Final Summary

Assistive Technology in the Classroom with Ms. Kenney was an interesting class. At first, I thought this class was unorganized and that I would have a hard time understanding the goals of the course. But as time progressed, I loved my unorganized classroom. The classroom activities, group work, projects, the use of different websites such as Wall Wisher and Glogster, sign language, guest speakers, battle rapping, and oral exams made my class experience well worth spending a Thursday evening in Proctor Hall.

I loved the way Ms. Kenney ran the classroom. The first couple of months were hard to understand but after awhile I got used to it. I loved Ms. Kenney's method of an exam. She stated that she hated giving tests and taking them so why would she give us an exam when there are other ways to access the knowledge of a student. The oral exam with a partner helped me learn about the different ways to assess a student.

My favorite parts of the class were the midterm project and the guest speakers. It was fun to see everyone's different projects. Even though it took forever, I can honestly say that I walked out of the classroom with knowledge of different low, medium, and high Assistve Technology devices. I also enjoyed the guest speakers that came to our classroom. It was hard to pay attention at times because it was during the week of homecoming. The highlight of that day was trying out all of the devices. My favorite device was the portable eye control device. It was really fun to actually try out the device and get a first hand experience of what individuals with physical disabilities go through.

The idea of keeping a blog for the class was entertaining. Since being at NC A&T, I was required to keep a blog for two other courses. I enjoyed writing because it made me feel as though I was writing in my own personal diary. I found this to be an assistive technology tool that I can use in my classroom if I decided to teach upper elementary grades.

Overall, I really enjoyed the course Assistive Technology in the Classroom. I enjoyed my classmates and my instructor Ms. Kenney. Before coming into this class, I have never heard the term "Assistive Technology". From leaving this class, I can tell you about assistive technology and examples. I loved the flexibility of the course and the activities that we did. As a future educator, I have learned not only how to implement Assistive Technology in the Classroom, but I have learned how to use each tool used.

Chapter 10: Selecting and Designing A Student's Augmentative Communication System

Augmentative communication is used to describe solutions to difficulties in communication. There are aided and unaided solutions when using augmentative communication. Aided solutions include the use of a device such as a language board or talking computer. Unaided solutions involve the use of pointing, facial expressions, or sign language. An example of an augmentative communication system is the Boardmaker. The Boardmaker is based on a system of line drawings called the Picture Communication symbols. The symbols are common nouns and verbs that are easily understood.  

Chapter 9: Issues in Selection of Access Methods

Chapter 9 focuses on assistive technology decision making which is based on the concept of it is imperative to match the technology to the student. The Individuals with Disabilities Education Act (IDEA) mandates that teams responsible for developing the IEP for students disabilities consider each student's need for assistive technology devices and services. There are seven guidelines that have been developed by the QIAT Consortium. When IEP teams consider a student's need for AT, they should first make sure the AT device the student is currently using meets the need of the student. Second, all types of AT should be tried, and third , they can not make decisions without receiving more information or assistance. This chapter explained why it is important for teachers to be involved in each student's IEP process.

Chapter 8: Assistive Technology for Computer Access

Chapter 8 focuses on low-tech technology. Low tech adaptations use no electronic components and are relatively low cost items. Some examples of low-tech assistive technology devices are keyboard labels, pointing devices, keyguards, moisture guards, magnifying lenses, and equipment to position computer components. The selecting/pointing device was very interesting. This device helps students who have physical disabilities that cannot use a finger or their hands at all to press a key on the keyboard. The pointing device can be brought or can be used as a "do it yourself" (DIY) by using a homemade dowel rod. Trackballs, joysticks, touch screen devices, head-pointing systems, and the eye gaze system was also mentioned in this chapter. These devices help students who have physical disabilities, who have difficulty with fine motor control, and visual impairments.

Chapter Seven: Providing Access to Computers: Using What You Have

Chapter Seven focuses on the universal design features and other features that are provided in operating systems that are relevant to students with disabilities. The computer industry wanted to sell computers that are usable for all people. For people who use computers for enjoyment, workplace, older people, and young people.

In the reading, there are guidelines that have been incorporated in operating systems that benefit students with disabilities. The first guidelines for the principle of flexibility in use encourages designers to make products that provide choice in methods of use. This operating system feature controls the computer with a mouse or keyboard. The keyboard helps students who have poor fine motor control and limited range of motion. It also allows information by reading or listening. Text-to-speech helps students with reading disabilities. The second guideline is accommodating left-and right-handed users. Having a one button mouse helps students to use one hand. The third guideline is taking variations in precision and accuracy of mouse use. Having enlarged icons for students that have visual perceptual issues helps students. The last guideline is adaptability to user's pace. Setting the speed of the mouse travel to help students with limited range of motion is an example.

Here is a picture of a keyboard that has been modified for a student that has a disability.  Notice how the keys are colored.

Keyboard Modification and Mouse Control:
1. Sticky Keys
2. Slow Keys
3. Mouse Keys
4. On Screen Keyboard

Access to Computers: Switches

Through my research about switches, I have learned that there are many types that benefit an individual. A switch is a device for making or breaking the connections in an electrical circuit. A switch can enable an individual who lacks the fine motor control to operate devices such as toys, wheelchairs, computers, and communication devices. Individuals with cerebral palsy, spinal cord injuries, autism, and speech impairments can benefit from the use of switches. These devices can also come in different shapes, sizes, colors, and types.

There are many switches available for all types of contact and body movement. Each switch is beneficial to the simple activation of toys, operating a computer, and for daily usage such as turning on and off the lights and television, opening doors at home, and communicating. I chose to focus my research on three types of switches. The types of switches that I have chosen are the sip-n-puff switch, tongue switch, and the eye blink switch. 

The sip-n-puff switch is used to send signals to a device using air pressure by inhaling or exhaling through a tube. The sip-n-puff switch is activated by the use of an individuals breath. An example of using the sip-n-puff switch is an individual using a computer. A
"puff" could generate a click of a mouse while a "sip" could mean holding down a key down on a keyboard. The user can puff out the letters while they can navigate the screen by a sip.

The tongue switch is a switch activated by pushing up or down on a short lever with the tongue, nose, chin, or finger. This device can be activated through movement. My favorite switch is the eye blink switch. The eye blink switch is activated by each eye blink or double eye blink and can control communication devices. This device is activated by a single blink of the eye! This device is an example of the equipment that was brought to us by the guest speakers. Actually having the opportunity to try the product out and research it was an amazing experience.

As a future educator, it is my job to research all of the Assistive Technology tools that are available for each type of student. I will possibly have a student in my classroom using on of these switch devices. I will be fully prepared to know how the device works and how I can accommodate my lessons and activities for my students with disabilities.  

AT Switches

Classroom Speakers : October 25, 2012

During class on October 25, 2012, we were pleased to have two guest speakers that presented two different Assistive Technology devices that help toddlers, students, and the elderly with communicating. The first speaker was Michelle Preslar from DynaVox. DynaVox is the leading provider of communication solutions designed to help students with speech and language challenges. Ms. Preslar allowed each of my classmates an opportunity to play with some of the devices as if we had a communication disability. Each DynaVox products support students who are unable to speak due to autism, cerebral palsy, intellectual disabilities, tramatic brain injury and apraxia. The devices that were around the room were very durable and some were lightweight. There was one DyanVox that was heavy and would be used for a student that would be in a wheelchair. If you would like more information on the DyanVox products, you can call 1-866-DYAVOX for more information regarding each product.

DynaVox V+

DynaVox Maestro 

The second speaker was Juliet Schuelke from Tobii Solutions. Tobii Solutions makes products that are eye controlled. Ms. Schuelke passed around the Tobii S32 Touch and Scan device. This device plays recorded messages, sounds, and is activated by touch or scanning. Courtney and I had the opportunity to try out the portable eye control device that was set up in the classroom. This device was completely controlled by sight. I had so much fun trying out the product for my classmates. Below is a picture of Courtney trying out the device.

Midterm Project Presentations

October, 18, 2012 was the day the class presented our midterm projects. I enjoyed listening and learning about everyone's presentations. I've definitely gained so much information after hearing about the different low, middle, and high tech Assistive Technology tools. I can say before Jaalil and I presented, I was very nervous. But I was excited at the end when I received my grade! My favorite presentation was Timara and Tiera Assistive Technology Book. The book was very creative! I also loved Devan and Kristina's presentation. I loved the fact that they had visuals to go with their presentation. I felt like I knew exactly what they were talking about because of the visuals passed around in class. After listening to all of the presentations, I find myself looking at other Assistive Technology tools for my future classroom in every store that I go to with friends. I KNOW that I will be able to do an excellent job on the final project.

Chapter Six: Assistive Technology to Enhance Communication

Chapter Six, Assistive Technology to Enhance Communication, talks about being able to communicate. This chapter discusses assistive technology tools that enhance communication between students with disabilities, teachers, and peers. 

In the beginning of the chapter, it discusses the difference between deaf and hard of hearing. People tend to get the two definitions confused just because it has to do with little to no hearing. Students who are deaf have little or no hearing. These students are not comfortable with speaking and they communicate through sign language. Unlike students who are deaf, students who are hard of hearing can understand speech through hearing aids. These students might have speech impairments but speak well enough to be understood. Some students that are hard of hearing might have difficulty in the classroom following the teachers lectures. It's important for teachers to be knowledgeable and communicate effectively. This can be done by repeating key points in the lecture and standing by the student making sure they are getting the information.  

Hearing assistive technology  is technology that helps people who have hearing losses. These technologies include alerting devices such as smoke detector indicators, shaking alarm clocks, and baby cry signalers. It also includes adaptations for telephones such as text messages, video relay, relay services, and portable phone amplifiers. Augmentative communication is about helping people who can not speak to interact with others. It serves as an alternative for people who can not talk. An example would be using facial expressions, gestures, and body language when communicating. 

Assistive Technology to Enhance Communication

My article is called Technology Gives Special Education Students a Voice written by Daniel Hubbard. This article is focused around a special education classroom at Albert Payson Terhune Elementary School in Wayne, New Jersey. These students use iPads, computers, and programs that allow them to not only complete their schoolwork but express their feelings for those students who are non-verbal. 

http://wayne.patch.com/articles/assistive-technologies-provide-students-with-a-voice

No Conference for Me :(

Unfortunately I was not able to attend the conference. On that day, I did go to Ms. Kenney's office hours and ask questions pertaining to the mid-term project and the blog. I hope everyone that did attend learned some interesting information and willing to share all of the information to those who could not attend.

Chapter Five: Computers and The Internet to Teach Math

While reading Chapter Five, I learned not only about the importance of mathematics in the classroom but about the way computer applications have an affect in the classroom. Not only has computers become an essential in the classroom but it is used as a tool for enhancing writing, reading, and now mathematics. The computer is a flexible tool that can enhance all student's learning. The computer provides students a meaningful learning experience. Students with disabilities can benefit from this learning experience. Students who have difficulity with memory, auditory processing, usual perception, language, internal motivation, or attention often finding it challenging to attend to a task that is without simulation. Computer use in the classroom can be engaging and provide motivation for students with disabilities. For students with math disabilities such as discalculia, they will have a hard time achieving automaticity and fluency. Automacy is defined as the first, accurate, and effortless processing of content information. Fluency is being able to solve the problems using the procedures given. In the reading it focused on types of math applications available to students that have problems with automacy and fluency. For our textbook assignment, we were to research and choose a type of math application that helps students attaining fluency. The application that I chose was Welcome to Math Playground. Math Playground was founded and created by a fourth grade teacher that teaches math. It started out as a website for her students but expanded to the public. This website is a fun way for students who aren't interested in math. It is also a fun way to practice basic math facts for all grade levels.

Introduction

Greetings Classmates!

 My name is Desiree Branch. I am an Elementary Education major from Raleigh, North Carolina. My teaching experience started in high school when I was enrolled in a course called Early Childhood Education. I was placed into an first grade classroom. From there I assisted the first grade teacher with lesson plans, classroom activities, grading, and many other things. I also tutored students in grades Kindergarten through Second Grade that lived in urban areas throughout Raleigh, North Carolina. This past summer, I had the privilege of being a camp counselor for children who live in urban areas throughout Wake and Franklinton County. Three of my campers had autism. It was an remarkable experience to actually work and be around children that were not as privileged as I am. Since being at NC A&T, the field experiences were another way for us as future educators to gain more experience in our field and correct our craft as future educators.
I am most comfortable teaching students between the grades of Kindergarten through Second Grade. At this age, children are willing to learn new things and are excited to learn new things.

 

"Always be yourself, express yourself, have faith in yourself, do not go out and look for a successful personality and duplicate it." Bruce Lee