Filling a Need

“The NVIV (Next Vista Inspiring Video) series of posts are written by Rushton Hurley and designed to provide students and teachers with fascinating discussion prompts.”

In Filling a Need, Rushton features Robbie who has Duchenne muscular dystrophy and is only able to control only his eyes, head and right thumb joint.

He gives the following prompts to accompany this video:

“What do you learn about a guy who both uses what he knows and also spends a lot of his time helping someone else?

We all have things we can do, big and small, and we can give our time and talents to help others. Bill is not the central character in Robbie’s story. Without Bill, though, there might not be a story.

What might you do to bring a smile or even a sense of hope to someone else?.”

I was very moved when I saw this video. First, I could only imagine how hard it must have been for Robbie’s mom. Then I tried to imagine if I was Robbie and what limitations I would have and how dependent on others I would be. What a treasure that Bill was in order to figure out a way to help Robbie. I know how hard it is for some people to ask for help so it is important to ask people what I could do for them instead of waiting for them to ask for help. It is also important to think outside of the box.

Please check out the video and think of other prompts you might come up with. Please share.

High-Leverage Practice 19: Instruction

I am going to discuss High-Leverage Practices as mentioned on the CEC website organized around four aspects of practice. I hope you will join in the conversation!

HLP19 Use assistive and instructional technologies.

Assistive technology devices are defined in the IDEA 2004 as:

“Any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities.”

There are so many low and high technology tools that can be used in a classroom to help my students. Just like glasses help a person see better, these tools help the student learn better. If asked by other students why one student might have this tool, I explain that just like we eat different foods because our body might need different nutrients, our brain might need different tools so that we can all learn the

Low tech tools might include:

·      Pencil grips

·      Post-it notes

·      Base ten blocks

·      Alphabet blocks

·      Alphabet magnets

·      Adapted cup

·      Highlighter

·      Washi tape

·      Index cards

High tech tools might include

·      Calculator

·      Spell checker

·      Augmentative communication device

·      Computer

·      Laptop

·      Digital timers

·      Recording device

What assistive technology tools do you use in your classroom? Please share.

Photo by Samuel Zeller on Unsplash

Assistive Technology

Recently, a teacher friend (former grad student) asked me for help with assistive technology goals. I'm wasn’t sure how old her student was, but I gave her some suggestions. I thought that some others might like to see the examples that I gave her.

Here are some examples:

The student will produce 3-5 word sentences or phrases using her dynamic display communication device to participate in a three-turn conversational exchange at least once a day, 4 out of 5 days per week, by the end of the second nine weeks.

Using her dynamic display communication device, the student will initiate at least one social greeting with a classmate daily, by the end of the first nine weeks.

The student will turn the pages of an electronic book using her switch and switch interface device. She will listen to the audio text on each page before advancing to the next page, in 8 out of 10 pages.

With an audio “turn the page” prompt, the student will turn the pages of an electronic book using a switch and switch interface device and listen to the audio text on each page before advancing to the next page, in 4 out of 10 pages.

The student will use an electronic graphic organizer to write an opening topic, a closing, and three supporting detail sentences to construct a five-sentence paragraph.

Given five sentences in an electronic graphic organizer, the student will identify and arrange the opening topic, the closing, and three supporting detail sentences to create a paragraph with 85% accuracy.

The student will compose and submit a final product of a persuasive essay after completing evidence of all editing steps of the writing process and using a talking word processor with word prediction and spelling and grammar check, with fewer than 10 errors in grammar and spelling.

Using a talking word processor with word prediction software, the student will select a grammatically accurate word after identifying and typing the initial letter of the word to construct a paragraph with fewer than two errors, 4 out of 5 trials.

I also gave her the link to the SC Assistive Technology Program -  https://scatp.med.sc.edu/?fbclid=IwAR39G8GpoGqnj2std7VMM5s4GzTjAUilFRJu6DsnYwZayeLEmoXEOhElWoI

Image: https://goo.gl/images/eby1p1

Advocating for Success Through Technology

At the SCCEC conference, I attended the session Advocating for Success Through Technology by Sandy Hanebrink and Linda McCuen. They provided low tech and high tech solutions to challenges that students with disabilities face each day.

First we were introduced to Touch the Future, Inc. which “is dedicated to providing affordable computer and AT access to individuals with disabilities, disadvantaged communities, and healthy seniors. Touch the Future’s expertise and services are as affordable as they are vital to successful independence within the community.” This is a nonprofit organization that offers a variety of services.

From the Presentation:

Discussion of the following federal policies:

· Vocational Rehabilitation Act of 1973

· Section 504

· Section 508

· Teachnology-Related Assistance for Individuals with Disabilities Act of 198

· The Improving Access to Assistive Technology for Individuals with Disabilities Act of 2004

· Assistive Technology Act Project (ATAP)

· Individuals with Disabilities Education Act

· Carl Perkins Vocational and Technical Education Act Amendments of 1998

· Americans with Disabilities Act of 1990

· ADA as amended in 2010

· Telecommunications Act of 1996

· 21^st Century Communication and Video Accessibility Act of 2010

Resources:

· ATIA

· Center for Applied Special Technology (CAST)

· NICHCY

· National Public Website on Assistive Technology

· The Family Center on Technology and Disability

· Standards.gov

· Pass It On Center

· SC Assistive Technology Program

· SC AT Loan Program

Easy AT Solutions (from Judith Sweeney)

· “Never teach a task requiring more than 20 minutes to learn.

· Never expect someone first learning how to do something independently to spend more than 20 minutes on it.

· Try to choose tasks that can be completed in 20 minutes or less.”

Finding the Funding:

Finding the Money

Assistive Technology Funding Strategy

Assistive Technology Public Funding Source Guide

Assistive Technology Funding Search Tips

This was a lot of good information and resources. I hope that if you are looking at AT, you will look at some of the resources that were given. I liked that the presenters gave links to sites concerning funding. During these economic times, it is hard to convince powers to be that funding AT is important to student’s success in the classroom.

Do you have any other resources you would like to share? Please do!

Posted on the Successful Teaching Blog by loonyhiker (successfulteaching at gmail dot com).

Original image: 'Feeling Pinched'
http://www.flickr.com/photos/66606673@N00/5000880334 by: cobalt