Phoebe

**Question 1**
What is your definition of assistive technology? Cite examples at your school and in the community.

I used to think of assistive technology only in terms of how I saw it used within the community. For example, I identified it in the form of wheelchairs, scooters, braille on ATM machines, ramps into buildings, etc. It was only after I started working in the field of Special Education that I began to realize how important assistive technology is within schools, too. Like within the community, assistive technology within schools consists of anything external that helps a student function. It can be as simple as a pencil grip that allows a student to hold a pencil easier or as complex as software that predicts a student's words. In my class of 5th grade children with autism, one boy could not write well, regardless of years of OT. He was allowed a scribe at times, such as during testing, but at other times he used an AlphaSmart to record his work since he typed better than he gripped a pencil. After he was done his work, I would simply plug the AlphaSmart into the computer and print his work out to be graded. This was the main assistive technology device I used this past year. Another student could not sit properly at his desk and often twisted his back up in painful ways. The OT got him a large bouncing ball to balance on, and that remained his desk "chair" for the rest of the year. I wouldn't have originally considered that assistive technology, but now that I think about it, I think it can fall under that category, too.

Question 2
How can the SETT framework help to foster decision making for students? Can you find other assessment strategies?

The SETT framework makes it easier to determine what assistive technology needs a student may have. By following this framework, a teacher is able to quickly access what the student’s needs are, what his environment is like, what tasks he must do, and what tools will allow him to perform those tasks. By answering these questions, in this order, a teacher can narrow down what technology will be most useful to the student. For example, when a decision must be made regarding what assistive technology to give a girl with autism, it would be helpful to consider what her abilities are without assistive technology, what her space is like at home and school on a daily basis, and what tasks she must complete to be successful at home and school. After determining those issues, it can be decided what AT items she needs and would actually use. Another assessment strategy that can be used other than SETT is Stages ( http://www.assistivetech.com/p-stages-whatis.htm ). This framework developmentally describes a student’s language and cognitive abilities, and it also serves as a selection guide for assistive technology such as software.

**Question 3**
Class 3-How can our understanding of UDL principles help in our ability to provide differentiated instruction for our students?

Having a decent understanding of UDL principles is necessary to provide differentiated instruction in the classroom. At its heart, differentiated instruction is about teaching curricula that are adaptable and designed to fit each student, regardless of individual needs. To do that, teachers, should be able to adapt curricula based on three UDL principles as defined by CAST, which deal with the recognition, strategy, and affect learning networks in the brain. If you know what these principles are and how they work, you can be flexible in how you present material to your students (recognition, Principle 1), you can give students flexible ways to express themselves and learn (strategy, Principle 2), and you can create flexible opportunities for student engagement in the classroom. Basically, the UDL principles are all about flexibility, and providing differentiated instruction requires a teacher to be flexible.

Question 4
What do you think are the most important features for your special needs students or special needs students in general?

The kids I work with have autism, and as such, their most important needs can be found in the social and communicative domains. Therefore, they need AT products that can teach them social skills and work on their ability to communicate with others. Software learning is great for kids with autism, as so many of them are visual learners who engage in associative thinking. They usually adore working on the computer—and the computer has the endless patience needed to work on the same skills with them over and over again. I recently read a couple of articles regarding software programs that teach “emotional intelligence” to children with autism. All the programs had positive results in the form of increased eye contact, conversation initiation, and identifying of emotions. One of the articles mentioned a prototype product called the “Emotional Hearing Aid” that consists of a personal computer and camera worn on the head. The device analyzes a person’s facial expression and relays information to the wearer via an ear bud about what the person’s face is saying and offers possible suggestions about how to reply. Any AT that helps people with autism communicate and interact with others better meets a very important need!

Question 5
What is your overall reaction to the switches that you have seen today? What were some of the more unusual switches? Would you be able to use any in your classroom?

The switches we saw today are great. I'm happy they come in a such a wide variety--it would be really hard to find someone who could not operate at least one of them. If you can move your hand up and down, you can use the simple push button style. If you can't move your hand but can squeeze your fingers, you can use the grip one. If you can't move at all, you can use the one you blow into. I think switches are a great, easy adaptation to make things more accessible to people with disabilities. I was a little shocked by the cost of them, especially when you consider how simple some of them are. However, I see where they are necessary for schools to keep on hand. My favorite switch I found online, the Gooshy switch, was unusual because it is filled with sparkly gel material. The kids I work with are very tactile and love squishy toys and balls. They also like anything sparkly or bright. If I had to use a switch with my students, I would try to buy one like this...or I would save the money and make one like this! I think switches are great for young kids, too, with and without disabilities. When you look at any toy store at the electronic toys designed for developing babies, it is clear that many of them involve switches or switch-like technology. I wonder how easy it would be to adapt some of these toys to use as switches in the classroom. They are already kid-friendly and appealing, have many different features, and they are definitely cheaper. It's worth looking into.

Question 6
What are some of the important factors to consider when choosing an AAC device for a student?

To me, the number one thing to consider when choosing an AAC device for a student is his or her current level of functioning. How much assistance does the student need? Any device chosen should be the least intrusive as possible, so it is important to try to keep things simple. Some students may be able to function well on gestures and symbols alone, while others may be completely non-verbal and need the help of electronic and non-electronic communication displays. You can only pick the correct device after evaluating the student and doing an observation in his or her natural environment. The second most important thing to consider is the student’s environment. The AAC device that is chosen must suit the students in all ways, including their likes and dislikes, usual activities, learning styles, etc. If the AAC device that is picked does not mesh well with the student and his or her learning environment, it will be more of a hindrance than a help.

Question 7
Why is accessibility in websites important? Do you know of or visit any accessible sites regularly? If so, what ones?

Access to information is a right, not a privilege. That is one of the reasons the Internet is such a beautiful thing: people can access all kinds of information instantly. Because the access to that information is a right, at least in this country, steps must be taken to assure that ALL people are able to navigate the Internet. Therefore, accessibility in websites is crucial. When you consider all the complexity involved in web development, it is not that much more work to make the pages accessible. I never really thought about whether the sites I regularly visit are accessible or not. Now that I look at them again, I realize that many of them are not particularly user-friendly for people with disabilities. Also, in searching on Google, there don’t appear to be many accessible websites, and the ones that do exist mostly belong to disability or assistive technology organizations. I know that design is a huge component in web development, so I relate to companies and web developers who want their sites to look a certain way. I, too, like when websites are interactive and pretty. ☺ Choosing accessibility does not necessary mean giving up aesthetics, though. At the very least, websites should offer an option to turn off graphics and/or show text only. I also really like the built-in font size changes, and that’s a simple add-on to a page that would not interfere much with the look. I think the problem with a lot of websites is that the creators just assume that people with disabilities will be using other technologies (i.e. screen readers, zoom software, etc.) to make the information accessible to them. That is true, but they should realize that what they do can make it easier or harder for a person to utilize those technologies effectively.

Question 8
How do funding issues affect our decision making about AT?

Funding affects our decision making about AT in many ways. First of all, it plays a major role in what we want to purchase for our students, what their parents are able to get, and what the school will allow for. Obviously, many items are not purchased due to cost. School districts often find less expensive means to achieve the same end if the IEP does not list a specific device by name. Funding also affects the amount of time it takes for people to access AT. Depending on the funding route taken, the time it takes to purchase AT varies, and the wait-time may change decisions. For example, a teacher may want a certain AT device for her student but knows it will take at least a year to acquire that device from the school; instead of dealing with the hassle and waiting, she may opt for another AT device that is easier to obtain, or none at all. Because funding can be such a big issue, when considering AT products, it is important to only look at necessary devices that will be most-used by the student. Although the law mandates that necessary AT be purchased whether through the government, school districts, or private insurance companies, it is not an easy task. Parents with good insurance are lucky because they are often able to get more for their children, and in a quicker fashion, too. If you are backed well by private funds or insurance and have the know-how to get what you need from the state and school district, you are going to be able to obtain much more AT for your child.

Question 9
List two things that you learned about AT decision-making that you plan to share with others at your school.

I think the most important thing about AT decision-making that I plan to share with others at my school is my knowledge of the wealth of information about AT that is available. Before taking this class, I never knew that the ERC carried AT devices and software for teachers to take out and try. I had certainly never heard of DATI before, and they appear to be an endless supply of information and help regarding acquiring AT. I want my coworkers to know that we should not be afraid of AT, as there are people out there who know a lot about it and can help form our decisions regarding what to get. I also want them to know that AT decision-making does not have to be a permanent decision--equipment can be borrowed before it is purchased to see if it is a right fit for the student. The other thing I've learned about AT decision-making that I plan to share is information regarding the evaluation and assessment process. I've never witnessed any frameworks like SETT being done in my school. It seemed that if an issue was brought up, the OT would just think about it and suggest something be tried out. It doesn't appear that many multi-step, multidisciplinary assessments for AT are done. I know now how important they are to making the right decisions and finding the right AT for a particular student. I think following guidelines like SETT or a similar framework will improve the way my school meets our students' needs.