Assistive Technology for Writing including Motor Aspects of ...
ASNAT Assessing Students Needs for Assistive Technology Chapter 7 Reading Wisconsin Assistive Technology Initiative www.wati.org This PowerPoint was made possible by funding from IDEA grant number 9906-23. Its content may be reprinted in whole or in part, with credit given to the Wisconsin Assistive Technology Initiative (WATI) and the Wisconsin Department of Public Instruction (DPI) acknowledged. Reproduction of this PowerPoint in whole or in part for resale is not permitted. Objectives
Participants will understand the SETT process as it relates to identifying appropriate AT for students with difficulty reading and or understanding text. Participants will have basic knowledge of the AT continuum for Reading as identified in the ASNAT 2009 Reading Chapter. Participants will be able to access resources and tools for trial with students who need AT reading supports. Introduction 2009 ASNAT revision (Assessing Students Need for Assistive Technology)
Uses the SETT framework for AT assessments Student Environment Tasks Tools Framework developed by Joy Zabala 2002 http://sweb.uky.edu/~jszaba0/SETTUPDATE.PD F Implementation Plan & Follow-up added by WATI Revised version has added Sensory Considerations Using the SETT framework Traditional SETT
The Student Identify the functional area(s) of concern? Special needs (related to area of concern) Current abilities (related to area of concern) What does the student need to communicate that is difficult or impossible to do independently at this time? Using the SETT framework The Environment(s) Arrangement (instructional, physical)
Support (available to both the student and the staff) Materials and Equipment (commonly used by others in the environments) Access Issues (technological, physical, instructional) Attitudes and Expectations (staff, family, others) Using the SETT framework The Tasks What SPECIFIC tasks occur in the students natural environments that enable progress
toward mastery of IEP goals and objectives? What SPECIFIC tasks are required for active involvement in identified environments? (related to communication, instruction, participation, productivity, environmental control) Using the SETT framework The Tools Tools include devices, services and strategies everything that is needed to help the student succeed.
Describe what a useful system of assistive technology devices and services for the student would be like. Brainstorm Tools that could be included in a system that addresses student needs. Select the most promising Tools for trials in the natural environments. Plan the specifics of the trial (expected changes, when/how tools will be used, cues, etc.) Collect data on effectiveness. (Zabala 2002) Using the SETT process Decision Making Guide WATIs version
of the SETT Framework For Reading Guide will be Different for every area of AT assessment Using the Student Information Guide in the SETT Process The Guide is intended to help the team discuss key issues when assessing the need for AT for a specific student.
It helps teams consider whole child & environment & not jump to a device! It is a group (sped, reg. ed, support staff, admin., parent, student) process in which everyone contributes. Important to write on a large format so that everyone can
see, edit, remember (shared group memory), stay focused, and be informed! Team members take roles of: Facilitator, Recorder, Time Keeper Assistive Technology for Background Background LEAs must provide accessible core
instructional text for students with print disabilities: Students must meet NIMAS criteria as having an identified print disability as documented in their IEP. Blind or visually impaired Physical limitations Organic Dysfunction For specific information about Wisconsin NIMAS standards, procedures or criteria, go to http://dpi.wi.gov/sped/vision.html Assistive Technology for
The Student Student List the functional areas of concern What are the students special needs related to the area of concern. What are the students abilities? What motivates the
student? Other questions you might ask? Assistive Technology for The Environment Environmental Considerations What specific environmental considerations need to be addressed?
Obstacles? Supports? Attitudes of others? What are other the environments that need to be taken into account? Sensory Considerations (new) New section as a subset of Student & Environment
Does this student have sensory deficits or sensitivities that will impact his/her ability to read or process written text? Do the learning environment(s) impact the sensory issues of the student? Sensory Considerations STUDENT Visual clutter on page Auditory sensitivity to computer read text Organization of work space
ENVIRONMENT Background noise Visual distractions Lighting (full spectrum vs. flourescent) Physical space Assistive Technology for The Task Tasks to Consider What does the
student need to do to achieve educational goals from their IEP and be an active participant in their environment? What are other students doing in the same environments? Narrowing the Focus
As a team, identify by circling or other means those few tasks the student needs to do that will have the most impact. Solution Generation: Tools/Strategies As a team, brainstorm and write on chart paper any assistive technologies &/or strategies you think will assist the student in successfully completing those tasks you identified. Brainstorm possible AT Dont evaluate (yet)! Remember to include AT that the student already
uses Use all resources including people Assistive Technology for The Tools AT Continuum Follow the progression of low tech, through mid tech to high tech when selecting assistive
technology tools Assistive Technology: past and present Part of the Students past & current environment List any tools that the student is currently using or has used in the past to assist with reading tasks. Success rate? If abandoned, why? Assistive Technology for
Low Tech Tools AT Continuum Low Tech Standard text Use reading strategies & tools Color Highlighters Highlighting tape Colored overlays or reading strips Books adapted for access Page fluffers
Flip Page Turner - www.ablenetinc.com BookWorm - www.ablenetinc.com AT Continuum Low Tech Books adapted for access cont. Visual Modifications Enlargement Increased spacing Hand-held or bar magnifiers Low Tech Modifications to text Modify vocabulary (use Wite-0ut to replace wording)
Use visual cues for trouble words, where to start reading, etc. Language Master to read trouble words Assistive Technology for Mid Tech Tools AT Continuum Mid Tech Handheld device to read individual words Talking Dictionary www.franklin.com Reading Pens Wizcom www.wizcom.com
Iris www.irislink.com AT Continuum Mid Tech Use of Pictures/Symbols with Text -Software oBoardmaker v. 6 www.mayer-johnson.com oClicker - www.cricksoft.com/us/default.asp oIntelliTools Classroom Suite - www.intellitools.com oNews 2 You - www.news-2-you.com oPicture It - www.slatersoftware.com oWriting With Symbols or Symwriter www.mayer-johnson.com
Silver-Pascuilla, H., Ruedel, K. & Mistrett, S. reported that seeing words illustrated was an effective strategy for emerging readers (2004). AT Continuum Mid Tech Electronic Text Commercial e-books
Balanced Literacy www.intellitools.com Leap Frog www.leapfrog.com Planet Wobble www.planetwobble.com Start to Finish series www.donjohnston.com Thinking Reader www.tomsnyder.com Project LITT: Literacy Instruction through Technology conducted a three year study of the effectiveness of hypermedia based children's literature in improving reading skills of students with learning disabilities http://edtechfm.sdsu.edu/SPED/ProjectLITT/LITTinfo.html AT Continuum
Mid Tech Electronic Text E-book sites for downloading (free!) Bookshare www.bookshare.org (student must qualify with a print disability) Project Gutenberg http://www.promo.net/pg/ Starfall - http://www.starfall.com/ Teacher Tap - (comprehesnive resource of e-books) http://eduscapes.com/tap/topic93.htm UDL editions - http://udleditions.cast.org/ AT Continuum
Mid Tech Electronic Text E-book sites for downloading (subscription) One More Story http://www.onemorestory.com/ Reading A-Z - http://www.readinga-z.com Tumblebooks http://www.tumblebooks.com/ Listing of electronic books http://atto.buffalo.edu/registered/ATBasics/ Curriculum/Reading/electronicbooks.php AT Continuum Mid Tech Electronic Text
Modified E-book sites Accessible Book Collection http://accessiblebookcollection. wikispaces.com/ Classic Bookshelf www.classicbookshelf.com Tarheel Reader http://tarheelreader.org/ Classic Bookshelf AT Continuum Mid Tech Electronic Audio Text Text doesnt always have to be viewed. Secondary level students with mild disabilities performed higher in content assessments when they used audio texts
compared to standard print based text (Boyle, Rosenberg, Connelly, Gallin Washburn, Brinckerhoff, & Banerjee, 2003). iTunes www.itunes.com Recordings for the Blind & Dyslexic http://www.rfbd.org/ PlayAway www.playaway.com Players include: iPod, MP3 player, FP3 player (not compatible with MP3) Convert text to audio using a text conversion program
(SpeakAloud, Text-to-Audio, etc.) AT Continuum Mid Tech Handheld Electronic Text Readers Amazon Kindle www.amazon.com Classmate Reader www.humanware.com Victor Reader Stream www.humanware.com Kindle DX
Classmate Reader AT Continuum Mid Tech Modifying Electronic Text Use word processor to modify Font Size Spacing between words, letters, lines Margins (increase margins to show fewer words per line)
Color - text & background Readability use autosummarize features to cognitively reformat text AT Continuum Mid Tech Create You Own Modified text/books CAST UDL Bookbuilder http://bookbuilder.cast.org/ Clicker - www.cricksoft.com/us/default.asp Cueline ED www.onionmountaintech.com eStoryMaker http://www.oatsoft.org/Software/estorymaker IntelliTools Classroom Suite www.intellitools.com My Own Bookshelf www.softtouch.com
PowerPoint part of Microsoft Office AT Continuum Mid Tech Modifying Text for Sensory Impairments Hearing Impairments Sign Language Avatars www.vcom3d.com Visual Impairments Use accessibility features in computer control panel Enlarge text on web browser http://www.saltmeadow.com/large.ht
ml Consult with teacher of Visually Impaired Assistive Technology for High Tech Tools AT Continuum High Tech Text Readers Research shows: TTS (Text to Speech) helps special education students
improve comprehension, fluency, and accuracy and enhances concentration Being able to immediately decode a word by hearing it spoken within the context of a passage helps students build word recognition and vocabulary without disturbing the flow of comprehension These technologies provide a supportive reading environment and increase a students ability to read interesting and appropriate grade-level materials by minimizing the need for decoding skills and maximizing the students ability to comprehend (Silver-Pascuilla, et.al, 2004) AT Continuum
High Tech Text Readers as part of the computer OS Mac OS Spoken User Interface (control panel) Text Edit (application included with Macs) Windows OS Narrator Windows XP working with Word 2003 can use built-in TTS in Word AT Continuum
High Tech Free downloadable Text Readers Acrobat Reader (built into Adobe Reader) www.adobe.com/AcrobatReader Balabolka www.cross-plus-a.com/balabolka.htm Natural Reader - http://naturalreaders.com ReadPlease - http://www.readplease.com Spoken Text - http://www.spokentext.net/ WordTalk - www.wordtalk.org.uk AT Continuum High Tech Web based Text readers
CLiCk, Speak (works with Firefox browser) http://clickspeak.clcworld.net Read the Words - www.readthewords.com WebAnywhere http://webanywhere.cs.washington.edu/wa.php Read the Words AT Continuum High Tech Commercial Text Readers AbleReader www.ablereader.com Read: OutLoud www.donjohnston.com
TextAloud www.textaloud.com AT Continuum High Tech Iowa Study research supporting text readers: Students were able to access twice as much material using the text reader as printed text (160 wpm vs 79
wpm) Students comprehension increased using text reader even though difficulty of text increased compared to comprehension with printed text Improvements and attitudes increased over time (better the 2nd year of the study) http://store.cambiumlearning.com/Kurzweil/files/Iowa_Text _Reader_Study_Report.pdf AT Continuum High Tech Scanning Software with
OCR and Text Reader ClaroRead www.clarosoftware.com Kurzweil www.kurzweiledu.com Premier Assistive Technology www.readingmadeez.com Read and Write Gold www.readwritegold.com Scan N Talk www.colligo.us/Scan_N_Talk.php WYNN www.freedomscientific.com
Many of those listed above have a mobile USB flashdrive version available. AT Continuum High Tech Text Reader with Study Skill Supports There is good evidence that struggling readers can improve reading comprehension skills by learning the strategies of proficient readers and putting them into practice (Don Johnston, Inc., 2005). Don Johnston, Incorporated. (2005). The scientific-based research underlying Read:OutLoud & Solo. Retrieved March 3, 2007, from
http://www.donjohnston.com/research/readoutloud_index.html AT Continuum High Tech Text Reader with Study Skill Supports Varying levels of study skill supports built into: ClaroRead Read: OutLoud Kurzweil Premier Assistive Technology Read and Write Gold Read: OutLoud WYNN
Search for features of reading supports using Tech Matrix - www.techmatrix.org Solution Selection: Tools & Strategies Review the list of potential tools Now is the time to evaluate for a match with: Student (abilities, difficulties, likes/dislikes) Environment (supports, obstacles) Tasks (what 1-2 things do you want the student
to do?) Prioritize selections Implementation Plan Very Important! This is often where it breaks down! Write down on the group chart (for top priorities)
Who is going to do (get specific) What (ditto) When (do I need to say it again?) For how long? Write down your expectations (objectives) so you know if the AT is working or not! Give everyone a job Follow-up Plan
Before the meeting is over, plan the follow-up For accountability We are all busy, so plan it now! Bring list from original meeting so group can review who, what, when, & expectations Sample IEP objectives Kori will use a hand-held device to find the
definitions of 5 unfamiliar words in a grade level passage. After listening to a grade level story presented on and read by the computer, Jenny will be able to tell what happened at the beginning and ending of the story with 80% accuracy. Using text reading software with study skills supports, Mark will highlight grade level passages that answer Who, What, When and Where questions with 80% accuracy. Conclusion Its not about the technology/device- its about matching the Student, the
Environment and the Task with the best Tool Finally some research about using technology. using technology for compensatory intervention actually also provides remedial benefits (Silver-Pacuilla, H., Ruedel K. & Mistrett, S. p. 8). Tools Resources
CAST (Center for Applied Special Technology) A resource for NIMAS, NIMAC, Universal Design for Learning, and a support for school teachers and administrators through professional development, consultation, publications, and online resources. http:// www.cast.org/index.html CITEd Home of the TechMatrix 2.0, an initiative of the National Center for Technology Innovation and the Center for Implementing Technology in Education. Create a customized matrix by subject and/or learning supports. http://www.techmatrix.org/
Tools Resources Florida Center for Reading Research This research site describes types of reading programs (core, supplemental, tech based, remedial, implemented by tutor); reading components; empirical research, and misc. notes. Each of the reviewed programs includes a pdf narrative. http://www.fcrr.org/FCRRReports/reportslist.htm Never Too Late: Approaches to Reading Instruction for Secondary Students with Disabilities Part of OSEPs IDEAs that Work documents for Instructional Practices. Gives two different models for helping older students with reading disabilities increase their skills. Document can be downloaded & printed
http://www.osepideasthatwork.org/toolkit/ InstPract_never_to_late.asp Tools Resources Project LITT: Literacy Instruction through Technology Focuses on the role that technology can play in improving the reading skills of students with learning disabilities, specifically talking books. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/ content_storage_01/0000019b/80/16/13/66.pdf The Industry Profile on Education Technology: Learning Disabilities Technologies and Markets
A comprehensive profile of educational and assistive technology, products for students with learning disabilities in reading, writing and math. http://www.nationaltechcenter.org/index.php/2007/04/2 5/industry-profile-on-education-technology/ Tools Resources To download the complete WATI ASNAT Reading Chapter with extended products, resources and links www.wati.org References Resources
Boyle, E.A., Rosenberg, M.S., Connelly, V.J., Gallin Washburn, S., Brinckerhoff, L.C.,& Banerjee, M. (2003). Effects of audio texts on the acquisition of secondary-level content by students with mild disabilities. Learning Disability Quarterly, 26, 203-214. Don Johnston, Incorporated. (2005). The scientific-based research
underlying Read:OutLoud & Solo. Retrieved March 3, 2007, from http://www.donjohnston.com/research/readoutloud_index.html Silver-Pascuilla, H., Ruedel, K. & Mistrett, S. (2004). A review of technology based approaches for reading instruction: Tools for researchers and vendors. In National Center for Technology Integration: Reading Matrix. Retrieved March 30, 2007 from http:// www.nationaltechcenter.org/matrix/default.asp WATI (2009). Assessing Students Needs for Assistive Technology Chapter 7: Reading. Wisconsin Assistive Technology Initiative. http://www.wati.org
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