Teacher Tech Newsletter 2009

A publication of the West Virginia Assistive Technology System

Articles:   [Tips for the Classroom Focus: AT]   [Low-Tech AAC: Rediscovering Options]   [Try It Out]   [HEADS UP: 2009-2010 WVATS Mini-Grant]   [Web Spotlight: TheraSimplicity]

Tips for the Classroom Focus: AT

Organization is a key to success for any student. For a child with a disability it can be a critical component to daily function in the classroom. Keeping students organized does not necessarily require one-on-one attention or excessive effort. With a few useful tools and strategies every student, with and without disabilities, can become more organized.

There are a variety of low-tech ideas to assist students in organizing their thoughts or work, particularly for writing assignments. Strategies such as flow charts, task analysis, webbing and outlining allow students to place their thoughts and strategies in concrete form. Students then have a visual structure to assist them in further developing and structuring their ideas. There are a variety of free web sites and computer programs that offer assistance with these techniques.

Many word processing programs also offer an outline function which allows students to organize major ideas or topics and then add subcategories of information while using the computer, which most students find reinforcing.

Numerous schools are already using agenda books or daily planners for all students. These books allow the students to write down homework assignments/instructions for the school day. While these are helpful for all students, they are particularly helpful to students who have difficulty focusing and retaining information. These organizers can be modified easily for students who have difficulty writing, by setting up a calendar program on a computer or allowing the student to use a tape recorder to record the instructions.

Regardless of the goal, it is important to remember all children learn in a different manner. When planning a strategy to keep students organized, remember universal design for learning; use visual, auditory and tactile methods.

Low-Tech AAC: Rediscovering Options

According to ASHA (American Speech & Hearing Association), more than two million people living in the United States have severe communication disorders that impair their verbal or oral communication. Augmentative and alternative communication (AAC) may be grouped into three subgroups: no-tech (sign language, gestures and communication boards); low-tech (digitized communication devices that store recorded messages retrieved by pushing a switch or button); or high-tech (wide range of computerized devices featuring synthesized speech and multiple access methods).

When exploring AAC options for school children, advocates should consider the student’s individual needs for educational growth and inclusion in the classroom. At times, AAC devices are selected for students based purely on advanced technology without taking the individual’s personal strengths, weaknesses and preferences into consideration. In fact, some schools report an increase in spending for such high-tech devices. Sounds positive for students, right? However, the spending increase is often accompanied by a decrease in the physical use of these devices. Schools may purchase top of the line high-tech AAC devices to promote a student’s communication, but once the product arrives, teachers and speech-language pathologists are not given adequate training or extra time to research how to use the devices effectively or the device may not meet the student’s needs. Being labeled a nuisance or distraction to classroom structure, the high-cost AAC device goes into a closet and its intended student is without any form of successful and useful communication.

During the search for an AAC device, it is vital to take into consideration the use of low-tech AAC devices. Low-tech devices offer a quick, powerful and highly flexible method for communication. With the money spent on one high-tech AAC device, many different varieties of low-tech AAC devices could be purchased to accommodate a student’s infinite school interactions and activities. For more information on low-tech AAC options and our Virtual Loan Library, please call WVATS at 800-841-8436 or visit www.cedwvu.org/programs/wvats.

Try It Out! Organizational Tools

The following items are available in the WVATS Virtual Loan Library.

Talking Pictures – a 24-page photo album that allows the user to record a message for each picture. This tool could be used to break large projects into smaller steps with visual aids and provide verbal directions with each step.

 

 

Time Cue – a recording alarm clock that allows the user to record and playback reminders when the alarm sounds. This is a useful device to create independence with starting new activities, introduce the concept of time by associating an individual’s daily routine, and foreshadowing an upcoming event or activity. The Time Cue also allows for the placement of a visual cue.

 

 

Talking Symbols notepad – place a visual cue over the play button and record a 10 second message with activity instructions, schedule cues and reminders. It was originally developed to help teachers promote learning within their classrooms. This device can be attached to many different surfaces using the included magnet or by applying a self-adhesive strip.

 

 

HEADS UP: 2009-2010 WVATS Mini-Grant

Watch for applications to apply for one of the new 2009-2010 WVATS Mini-Grant Opportunities for West Virginia classrooms. The mini-grants provide funding for new innovative or creative projects developed by teachers, personnel or RESA staff to use assistive technology to improve outcomes for students with IEPs or 504 plans. Ten to fifteen projects will be awarded up to $750.

Web Spotlight: TheraSimplicity

TheraSimplicity is an online collection of useful tools, illustrations, worksheets, exercise sheets, explanations and reference materials for educators and therapists in a wide range of professions. TheraSimplicity brings resources and tools together in one easy-to-use system. The visual aids and illustrations can be incorporated in many subjects and lessons to aid students struggling with reading skills. The tools can also be used with pre-readers or students with communication delays or impairments. Educators and therapists can utilize already created worksheets or customize their own materials to prepare for sessions without the bother of having to cut, paste and copy to provide the materials for their students.

Each activity can be customized to the individual client and targeted to their specific need. As an online application, users can access at any location with Internet access.

For more information on TheraSimplicity or to download a 30-day free trial, visit www.therasimplicity.com.

WVATS Core Office
WVATS Northern Resource Center
Center for Excellence in Disabilities
West Virginia University
959 Hartman Run Road
Morgantown, WV 26505
Voice & TDD: 304-293-4692
Hotline: 800-841-8436

WVATS Southern Resource Center
c/o WV Rehabilitation Center
P.O. Box 1004
Institute, WV 25112
Voice & TDD: 304-766-4946
Hotline: 800-SR-WVATS (779-8287)

www.cedwvu.org/programs/wvats

WVATS Newsletter Editor: Melina Danko (mdanko@hsc.wvu. edu)
Contributing Writer: Hannah Godby
Editorial Committee: Melina Danko, Renee Wolf, Bev Sheets and Lori Risk
Layout: Brian Pickens

All printed materials produced by WVATS are available in braille, electronic format, cassette tape and large print.

WVU is an Affirmative Action/Equal Opportunity Institution