Websites and Resources

http://www.inspiration.com/examples/search

Inspiration provided a variety of graphic organizers. These graphic organizers are downloadable software, which provided pictures and symbols to graphic organizers. Specific types of graphic organizers listed can help students begin the writing process and organize desired thoughts. The organizers are user friendly and provide organizers in a multitude of content areas.

http://www.goqsoftware.com

Gosoftware.com supports a program called wordQPE. This software is capable to read aloud any text. Also allowing highlighting of specific text, this would be a great resource to use during a writing assignment. This is great for students who struggle with the writing process. Word prediction is also available.

What's Your Annual Goal?

Example #1:

Annual Goal: Johnny will initiate the set-up of his writing station 80% of the time given a chart of needed materials for each task.

 Johnny can utilize talking word processing software. TWP provides audio feedback what a students types. This will avoid frustration to Johnny when setting up his materials for each task.

Exmaple #2:

Annual Goal: Eric will use a computer or portable word processor to complete 100% of his assignments in 10th grade English and Civics classes

Eric could use the Neo device, mentioned in my previous post. Neo is a word processing device that allows students to complete assignments with the implementation of typing.

Example #7:

Annual Goal: Brandon will select activities and interact with peers/adults within those activities four out of five times when provided with voice output devices

Brandon can utilize a communication board or an electronic tablet as a output device. An example of a specified device is an iPad. By using the iPad device, with a communication software application, such as TouchChat, Brandon will be able to complete his annual goal with fluency.

Example #8:

Annual Goal: Michael will use eye gaze and prerecorded messages to respond to appropriately phrased questions in four subject area classes, mathematics, reading, science and social studies in three out of five opportunities.

Michael can use a customized communication board that has previously recorded responses to content knowledge questions. Responses can also include corresponding pictures to the responses, as well as the ability to choose the response with a one finger touch.

Example #11

Annual Goal: Kelly will use an adapted keyboard with custom overlays and a computer with talking word processing to complete all academic work

As Kelly’s adaptive keyboard, she can use an expanded keyboard. Expanded keyboards are color coordinated, with enlarged symbols.

Expressive Language

Autism is a wide spectrum. Within this spectrum, many differences and similarities are present. Some students with autism are verbal; yet lack strong social skills, where other students can be completely non-verbal. Expressive communication is language that is expressed through thoughts, ideas, opinions or observations, conducted either verbally or written. In order to implement appropriate teaching strategies for expressive language, it would be beneficial to refer to the UDL checklist, in order to provide appropriate instruction for the specific individual. However, an important teaching instruction for expressive language is how to communicate appropriately. Some of these expected communication behaviors including choices, knowing when to take a break, and past event cards. Cards can be a symbol used to express these needs.

Choice cards allow the child to make a personal choice. Choice cards can be used to decide what activity to be conducted first, or can be used as a transition resource. The transition resource provides choices for the individual for rewards after a completed activity. Break cards can be represented when the child is beginning to become frustrated, and needs some time to calm down and regroup. A break card can also be used when the student needs to use the rest room or visit the water fountain.. Past event cards also use a visual representation of the system of events. Cards that relate to past events can incorporate the child’s day, discussing what was for lunch and what types of books were read at school.

 


WATI. (n.d.). WATI. Retrieved March 10, 2014, from http://www.wati.org/content/supports/free/pdf/asnat5thedition.jun09.pdf

IEP and AT

AT documentation occurs at an IEP meeting. Technology is considered for every individual who has an IEP, and meets at least one of the disability areas listed in the state and federal laws, while impacting the growth of learning. However, there are several considerations that occur before suggesting a specific type of assistive technology. The AT must meet academic and functional goals that are listed in the IEP. The IEP annual goal must include area of need, direction of change, level of attainment, and relationship to the functional task the child needs to preform. Goals for choosing AT can be identified by utilizing the UDL goal-setter resource. Assistive technology can be identified as a supplementary aid or service that are beneficial in a least restrictive environment.