Bookshare - Incredible Tool for Students with Difficulty Reading

An interesting Webinar presented by Shonda Golden gave me many ideas for helping students with reading challenges.  One new bit of information that I can think could be extremely useful for students with a diagnosed reading disability (could be visual, physical or learning) is Bookshare.  Once a student can verify that they have a diagnosed disability that impedes reading, they can sign up and download countless books.

On Bookshare, the books are free!  Students can also download for FREE readers like ReadOutloud (Daisy version) that not only reads the text but also allows students to take notes and look up definitions.  This is an incredible resource that I hope to share with my colleagues as many students with disabilities can now at home access great books for free.  Here are the reading tools on Bookshare: https://www.bookshare.org/readingTools

What is also amazing is that many newspapers and magazines are available including our local Daily News and Philadelphia Inquirer as well as national papers like the New York Times..  In my US Government classes, I can immediately see how students at home can use this for current events assignments.  Whatever articles they download, will be able to be read aloud immediately.  Plus, the subscription to the newspaper is free.  I love this site's commitment to help those who struggle to read!

Source of Webinar: https://atia.adobeconnect.com/_a1106703335/p4vi8fzxbyl/?launcher=false&fcsContent=true&pbMode=normal

 

Using Clicker 6 to help students write!

Another AT tool to help students with writing, reading or physical disabilities create a written work is Clicker 6 (latest version).  Like CoWriter it has banks of words and uses word prediction software to ease and quicken the writing process.  It also has grids of words and/or pictures (more than one grid can be opened at a time), that allow students to get a choice of words that would relate to what they are writing.  No longer must they know the initial sound of a word, instead for students who struggle even with word choice, there is now a tool to give them options.  Here's a link to a video to see how it works; it seems pretty intuitive.

http://www.cricksoft.com/us/products/tools/clicker/video.aspx

It costs $350 for an individual computer and the more that are used by a school, the lower the price goes.  This tool seems more useful for elementary and middle school students, though I could see it helping ESL students in the high school or students with very limited writing skills.  I like that pictures are included too; students can download an image and attach it to their writing.  This seems like it could increase some students' motivation to write.

Finally, their writing is read aloud.  They can check whether what they wrote makes sense on their own.  This really facilitates student independence.

Using CoWriter

For the high school student with a writing, reading or physical disability that makes typing or writing difficult, CoWriter can be an excellent tool to facilitate a finished writing piece.  It uses word prediction (and has extensive dictionaries that can be added to) to help students write quicker and more accurately.

Many of my students with IEPS (and some without) struggle getting their thoughts onto paper.  I watched a five minute video which demonstrated the intuitive way in which this AT predicts words as well as the general simplicity in using it.
http://donjohnston.com/cowriter/#.UzF1_lhOXmQ

For an individual to use it, the cost is about $300.  Schools can purchase licenses for the entire school or a specified number; this would lower the price.  While relatively expensive, I think it would help many students complete a variety of writing assignments.  I could see students in my class writing current event summaries, writing essays or even taking notes in my class.

Past Event Cards helping students on the ASD communicate

Earlier posts focused on choice cards and break cards for helping students on the autism spectrum communicate.  Another type of communication card are past event cards.   These cards help students remember and explain events that they have experienced.   A wonderful resource for helping students create (or for teachers to create!) these cards is found on the Watson Institute's website. 
http://www.thewatsoninstitute.org/teacher-resources2.jsp?pageId=2161392240601226415747290


This webpage categorizes various behaviors that could be related to a past event.  These include: anger, home, school routines and friends.  Once selected and created, students could use these cards when they get home to their feelings and explain what transpired during the day. 



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In addition to the Watson Institute website, I found a pre-made kit on-line called Photo Conversation Cards (retails $32.99) that might be worthwhile exploring as it has 90 cards that are geared to students with ASD.  Here's a link https://www.launchingsuccess.com/store/index.php?main_page=product_info&cPath=340_345&products_id=10486

Michael's IEP Goal - communicate using eye gaze and prerecorded messages in class

Another example of using AT for communication goals is with Michael, a 2nd grader, who uses a voice output AAC device but frequently does not have the "right" answer.  It often takes him a long time to respond to questions and his teacher is concerned as s/he wants him to more actively participate.

The IEP goal is for Michael to use eye gaze and prerecorded message to respond appropriately in his core subject areas 3/5 times.  He (and the staff) may have to be trained on using eye gaze and in selecting prerecorded messages.  With eye gaze Michael can interface with the computer to select messages/images or letters to communicate an answer.  This may be quicker and more accurate than just using the voice output device.  He can also use the eye gaze to choose pre-recorded messages again helping him to increase speed and accuracy.

 

 

 

 

 

Andy's IEP Goal increase langugage production using a Variety of Communication Methods

Another student who has difficulty communicating is Andy.  His IEP goal is to move beyond communication with gestures (or, if prompted, with sign language) and increase his overall expressive language production.  For this, he can use various methods including: sign language, gestures, communication boards, pictures and simple voice output in 4/5 opportunities.  As this goal is focused on an increase in language output through a whole range of options, some training and/or time for setting up the AT for both the staff and Andy may be necessary with two of the methods: Communication boards and Voice Output.  As he already uses gestures and sign language, these do not require additional set up or training rather encouraging Andy to use them would be more the focus.

Communication boards provide a range of pictures/images that when pointed to can express a desire or question.  One example is shown to the right.  As you can see there are feelings, objects and actions all part of this board.  The training that might occur with this is the actual set up of the boards to see if what he wants to say is actually on the board.  This one has feelings, objects and actions as possible choices.


Another type of method new method for Andy is a Voice Output devices.  A great example of Dynavox which I previously blogged about.  Here's a link to reacquaint with it. http://allyouareandcanbe.blogspot.com/2014/02/voice-output-communication-device.html

 

Becky's IEP Goal of using a switch next to her head to write independently

In previous posts referring to IEP goals each student had some sort of writing goal.  Our latest student, Becky also has a writing goal that asks her to use a single switch mounted next to her head.  She will use the switch with scanning software to access the computer 9/10 times for school assignments.

Due to her spastic quadriplegia, this mounted switch allows her to input information as a scanner goes over either letters or words.  Below is an example of how the computer can scan letters and the switch next to her head would allow her to choose the appropriate letters to generate writing.

As Becky is just learning to read, she might also benefit from word prediction software.  This could be incorporated as an additional assistive technology device.  In the photo below, the switch is next to the boy's head.

 

Eric's IEP Goal of Writing 100% of his English Papers with a computer

Eric, a 10th grade student, has limited hand strength and fatigues quickly when doing any type of task involving handwriting.   His English and Civics classes require lengthy writing assignments and his IEP goal is to use a computer or word processor 100% of the time for completing writing homework in these two classes.

One type of portable word processor he could use is pictured below.  This would be easy to cart around and use both in school and at home.  It may require a little bit of training but overall it would be easy to implement as it is similar to typical word processors that are available in most schools.