Ninth Class: Augmentative and Alternative Communication

This evening we were asked to complete a task related to Augmentative and Alternative Communication (AAC). Together my partner, Nicole Holland, and I researched AAC and answered a variety of questions for the purpose of an assigned task.

What is Communication?

Communication is a way of sending and receiving information through verbal and non-verbal expression as well as other mediums. You cannot NOT communicate, even silence is communication.

Communication interactions involve:

1) communication of wants and/or needs

2) information transfer

3) social closeness

4) social etiquette

Twenty Different Ways We Communicate:

1) Verbal: we communicate verbally using words we understand.

2)  Non-Verbal: this is through body language; facial expressions, body language and gestures.

3)  Para-Verbal: tone, pitch and volume of voice.

4) Sign Language

5) Text message

6) Email

7) Writing

8) Eye contact

9) Touch

10) Drawing pictures

11) Telephone

12) Face time

13) Skype

14) Fax

15) Through Apps on mobile devices

16) PowerPoint

17) Emotion - aggressiveness/crying

18) Television

19) Playing an instrument

20) Dance

What is Augmentative and Alternative Communication (AAC) ?

Augmentative and alternative communication, also known as AAC, is a term that is used to describe a magnitude of methods of communication headlong people who are unable to use verbal speech to communicate. AAC includes both unaided and aided systems. Unaided systems, like signing and gestures, do not require special materials or equipment. Aided systems use picture charts, books, and technology. Many forms of AAC include an assistive technology component which range from high- to low-tech strategies.

Who is a typical user of AAC?

AAC can benefit a wide range of individuals, from a beginning communicator to a more sophisticated communicator who formulates his own messages.

Any person with a disability that makes it difficult for them to communicate may benefit from AAC.  AAC allows an individual to express their needs and wants, and more fully participate in decisions that affect their lives.

AAC also benefits family members and other significant others, providing a way for them to more fully communicate with their loved ones.

What are 3 Criteria for EFFECTIVE communication?

1) a communication partner

2) a common language

3) joint attention

10 Different Types of AAC

Name of AAC	Description	Level  of Tech
Cool Speech	CoolSpeech is the text-to-speech player for Windows! It empowers users to experience the wonderful text-to-speech technologies in many ways.	High
MyVoiceX	MyVoiceX is a simple and user-friendly software utility designed specifically for individuals who are temporarily or permanently unable to speak.	High
My Choice Board	The My Choice Board app enables users to increase independence and communicate needs and wants by presenting a visual display of choices.	High
I Can Speak	I Can Speak is an easy-to-use AAC app designed to meet most of the communications needs of those unable to speak.	High
Boardmaker	This software aid in creating visuals. In particular, excellent for creating visual schedules.	Low
Tech/Speak	This augmentative speech device provides users with speech playback. You can record many messages. This device can be used for students who are non-verbal and/or have difficulty with communicating their wants and needs.	Low
Nova Chat 5	This is a speech generating device. It is portable which makes it very convenient. It allows student with significant communication difficulties to be able to communicate. It’s easy to use and it can be customized.	Low
MACAW	MACAW is a communication device for people who do not have functional speech. Pictures or words are used to represent messages stored in each key. The student using the device presses the button to communicate their message.	Medium
Proloquo2go	This AAC App uses text to speech, has a huge vocabulary and is able to predict words. This App can be used by students who are unable to communicate verbally.  You can customize it for your specific needs. It is user friendly	High
Predictable	This AAC App is another text to speech application. You can incorporate social media with this App which makes it very inclusive. It allows the users to hand write on the screen, includes emoticons, convenient folders to store phrases and you can select from a variety of voices. Predictable is commonly used by people who have cerebral palsy and those who have suffered from a stroke or brain injury and have difficulties with communicating.	High

The following is a video of an individual using AAC devices. He demonstrates his ability to use low, medium and high tech devices. It is very inspiring to see how high tech assistive technology drastically improves his ability to EFFECTIVELY communicate. 

Eight Class: Writing Process

The writing process is very intricate and I was thrilled to have a class related to this topic. Eager to learn about the assistive technology methods available to support students readiness and willingness to write, this class presented great value.

At the beginning of the class we were asked to engage in a 10 minute writing task. First of all it was extremely difficult to find a writing tool and/or paper. After finding the tools necessary to complete the task I become annoyed and frustrated. I don't like to write... I like to type! Then we were asked to write with our less dominate hand. Yikes... my printing was not legible and I disliked this task. I got frustrated, angry, and gave up prior to the time limit provided.

However, there was value in both these tasks. These tasks enhanced my ability to empathize with students who have deficits related to writing. What are we really assessing by asking students to write? There are so many means of representing knowledge, a variety of available assistive technology accessible to educators, and tools to foster Universal Design for Learning. Why are students with writing deficits still being asked to write with the traditional pencil and paper?

Our instructor continued the evening by providing us with a document highlighting the complexity of skills required in the writing process. There are so many skills involved in the writing process and one deficit in any of those areas can make the writing process tremendously difficult for a student. I was so naive to the number of skills incorporated in the writing process. I know how to write but never realized the variety of accessible capacities I have which foster my ability to write.

The second half of the class provided a variety of assistive technology and Universal Design for Learning strategies. Yes... ways to support my students ability to write. We watched two videos related to supporting students ability to write:

The Writing Process and Assistive Technology

Mechanical and content skills are essential to writing. Furthermore, there is lower level content skills, lower level mechanical skills, upper level content skills and upper level mechanical skills.

Component	Skills	Assistive Technology
Lower Level Content Skills	Initiating, formulating, and organizing the idea.	- Inspiration - Draftbuilder
Upper Level Content Skills	Requiring prior knowledge, experience memory, recall, metacognitive skills, and writing with purpose.	- Co Writer - Dragon - Siri
Lower Level Mechanical Skills	Use of pen/pencil as a tool for writing, consistent use of form and space when writing letters, automatic letter form, punctuation, and spelling.	- iPad Word Processing - Read Please Software
Upper Level Mechanical Skills	Automaticity of lower level skills (all the above, in a well integrated process), grammar, semantics (clear and appropriate word usage), and speed of motor performances .	- Co Writer - Dragon - Siri - Word Prediction - Clicker Sentences

We were also provided with samples of student written work. Our instructor provided us with visuals and descriptions highlighting the difference between a student with a writing deficit asked to just write with the traditional pencil and paper compared to the same student provided with assistive technology asked to write. This was so empowering and powerful. It was a true demonstration of presumed competency. Students were given the tools necessary to allow them to meet their full potential. The power of assistive technology is so awakening. I can't wait to alleviate the daunting frustration a couple of my students with written output deficits experience when asked to complete a written task, by providing them with some of the new assistive technology tools provided in tonight's class.

Seventh Class: Reading Process - Reading Remediation Websites, Software, and Apps

Tonight's class started with an excellent video emphasizing the value of i Pads. Click on the link to view this powerful, inspiring, and awakening video: http://www.apple.com/ca/ipad/life-on-ipad/includes/video-life.html#video-life

Assistive technology has enhanced individuals abilities and capacities to read. Throughout this post I will identify and share 5 different reading software and 5 different websites offering reading remediation. Furthermore, this post will provide links to the reading software and websites, elaborate on  the supports these software/websites present, and discuss the individuals who would benefit substantially from these software/websites. Subsequently, 5 Reading Remediation Apps will be provided at the end of this post.

5 Reading Remediation Software's

1) LEXIA
Website: http://lexialearning.com/  

Description: Lexia provides reading skills for students of all abilities, and delivers performance data and analysis without interrupting the flow of instruction to administer a test. This technology-based approach accelerates reading skills development, predicts students' year-end performance and provides teachers data-driven action plans to help differentiate instruction.

Benfits: Lexia benefits all students by providing a personalized reading experience. This software teaches students an abundance of reading skills: rhyming, word prediction, letter recognition, sounds, comprehension, etc. This software is extremely beneficial to educators, because it provides data related to students strengths areas for improvement. Furthermore, this software offers strategies for improving a particular skill associated with a students reading abilities. This software is a reflection of Universal Design for Learning because it addresses the needs of ALL learners. 

2) READING HORIZONS DISCOVERY

 Website: http://www.readinghorizons.com/

Description: Simply by teaching the core framework of the Reading Horizons methodology - the 42 Sounds of the Alphabet, 5 Phonetic Skills, and 2 Decoding Skills - students are empowered with skills that allow them to prove they are reading, spelling, and pronouncing the majority of the words in the English language with accuracy.

Benefits: Reading Horizons recognizes the necessary decoding skills involved in the reading process. Dyslexia is associated with deficits related to understanding the "code" associated with reading. Therefore this software is designed for all readings but indefinitely supports students with Dyslexia.

3) THE SENTENCE MASTER
Website: http://www.laureatelearning.com/products/descriptions/sentdesc.html

Description: 

Benefits: The Sentence Master is designed for students who are struggling to learn to read or haven’t responded to a phonics-based approach. This software supports students with Autism, intellectual and developmental disabilities, language-learning disorders, and hearing impairments. Sentence Master is also tailored to meet the needs English Language Learners (K-6).



4) EAROBICA
Website: http://www.earobics.com/

Description: Aerobics is a mutlisenory reading intervention solution. This software incorporates interactive activities, guided instruction, students resources, teacher guides, correlations and assessments to enhance students reading abilities.

Benefits: This software is particularly valuable for at-risk readers and students who require support to enhance on of the five specific reading skills: phonics, vocabulary, phonemic awareness, comprehension, and fluency.

5) SCIENTIFIC LEARNING READING ASSISTANT
Website: http://www.scilearn.com/products/reading-assistant/

Discription:

Benefits: Over-sized classrooms are prevalent in today's education system and educators are unable to provide the one-one reading support necessary to students. This software is beneficial to all beginning readers and aids in teaching reading strategies.

5 Reading Remediation Websites

All the following websites have interactive tools to support early readers, free of charge!

1) STARFALL
Website: www.starfall.com
This website focuses on phonics development, beginning with letters and sounds and advancing to simple words.  A variety of games and interactive books are available for learning.  The target audience is pre-school, kindergarten, and first grade.

2) READING BEAR
Website: www.readingbear.org
Videos and slideshows teach phonics rules using a variety of vocabulary. This is done in a progressive manner to help learners decode 1200 different words. Students aged 4 to 7 are the main users of this website.

3) THE READING GAME
Website: http://www.learntoreadfree.com/
This website has interactive games using pictures and the first 55 words a student will learn to read, so is suited to the beginning reader. These games adhere to the Montessori approach to education.

4) SOFT SCHOOLS
 Websites: http://www.softschools.com/language_arts/phonics/
This site offers phonics games, worksheets, and flashcards for learning to read. It also offers worksheets and projects for a variety of skills and subject areas for pre-kindergarten through middle school, many of which focus on the vocabulary aspect of reading.

5) TEACH YOUR MONSTER TO READ
http://www.teachyourmonstertoread.com/
This site has a series of free games to practice the first stages of reading. It focuses on phonics to teach vocabulary.
 

 5 Apps for Reading Remediation 

Name of App	Targeted Reading Skill	Cost
Reading Raven	Phonics and Decoding	$2.99
Marblemind Phonics	Phonics and Decoding	$2.99
Question Builder	Reading Comprehension	$5.99
The Land of Me-Story Time	Reading Comprehension	$2.99
Grammar Jammers	Grammar Usage and Mechanics	FREE



Sixth Class: The Reading Process

We started this class with an inspiring, amazing and insightful video. Please click on the video below to view this eye opening video:

I believe the main message from this video is the following: One Size Does Not Fit ALL!!! Students are diverse and have complex physical, social, cognitive, and emotional needs. When curriculum is designed in a traditional method and refrains from recognizing and celebrating differences, we are failing our students. We potentially prevent students from reaching their full potential and achieving self-actualization. It is crucial we tailor our curriculum to meet the needs of all learners and nurture ALL individuals potentials. 

After watching this video our instructor asked us to identify and share feelings/thoughts related to the video. She used a great tool to collect and present our ideas: www.polleverywhere.com. I am excited to use this tool in my classroom. It would be useful for brainstorming ideas related to any topic. Also, this tool would support the Statistics and Probability unit in Mathematics because it is an innovative method for collecting data.  

We continued the evening with our instructor providing a presentation related to the Reading Process. Reading a passage and engaging in metacognition was challenging. I truly failed to recognize how many skills are involved in reading. When we began to discuss the abundance of skills involved in reading, I really began to assess my teaching strategies related to reading. I currently have one student who isn't reading. He started in my class a month ago and I have been exploring a variety of options to support his reading. I have provided him with a multitude of assistive technology: Lexia, Wordmaker, Simon Sounds It Out, Starfall, Tumblebooks, different  iPad applications supporting reading (Dragon Dictation, Read 2 Me, etc.). What have I failed to recognize when supporting this students ability to learn how to read? His emotional/behavior disabilities, potential limitation in oral language experiences, minimal access to auditor maps, lack of phonemic awareness, deficits with decoding skill, lack of memory, damage to neurons, etc. There are so many skills and abilities involved in the reading process and every component is required to be able to read. Below is a very informative video regarding the necessary skills required to read:

A highlight from this video was when they showed the young boy discussing his struggle with Dyslexia. It was inspiring and awakening when they also found new and innovative ways to teach this boy how to read. They taught him how to recognize behavioral traits associated with the brain and his ability to read improved. This all ties into Universal Design for Learning. Identifying how a children learns and supporting their ability to learn is the goal of Universal Design for Learning. 

5 Assistive Technology Frameworks and/or Assessment Models - By: Amy Murnaghan and Nicole Holland

Why is Assistive Technology so valuable and important? Please watch the following video to gain a deeper understanding of the significance of Assistive Technology and the relevance of assessment models.

Assistive technology provides innovative solution enabling individuals with disabilities to be more independent and proactive while fostering inclusiveness. How do teachers and clinician know which assistive technology devices support the needs of the students who they are working with? Equally, how do individuals know which assistive technology best supports their needs? Different frameworks and models are available to support this decision-making process. The purpose of this post is to present 5 assistive technology framework and/or assessment models my partner and I located and researched. In particular, this post describes each model in detail, captures visuals, provides video links, and compares and contrasts the 5 models. 

HAAT (The Human Activity Assistive Technology) Framework

HAAT is a framework that helps match the most appropriate technology for those with Special Needs.The four components incorporated into the HAAT framework are the following: human (student), activity (task), assistive technology and context (milieu/environment). Each component of the HAAT model is examined independently and collectively to ensure the assistive technology device is appropriate and effective.

Activity (task):

Activity describes our everyday lives and it includes self -care, productivity and leisure activities. When an individual with Special Needs is unable to do a particular activity, assistive technology devices will enable the person to participate in the particular activity. It is essential the most appropriate assistive technology is used so the individual can complete the desirable task.

Human (student):

Physical, cognitive and affective are three components to consider when examining the human.  When considering suitable assistive technology, the person’s strength, coordination and balance needs to be assessed. Cognitively assessing an individual’s needs involves examining the individual’s attention, concentration and problem solving skills. And finally the when determining their affective domain, emotions are considered and valued.

Context (milieu/environment):

There are four main components to the context. The milieu/environment includes: physical, social, cultural and institutional.  The physical context require examining the environment associated with the individual using assistive technology and confirming the technology is appropriate for their particular setting. The social component includes the people interacting with the individual with Special Needs (milieu). These people can be family, friends, teachers, and therapist(s) etc. who play an essential role in the individual’s life. These individuals are involved in the decisions-making process related to most appropriate assistive Technology. The cultural context consists of the individual’s family, heritage and relationships. These aspects need to be considered with choosing assistive technology because the individual’s views must align with the assistive Technology. The fourth component is the institutional context. The institutional context considers the individuals who make the laws and policies related to making the environment more inclusive for those with Special Needs.

Assistive Technology (tools)

Is also known as the “extrinsic enabler”, it allows for individual performance to improve. When considering the three main components of the HAAT model, the individual should have the most effective piece of assistive technology so that there are no barriers in their environment.

SETT (Student Environment Task Tools) Framework

This framework was designed to support a students’ Learning Team (teachers, assistants, clinicians, parent(s)/guardian, student) ability to successfully determine appropriate assistive technology for specific students. Similar to the HATT framework SETT starts by focusing on the student, environment, tasks, and tools. This framework identifies the needs of the student, within particular environment(s), in order to partake in tasks, which then leads to potential tools which can be used within that environment, to accomplish the tasks identified by the school.

Initially, the SETT framework identifies what tasks the student needs to complete he/she is unable to currently complete in a particular environment. By assessing the student’s current strengths, capabilities and potentials the learning team will be able to match appropriate assistive technology tools.

Secondly, the availability of materials, access to resources, presence of equipment, physical arrangement of space, instructional arrangement, accessibility of support are all important factors taken into consideration when assessing the environment. These factors aid in determining appropriate assistive technology for the student.

After the environment is assessed an analysis of the tasks the student is required to complete in the particular environment is then completed. Observations aid in determining what others are capable of doing in the environment and are used to support the identification of the assistive technology device supporting the student’s ability to actively participate in the environment.

Finally, using the assessment gained from the other components the Learning Team determines which assistive technology tools provide the most accessibility and support. No-tech, low-tech, high-tech tools will be explored. The assistive technology will be implemented initially as a trail basis and later assessed to determine if it is still the most appropriate assistive technology

Overall, there are several benefits related to the application of the SETT framework. When planning is effectively designed and assessment is used efficiently, assistive technology has the ability to successfully impact a student’s progress. A tailored plan allows students to feel success and confidence in their own learning journey. These aspects are all valuable when the Learning Team aspires to incorporate an effective Implementation Plan for students with diverse needs.

Please click the corresponding video link to view a Case Study related to SETT. This video provides an example of how SETT assessment is used when determining the most compatible assistive technology for a particular student.  

MPT (Matching Person with Technology) Framework

Due to the many features and functions assistive technology embodies, it is easy for users to become overwhelmed. The MPT assessment aspires to counterpart individuals with appropriate technologies. Similar to the HATT and SETT framework, MPT assesses the following: the environment, individuals characteristics and preferences, and the technologies function and purposes.

Using a series of instruments the MPT assessment determines the most efficient technology for the desirable person. These instruments are the following:
1) The Assistive Technology Device Predisposition Assessment (ATD PA) to help people select assistive technologies.
2) The Educational Technology Predisposition Assessment (ET PA) to help students use technology reach certain educational goals.
3) The Workplace Technology Predisposition Assessment (WT PA) for employers, vocational counselors, etc. who introduce new technologies into the workplace and who train persons in their use.
4) The Health Care Technology Predisposition Assessment (HCT PA) for health care providers who recommend or prescribe technologies for health maintenance, pain relief, and so on.

These instruments are paired and designed to be provided to both the milieu implementing the technology (educators, clinicians, parent(s)/guardians(s)) and the individual using the technology. The person-orientated MPT assessment is used to inform and potential eliminate any irrelevant technology or predispositions related to technology. The results from the instruments are used to ensure the person is matched to the technology which support their needs and enhances their quality of life.

WATI (Wisconsin Assistive Technology Initiative)

The WATI Assessment is a process for ensuring the most appropriate assistive technology device is used for an individual in their environment. The WATI Assessment process considers many factors when assessing the compatibility and appropriateness of Assistive Technology:

1) WATI Assessment outlines Assistive Technology laws affecting school districts.

2)  Assistive Technology Roles and Responsibilities- this section outlines who is responsible for the assistive technology.

3) Considering the Need for Assistive Technology- this step is when the Individual Educational Plan team meets together and discusses if a student needs assistive technology.

4) Using the Assistive Technology Consideration Guide- the team examines which tasks the student can accomplish at their current level of functioning.

5) Assistive Technology Assessment-this section examines the students’ abilities, difficulties, and the demands of the tasks given and it also examines the environment. The assessment has three parts; information gathering, decision making and trial use.

6) Who provides an Assistive Technology Assessment- anyone who works closely with the student can provide the assessment. Examples are; teachers, occupational therapists, speech pathologists etc.

7) Assessing a child’s need for assistive technology, where to start?- a team, such as the IEP team could be the designated group of people who decide where to start. Someone on the team must understand the curriculum, like the classroom teacher or special education teacher. If the student needs support from an occupational therapist, then a therapist needs to be on the team too. Parent(s)/guardian(s) need to be a part of this step as well, and when appropriate, the student.

8)  Gathering information about the student- in this section the WATI uses the SETT (student, environment, task and tools) framework to help gather information about the student. The team looks at what assistive technology the student is currently using and what has previously been used. There is a comprehensive WATI Student Information Guide which helps the team through the process of gathering information about the student.

9) Gathering information about environment and tasks- the environment is crucial for the team to examine carefully when making decisions about assistive technology. The team needs to observe the environments the student will use the assistive technology in, such as, the classroom, playground, home etc. Some specific features to observe in the environment are the following: lighting, equipment, the individuals interacting with the student etc. The WATI provides an Environmental Observation Guide to use for this process.

10) Using the AT decision making guide- when all the previously steps listed have been completed, the team reconvenes and makes a decision on what their next step will be. There are five steps in the decision making process: 1) Problem identification 2) Solution generation- list of possible solutions 3) Solution selection-choosing a solution and then creating a plan of action 4) Implementation-executing the plan and 5) Follow up-team has a follow up meeting and evaluates the solution.

11)  Implementing trials with assistive technology- the student must be able to try the assistive technology device. Students are given trial periods where they use the assistive technology device while being observed. The observer ensures the assistive technology is improving the student’s performance.

The WATI assessment takes into consideration the students skill set and needs, the environment and those individuals who are working with the student, the task the student is asked to perform, and if the technology is combatable for the student.

ALDI  (Advancing Learning in Differentiation and Inclusion) Initiative

This initiative is used for administrators, teachers and professionals to determine the suitable assistive technlogy. The ALDI Initiative is used in Quebec, Canada. It has been adapted from the SETT framework, by Zabala. There is no universal Assistive Technology device meeting the needs of all learners. ALDI Initiative is a framework implemented so costly technology isn’t purchased without making sure it meets the student’s needs, appropriate professional development is provided related to Assistive Technology, and school boards aren’t incurring unnecessary costs. As mentioned before the ALDI Initiative adapted the SETT framework by Zabala. The SETT framework considers the student, environment, task and tool; these four components should directly correspond with the Assistive Technology when assessing the compatibility.  With each piece of the framework, there are guiding questions to ensure the most appropriate Assistive Technology is used for the student. The ALDI Initiative has adapted the Assistive Technology Planning Guide from the Wisconsin Assistive Technology Initiative. This guide examines the student’s abilities and difficulties related to a particular task. The ALDI Initiative has adapted different frameworks from two well-known assistive technology assessment models. The ALDI Initiative focuses on the needs of the student, the environmental factors, the task, the characteristic of the assistive technology and the time.

Overall, all five models focus on the strengths and needs of individuals to determine the most compatible assistive technology. This the goal of each assisitve technology and/or model.