeles' rollout of a $1 billion iPad program.  Only 36% of the teachers strongly favored continuing the program.  Many cited problems with the iPad curriculum, issues with connectivity, security concerns (many students when receiving the iPad immediately removed the security controls), the storage of information and issues even with signing on.  These results initially surprised me but on the other hand, it takes training to use the iPad, not only as a tool, but also how to use the apps.  Many of the teachers cited lack of training as an impediment for using the device.   It certainly appears there is still a lot of work to do in this LA school district, in order for iPads to be deemed a success.

Despite many varying viewpoints: I believe iPads can play a relevant and important part in the high school.  They are portable, able to access a great deal of information, and they are adaptable to students of varying abilities.

Sources:

Parents: http://dedwards.me/2012/07/07/the-ipad-and-parental-engagement-in-education/

Carly's Journey:  http://www.youtube.com/watch?v=F4XMlhCfp3Q

Teachers: http://www.latimes.com/local/la-me-ipads-survey-20131202,0,2314290.story#axzz2uFxlwQpn

iPads in the classroom for students with special needs - reflection on a Youtube Video

As discussed in my last blog, tablets (and iPads) are great teaching resources.   A video I watched (see link below) focuses on using the iPad with very young students with complex special needs.  Though the title of the video focuses on autism, the speaker Lauren Meaty an OT demonstrates many apps that can be used for a variety of purposes including helping those with physical disabilities, limited communication skills and developmental disabilities.

One of her examples touched on a girl with quadriplegic cerebral palsy who was very fisted; Lauren introduced a simple app called Magic Piano.  Almost in the first moment she demonstrated the app, the girl showed high interest and opened both of her hands to touch the keyboard.   It is amazing how motivating an app can be for a physically challenged student.

Another example in the video focused on triplets, each who had varying abilities.  One could speak, one had good receptive skills but not very verbal, and the third was working on receptive language.   Lauren used an app called Sound Touch that showed a picture of a cat and the verbal triplet said that it was a cat.  The triplet who could not communicate yet at all was asked to pick out a cow - and was able to successfully demonstrate this by touching the screen.  This child received feedback from both Lauren and the iPad as it emitted the sound "moo".   Both kids  were able to interact with the same app successfully despite having different needs.  In addition, this app varied its pictures and sounds; so it also taught generalization of the idea of a cow (e.g. not all cows look the same). 

 

There was student with Downs Syndrome who did not want to write; Lauren introduced the app Skywriters and it showed her how to write (moreover, the app would not let her write a letter incorrectly).  Over time, the OT introduced writing with pen/paper & alternated this with the iPad.  She successfully taught the student good writing skills with the iPad being a motivating medium. 

I have used the iPad in the classroom and find the high school student is typically at ease when using it.  I would love to use the iPad more and hope to find more apps that are appropriate for the high school level.   I am currently using an app called Videolicious which allows the user to make 1 minute videos at home.  I think it could be a cool way for students to demonstrate their knowledge on a topic or issue.  This could engage more students and would incorporate elements of UDL as it is an alternate medium for presenting knowledge.

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

Electronic Touch Tablet

Essentially we are talking about iPad and other tablets in this blog.  I was late to come to using tablets; it was really my 6 year old son who motivated our family's first purchase of one 3 years ago.  Since then, we have had a total of  4 tablets (I dropped one and broke it!) and continue to marvel at how well one can interface with the internet and others using these devices. 

Now for students with fine motor skill impairments, touch screens are more accessible than keyboards or mice when it comes to putting in information, only one finger is needed. The response of the action is more immediate and clearer to the user.  Some tablets can serve as a "voice"; the student can show someone what they want or use an app that allows for voice output.  All are very mobile as they are low weight thereby easy to maneuver.  The Amplify tablet is especially geared to students with accessibility issues and is worth exploring further should a student not be "automatically" able to use or navigate a typical tablet.  http://www.amplify.com/tablet/accessibility

What I especially love about tablets is all ages (even my 72 year old mother) can understand them almost intuitively and seem to enjoy using them!  I love using tablets/iPads in the class as students are typically very motivated when I bring them into the classroom

Type to Learn Software to teach Keyboarding Skills

Their are numerous typing to learn programs available for students with varying disabilities.  This website lists many different programs made for students with learning disabilities and/or physical disabilities (e.g. can only use one hand for instance or are blind).  http://www.abledata.com/abledata.cfm?pageid=19327&ksectionid=19327&top=11214

For example, Keyboarding by Ability ($150)  helps individuals with the use of one hand (or as little as three fingers) learn to type  through guided practice.  They are taught  how to maneuver their hand over the keyboard through progressively challenging lessons that build upon another.  Learning is reinforced through quizzes and drills that can be timed at 1, 3, and 5 minutes.  Giving students with varying disabilities quicker ways to type is increasingly useful in our technology driven world.  I can see this being helpful for a number of students in the high school as so much of what we do uses a computer.

Voice Output Communication Device

Essentially a voice output communication device, lets non-verbal students, students with limited clarity when speaking and/or those with developmental delays an alternate way to communicate (e.g. those with autism, CP, stroke or apraxia).  It allows them to speak clearly with others through the computer and at the same time it increases their own receptive skills.  This is because once they start a conversation and they will then receive more accurate, lengthy, and nuanced replies in return.  So in other words, expressive language can lead to receptive language.

Dynavox makes a communication tablet that is only about 2 pounds and it is quite slim, at less than 1 inch in thickness.  It has a lot of separate programs that allow the user to customize their product.  So the individual with their team can really gear it towards their abilities, interests and needs.  I have not encountered a student with a voice output communication device yet but now I am more able to respond well to a student in the future who uses one.

Here's a link to their website: https://mydynavox.com/Solutions/T10#DynaVoxCompassSoftware

Assisted Literacy Software

ALS are computer programs that help students with reading disabilities, such as dyslexia or comprehension deficits learn to read or to read with greater fluency.   One example is the Computer Assisted Literacy Solution (CALS).   Here's a link to a presentation about their reading program http://eps.schoolspecialty.com/other/other11_rotary/  It seems to be quite thorough!

This reading program instructs students in five critical areas– Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension. It seems as if it could be extremely helpful to struggling readers .  I have a number of  ESL students who even in the high school could benefit through literary software.  This particular program even provides progress monitoring of a student's reading skills and therefore, is very useful for all who would work with a struggling student.

Portable Word Processor

 

Another great AT tool is the  portable word processor.  It  is a lightweight device that is easy to transport (e.g., from classroom to home). It can be helpful to kids who may have trouble writing by hand or have attention challenges and prefer to use a keyboard. Word processing allows the user to edit and correct his written work more efficiently than doing so by hand.  The text is often automatically saved and can be sent directly to a printer.  The word processing has spell check which allows for easier editing.

One device is writer Fusion.  It's small, user-friendly and very portable.  I see this as a wonderful tool for high school students who do not want a huge PC to lug around.  Here's a link to the website: http://www.writerlearning.com/special-needs/fusion.php

Adapted Keyboard

These are keyboards which make it easier for individuals with special needs to type on a keyboard and navigate online. These can help individuals overcome vision or physical disability issues to use a computer with greater ease and control.

There are a variety to choose from, including keyboards with large, color-coded keys, oversized keyboards, unique keyboard layouts, keyboard protection and on-screen keyboards.   One example is Kindercare which is designed for students with visual or motor impairments.  The larger sized keys enable keys to be identified easier and pressed easier.  I certainly could see many students benefiting from this; it is easy to use and readily connected to PCs or other devices.

Another type of keyboard is a one-handed keyboard for students with limited or no-use of one hand.  This could be used at all levels.

 

 

 

Multisensory Educational Software

Multisensory learning  is using  teaching materials to access learning through 2 or more of our senses.  This is useful for students with learning disabilities (like dyslexia), visual oand/or hearing challenges.  It includes teaching information through visual, auditory, tactile and/or kinesthetic means.  The multi-process education approach helps students access information and skills through more than one modality.  Helping with comprehension, reinforcement and practice.

One software program is Earobics.  Students interact with characters like Hakeem Hippo to help them develop foundational literacy skills.  It can help with rhyming, blending sounds, phonetics and developing basic literacy skills.  There seem to be many programs out there but most appear to be geared for a younger group.  I am not sure yet what is out there for the high school student but further exploration is warranted.

 

http://www.earobics.com/solutions/software.php

Books on CD

There are so many opportunities to purchase, rent or borrow books on CD.  This can open up textbooks, novels, biographies and how-to-guides (to name a few!) to those who are physically impaired (cannot turn the pages of a book easily or at all) or who have vision challenges.  Of course, it is also useful while driving or even lying in the dark with one's headphones on!

Resources include Ebay, amazon.com or Barnes and Noble but there are additional resources like http://www.simplyaudiobooks.com/  and http://www.goodreads.com/shelf/show/books-on-cd that allow you to rent books.  There is even a 15 day free trial period for simply audio books.

  For the high school classroom this could be useful for English students or even students studying a foreign language who are required to "read" a book. 

Scan and Read Software

This software essentially allows typed documents to be scanned and then for the documents to be read aloud.  This would be really great for visually impaired or blind persons.  Here's a brief tutorial of one program called Open Book by an actual user Ernie http://www.youtube.com/watch?v=A6nh7YHOmz8

My school district uses Kurzweil and many of my students with reading disabilities have accessed the textbook, readings, exams and worksheets with it.   The special education teacher sets it up for an individual and I have found it to be very helpful for them.  Kurzweil's site has free trials of two of its programs: one for those with reading disabilities and the other for those with vision disabilities.

http://www.kurzweiledu.com/special/texttospeech/?utm_source=g&utm_medium=cpc&utm_term=tts&utm_campaign=lit&gclid=CP7jlN_E3bwCFafm7Aodf0QA9g

 

Naturally Speaking Voice Recognition Software

Another wonderful AT device is speech recognition software that turns what you are saying into text on a word processor or a similar device.  It can also be used for emails, texts, and directly give commands to a computer for it to do something like save a document.  It also can control items in the home like house lights or a wheelchair.  This is helpful for students who have limited or no control over their hands to type or for students whose fine motor skills are not sufficient for rapid typing.  Though they would need to be able to speak clearly or consistently for the software to follow their requests.

One program that seems to be quite popular is Dragon NaturallySpeaking.  Here is a link to a demo (just scroll down a little).  http://www.nuance.com/dragon/index.htm

The demo shows how to write an email as well as search for items on the web and send the email.  It's super cool!  A student version can be purchased for $99 and currently there is a $25 off coupon.  This would be excellent to use for high school students as they could speak rapidly and have the computer follow their commands. 

Talking Word Processor Software (TWS)

TWS are writing software programs that provide speech feedback as the student writes.  Each letter is echoed as it is typed and if the spacebar is pressed, then the word itself is stated and in some programs like Write Out Loud by Don Johnston, one can have the entire sentence or paragraph read aloud.  They also typically include word prediction and spell check as feature.   This would help students who struggle with grammar, spelling and word choices (e.g. it checks for homonyms and provides a dictionary to clarify definitions); as well as for those who have visual issues and/or hand coordination challenges.

A good tutorial from Write Out Loud demonstrates all sorts of ways in which their program can be used.  It is clear and easy to grasp how it could be used.  This program might be a little basic for most high schoolers but those who are at an 8th grade or lower reading/writing level would benefit.

http://donjohnston.com/writeoutloud/#.UwdrUFiYZMs
 

Word Prediction Software (WPS)

 

WPS helps a user during word processing on a computer by "predicting" a word that the user wants to type.   The way in which the word is predicted is based off a spelling, syntax and frequency of use.  It can help students who struggle with correct spelling, grammar and word choices (e.g. homonyms).  It also requires fewer keystrokes so those who have fatigue easily or have trouble controlling their hands/fingers would benefit.

This video demonstrates both how WordQ and SpeakQ work by helping to correct grammar and spelling as well as how word prediction functions.  It's only 3 minutes in length and very informative http://www.youtube.com/v/Ae74_3jFO4A?autoplay=1&rel=0&enablejsapi=1&playerapiid=ytplayer

This absolutely would be applicable and useful for the high school level as students already typically have a sense of grammar, spelling and words.

Automatic Speech Recognition (ASR)

I have to admit, this is an area I have no experience with and yet I am intrigued and eager to learn.  Essentially ASR allows users to control a computer (also it can control wheelchairs and appliances to name a few) using their voice.  Here's a link to a 30 second clip that demonstrates ASR; it's so cool to see it in action (just scroll down a little on the screen)  http://www.atinternetmodules.org/mod_view.php?nav_id=1180

It's exciting to learn that automatic recognition software is readily available for free on most updated computers including PCs, Macs and iPads.  Though there are still resources available for purchase, this link provides an excellent overview of what's "out there".  I even discovered that my Windows Vista has speech recognition software built into it!  

http://www.atinternetmodules.org/mod_view.php?nav_id=1192

Finally, there is a link that specifically goes over the "latest" software programs and evaluates them in terms of what should be bought depending on the specific needs of the user.  There's even a link for special pricing for students and teachers.   http://www.atinternetmodules.org/mod_view.php?nav_id=1187

 

AT Consideration in the IEP Process

What struck me in this learning module was the types of services that Assistive Technology devices might require.  Services could include something as simple as having a homeroom teacher turn on the FM listening system and check if it is working, or the IEP team could have the ability to consult with a technology specialist as needed.  When developing an IEP with AT, these services should be considered carefully so the technology can be implemented effectively.

Also, the module kept emphasizing the need for a team approach in considering AT in the IEP process.  Every person has something valuable to add; it's not just about the technology.  Different members of the team know different strengths and needs of the child, and they also know the environment the child will be in when using AT.  All of this is important information for deciding on AT.

This website http://www.atinternetmodules.org/mod_view.php?nav_id=1789 has excellent resources for the SETT process as well as the IEP process.  It's a resource I hope to use!

Assistive Technology (AT) Assessment Process in the School Environment

It was interesting for me to realize how many different ways the SETT (Student, Environment, Tasks, and Tools) process can occur.  Two  ways new to me were the Consulting and Coaching models where outsiders come to work with the student and the other team members to observe and help formulate the child's AT needs.  This helps me to realize that I can ask for more input should I believe that there is something "missing" or not being considered for a students with needs.

A video (link at end) focusing on a students' needs and strengths in order to determine appropriate technology was very clear in the importance of assessing both what the student can do and what they need help with in order to successfully determine AT needs.  Too often we think about what is lacking; this video demonstrated the necessity of incorporating what they can do in order to best be matched with tools.  For instance, if they can push buttons but not hold a pencil, then you are seeing both what they can do and then you can look to determine what they need to do in their environment like generate a summary.  Finally, this website offers ideas of what kinds of technology may work and is a terrific resource also for recent research on AT: http://techmatrix.org/
 

Video: http://www.atinternetmodules.org/mod_view.php?nav_id=1436
 

Going Deeper: Major Types of Alternate Keyboards - Who benefits from Each?

A simple way to provide access to a keyboard for those with visual difficulties is a Keyboard Label - here large letters with higher contrast are affixed to the regular keyboard; an alternate form allows for Braille markings to cover a keyboard. 

Keyguards are acrylic or metal covers placed atop a keyboard and for each letter there is a corresponding hole.  They allow those with poor fine motor control to select only one key at a time.  Some with cognitive abilities may be given a keyboard with limited holes so that only those needed are accessible.

 

A selecting or pointing device would help those with a physical disability either who are unable to isolate a finger or use their hands to press an individual key.  They can be controlled with a mouth, head, foot or hand/arm and are typically homemade to meet the needs of the individual.

Moisture guards are flexible polyurethane covers that protect a keyboard from moisture or dirt.  They can be completely see through or incorporate high contrast, large print letters.  These are helpful for students who tend to drool or spill things.  For shared computers there are also disposable keyboard skins.

Learning about these tools can come in handy with a student who struggles with keyboarding.  I can ask for further help from an occupational therapist or a special education teacher as needed.

Assistive Technology Continuum and its Significance

  There are no hard and fast rules for assistive technology, rather the devices must be individually keyed towards the needs of each student.  There are three general levels on the continuum.  The first are low-tech adaptations for using a computer.  They include keyboard labels (for students with visual or attention issues) pointing devices (for students with physical disabilities),  keyguards  (for students who need help targeting keys) and  moisture guards (for those who spill or drool) and magnifying lenses.  Many students needs can be met with these lower technology devices.

Further along on the continuum are mid-level and high tech level  AT devices.  Some of the devices are trackballs,  joysticks, touch screens, head-pointing systems and eye-gaze;  each provides an alternate means of using a mouse.

 

Typically these devices are more for students with fine or gross motor control issues.  While I may not encounter many students with these greater needs; I undoubtedly will come across some and this awareness will better help me meet the individual's needs. 

Some Interesting Accessibility Features for Students with Disabilities

Both Macintosh OS X and Windows 7 are committed to universal access.  Both have a magnifier, keyboard modifications and flexibility with mouse control visual.

The Maginfier in both systems allow for students with impairments better ability to read the screen. 

Keyboard modifications like Sticky Keys, which allow students to not have to push keys at the same time (like Ctrl, Alt, Delete) but instead sequentially.  This helps students with CP or only the use of one finger. 

 

Mousekeys is a feature that allows movement that typically would be done with a mouse instead be via the numbers keyboard using the arrows that correspond with certain numbers.  This could be useful for students with difficulty tracking the mouse movements on the screen, those with some fine motor control with CP.

This is exciting for me to read about all these modifications as there are concrete already built-in aides to help my students with varying disabilities succeed.   Again, I have had students with varying types of challenges, and now instead of just going to the OT or Special education teacher, I have some tricks up my sleeve.

UDL design features that Facilitate Computer Access for Students with Disabilities

    The guidelines that encourage flexibility in use of technology can be seen in how recent operating systems of computers now allow operation of it by with a mouse, keyboard or voice.  Both Mac and Windows systems allow keyboard shortcuts that enable all functions to be made directly via the keyboard.  This is a great option for those with fine motor control challenges or limited range of motion.  Computers can also be controlled by voice; both Mac and Windows systems allow users to speak commands into a microphone.

UDL's guideline to provide flexibility in use for both right  and left-handers.  Microsoft has the two button use and can be switched via a function on the computer.  Mac users can position the one button mouse on either side of the computer.

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Finally the UDL guideline designers consider the variation in precision and accuracy of computer users can be seen in  allowing the speed of the mouse to vary, the size of the icon to increase, and varying the speed of the keyboard repeat rate.

All of these UDL principles help a variety of learners with varying needs be it visual, physical or cognitive disabilities.  All of whom I have had in my classroom so it gives me some more ideas to employ should I see a student struggling in the class.

Source: Dell, A; Newton, G and Petroff, J.  (2012).  Assistive Technology in the Classroom: Enhancing the School Experience of Students with Disabilities. Pearson Education.

Teaching Tips for Supporting Students who use Assistive Listening Devices

The last blog served to remind me that I may want to take initiative in asking students about their listening devices.  In terms of teaching, what follows is a reflection of tips to use with listening devices.

Training in their use at my school is readily available and I have participated in at least two trainings over the past 5 years.  This gave me the confidence to use the amplification system.  Also, with one of my students I had a one-on-one conversation before using it.  She and I talked a few times a week to make sure her needs  were met.   On the other hand, another student I had refused to have me wear the amplification system, despite it being part of his IEP.  To support him, I checked in a number of times and he repeatedly said he did not need or want it. 

 

In terms of using it on a daily basis, the student who had me wear it would signal to me if it was or was not working.  She simply gave me a thumbs up or thumbs down.   On occasion, she would request the system be passed from student to student, but I now wonder whether I could have taken more initiative in facilitating some of the communication between her and her classmates.   I did face her when giving any kind of lecture, this really was imperative for her.   For her, I found it to be a successful tool and one I could easily implement.

Source: Dell, A; Newton, G and Petroff, J.  (2012).  Assistive Technology in the Classroom: Enhancing the School Experience of Students with Disabilities. Pearson Education.