Early Childhood and Assistive Technology

Transcription

1 Early Childhood and Assistive Technology Use of This Power Point Presentation The information in this presentation is accurate and current as of November You may copy and distribute portions of the Power Point without prior consent. Of course, we would appreciate attribution to the Family Center on Technology and Disability, under U.S. Department of Education Grant H327F Page 2 Identification of Products Products that are identified in this presentation are meant only as examples. The Family Center on Technology and Disability and the U.S. Department of Education do not endorse specific products. There are many other fine AT devices and resources available in addition to those discussed and pictured in this tutorial. Page 3 August

2 Today s Objectives Define Assistive Technology (AT) Describe the AT Continuum Relate AT to the 5 developmental domains and the Arizona Early Learning Standards Discuss and Practice Consideration of AT Needs Identify Assistive Technology Resources Discuss the use of AT to provide access to the Arizona Early Learning Standards Page 4 What Is Assistive Technology (AT)? Devices Services... any item, piece of equipment, or product system, whether bought off the shelf, modified, or customized, used to increase, maintain, or improve the functional capabilities of students with disabilities.... any service that directly assists an individual with a disability in the selection, acquisition or use of assistive technology. Page 5 AT Continuum No Tech Simple Modifications Without Technology Medium Tech Relatively Complicated Mechanical Devices Low Tech Less Sophisticated Low-cost Tools High Tech Very Advanced Computers and Digital Devices Page 6 August

3 Categories of AT for Young Children Adapted & Universally Designed Toys Communication Tools Computer Access Daily Living Aids Educational Aids Mobility Aids Sensory Aids Page 7 Examples of Daily Living and Mobility Aids Daily Living Aids -Utensil cuff -Sippy Cup -Pediatric reacher Mobility and Ambulation Aids -Manual/Power Wheelchairs -Leg Braces -Platform Walker Page 8 Seating and Positioning Supports In getting ready for play, make sure that children have the necessary physical supports so that all their efforts can focus on playful interactions. Page 9 August

4 Seating and Positioning Supports Motor and positioning supports include items that stabilize a position, i.e. sitting or standing and allow a learner to be independent in a learning activity, i.e. reading or writing. An occupational or physical therapist can provide valuable input regarding seating and positioning. Page 10 Seating and Positioning Supports Supports include: Seat and table at correct height and depth Modifications to standard seat or desk Alternate seating Adapted seating or stander Custom fitted wheelchair or insert Page 11 Sensory Aids Make simple low tech adaptations to sensory materials and look for tools that meet children s individual needs by: Increasing attention Eliminating distractions Improving focus Page 12 August

5 Examples of sensory aids Device that provides sensory input to help the learner to attend (Pictured Disco Sit) Aid may have heightened or lessened sensations of taste, touch, vision, accompanied by examples Page 13 Communication is Power! The ability to make choices is a powerful method of communication! - Alleviates frustration Provides an outlet for expression Page 14 Communication Sometimes a child is born with little or no speech abilities. Children with little or no speech need a way to communicate their wants, needs and desires. Tools for communication provide a way for these children to interact with their environments. Page 15 August

6 Tools for Communication Tools can be as simple as a gesture or paper symbol or as complex as a computer system with a digitized voice. Often more than one tool or strategy will be used to create a language rich environment. Page 16 Tools for Communication Sometimes parents and teachers are afraid that if their child uses an alternate tool to communicate that regular speech will never develop. Research has consistently shown that the use of alternative or augmented communication tools will not hurt, and will often help, the development of normal speech. Page 17 Communication & Social Interaction Young children benefit from using communication symbols and communication devices as a bridge to language. Make sure that children have the necessary communication supports to be a play partner. Consider how the child will make choices and communicate their wants and needs during play. Page 18 August

7 Communication Tools Picture Symbols: - May be organized as symbol sets - Can be used to create simple activity boards - Reinforce basic literacy skills Voice Output Devices: - Range from mid-tech to hightech - Allow a child to have a voice Boardmaker Symbols by Mayer-Johnson BIGMack by AbleNet Page 19 Low Tech Communication Boards Inexpensive Easy to Use Require little maintenance Portable Durable Flexible Page 20 Low Tech Options Use picture communication symbols to.. Make communication boards Create calendars Design schedules Enhance IEP s and progress reports Create worksheets, flash cards, and symbol cards And much, much more... Page 21 August

8 Examples of Symbol Making Tools Boardmaker TheraSimplicity Pogo Boards Mrs. Riley Symbol Mate Picture This Page 22 Toy Selection Select developmentally appropriate materials and curriculum Work with the child s team to develop strategies and address challenges Look for qualities of Universal Design Page 23 Universal Design for Learning Universal Design for Learning (UDL): The design of products to be useable by all people without the need for adaptation Toys that are universally designed might have one or more of the following features: Sound Color Texture Manipulatives Page 24 August

9 Educational Aids - Cause & Effect Software Early Literacy Software Writing Aids Stamps Pencil grips Slant board Early Learning 1 by Marblesoft Stamping Sticks by Discount School Supply Page 25 Computer Access Adaptations Neurotypical children generally access the computer via a mouse. When a child cannot access the computer via a mouse then an alternate way is needed, such as a switch. A switch is a way for the user to take control of the computer. A switch generally requires less manual dexterity than a mouse. Page 26 Computer Access Adaptations Switch Considerations Style & Type Size Placement Switch Interface Page 27 August

10 Computer Access Adaptations Mouse Alternatives Touch Screen Trackball/Joystick Pointing Devices Page 28 Computer Access Adaptations Alternative Keyboards Different Key Configurations Variable Sizes Programmable Availability of On Screen Keyboards Page 29 When used appropriately, technology can Provide support for independence Engage all learning styles Reduce distraction Develop social skills Promote active learning and inclusion Page 30 August

11 How does AT support inclusion? Technology can provide a bridge for students to Communicate, Participate, and Learn along with their typically developing peers. Communicate: Through augmentative and alternative communication (AAC) devices and methods Participate:Through inclusive playtime Learn:Through adapted curriculum and materials Page 31 What is the process for choosing AT for young children? Individual Family Service Plan (IFSP) teams for children ages 0 3 and Individual Education Plan (IEP) teams for children 4 21 consider and select appropriate assistive technology for each child with a disability. Page 32 What is the process for choosing AT for young children? ISFP and IEP teams: Consider whether AT is needed to assist in the student s educational development Identify AT devices and services and any training needed for the child, family, school, therapists, or support staff School districts may have their own consideration processes and forms Page 33 August

12 Individuals with Disabilities Education Act (IDEA) IDEA is the Federal special education law concerned with educational outcomes for students with special needs. IDEA requires that schools track the educational progress of children with identified disabilities. IDEA requires that assistive technology must be considered for all students with disabilities. This does not mean that it must be provided, but a meaningful consideration process must take place. Page 34 What is Consideration? Consideration is not defined by law. It is usually part of the process of developing a child s annual IEP or IFSP. The IEP/IFSP team members consider whether assistive technology and related services are needed by the student to achieve the developmental and educational goals identified in the plan. Page 35 Documenting AT in the plan IFSP/IEP sections most likely to include AT are: Special Education and related services Present level of performance/strengths Annual goals and objectives Transition goals and objectives Comprehensive evaluation Adaptations and modifications Page 36 August

13 How to pay for AT Evaluation and Devices Schools are required to provide AT devices, including assessment, training, and evaluation, if the device is included in the child s IEP/IFSP. The school then owns the device, even if it has been customized for the child. If an AT device is paid for by a child s parents or their insurance plan, the family owns the device. Medicaid will only pay for devices that have been documented as durable medical equipment. Community Service groups, such as Lions or Elks clubs, may offer partial or total funding. Page 37 Resources Page 38 Additional Resources ABLEDATA Assistivetech.net Center for Early Literacy Learning Family Center on Technology and Disability (FCTD) August

14 Additional Resources Infinitec National Assistive Technology Technology Assistance Partnership (NATTAP) acts.pl PACER Center Tots n Tech Family Center on Technology and Disability 1875 Connecticut Avenue, NW Washington, DC phone: (202) fax: (202) fctd@fhi360.org August