Group items tagged

Gayl Bowser - "The attached document is the result of all this question asking.  I hope the iPad Features list will be useful to you in your AT Consideration process. "

"Universal Design Considerations for Technology-Based, Large-Scale, Next-Generation Assessments"

"The use of new intervention techniques and emerging areas of practice create the potential for various ethical concerns. In recent years, new technology-based interventions have appeared for children who have sensory processing difficulties. This advisory summarizes several emerging technologies in this area and relevant ethical considerations.

"During Autism Awareness Month, an exploratory survey on Augmentative and Alternative Communication (AAC) and iPads, iPod touches and iPhones was distributed as part of research collaboration between AssistiveWare and professors from the University of San Diego and the California State University at San Marcos. In this blog post we provide an overview of the key facts and findings of the survey that among others revealed that in the opinion of respondents, Proloquo2Go and other full-featured AAC Apps together with Apple's iPad, iPhone and iPod touch can deliver an AAC solution that supports considerable improvements in key areas such as independence, behavior, interaction with others and learning."

Supplementary Aids and Services (SaS) create a system of support that enables many students with disabilities to learn and participate alongside typical peers, regardless of their unique instructional needs and differences. Consistent with the least restrictive environment (LRE) principle of IDEA, IEP teams must thoughtfully consider a full array of Supplementary Aids and Services that make it possible for students with disabilities to be included in general education classrooms, non-academic, and extracurricular activities. The SaS Consideration Toolkit, developed for use within schools

"his hand selected set of sources will provide teachers who are new to the iPad with the information they need to get started, and offer both new and current users information they need to successfully integrate the iPad into their teaching practices. I purposely limited the list to a few resources that were the richest in content, covering a breadth of important concerns and considerations for new iPad users and teachers who want to get off to a good start with the iPad in their classrooms."

"As a framework, UDL requires educators to think proactively about the variability of all learners. In consideration of the UDL Critical Elements, educators implementing UDL should use a backwards design instructional process that incorporates the following five steps. "

"Ohio's Accessibility Manual is a comprehensive policy document providing information about the accessibility features of Ohio's State Tests for grades 3-8 and high school in English language arts, mathematics, science and social studies. The manual helps to define the specific accessibility features available for all students, students with disabilities, students who are English language learners and students who are English language learners with disabilities. Ohio's Accessibility System features are made up of accommodations for students with disabilities and English language learners as well as other features including administrative considerations, universal tools and designated supports."

"For children and young people with reading difficulties, text-to-speech (TTS) software offers some of the benefits of a personal reader. The article provides an overview of the technology and its application, and then summarizes the research on benefits of TTS for struggling readers. The different kinds of TTS software available are described in three categories, according to sophistication, and information is given concerning how teachers can obtain electronic text materials for use with TTS. Finally, suggestions are provided for implementing TTS in the classroom. Related Postings from the Archives * Teachers' Use of Technology in a Reading Clinic by Ernest Balajthy et al. * Wait for Me! by Ofer Bergman * Jumping off the Page by Bart Pisha and Peggy Coyne What Is TTS? | Impact of TTS | Available Software | Available Texts | Practical Considerations | Suggestions for Use | References "

Assistive Technology Advocacy By Dave Edyburn A key question, often left unstated during assistive technology consideration, is: Who can benefit from assistive technology? Federal law is silent on this issue assuming that the local IEP team is in the best position to decide if a student's needs can be met through technology interventions or other accommodations.

Resource compiled by Samuel Sennott

This paper explores the pedagogical and social potential of emerging technologies, in particular the iPod, in facilitating the learning of young Australians with severe intellectual and social disabilities. The study, which was carried out in a segregated educational setting in Victoria, Australia, sought to establish whether the intrinsic portable, multi-media capabilities of the iPod particularly lent themselves to a practical application for students with severe disabilities. It was concluded that such new technology has considerable power and potential as an emerging pedagogy with students with severe intellectual and physical disabilities.

"It would be impossible (and not the intent of this paper) to conduct a comprehensive review of every communication application (app) that exists as of this writing. Rather, a clinical framework for comparing and selecting apps will be offered to assist speech-language pathologists in answering the popular question "What communication apps should we use?" While this platform and certain apps may indeed represent a reasonable match to the strengths and needs of some individuals, it is important that the needs of an individual be considered on a case-by-case basis using a thorough and clinically based approach. To this end, the clinical application of a chart detailing features believed to represent critical and fundamental considerations for a broad profile of people evidencing complex communication needs will be discussed and highlighted through case examples."

"the All-in-One-Visual-Support Tool evolved.   With consideration for some of the most frequently recommended visual supports in mind, this small 5 ½ x 8" binder includes a First/Then board, a Personal Picture Schedule, and a Task Analysis Checklist, with a Finished Pocket on the front cover.  Each of these is easily available by flipping or opening the folded board which is adhered to the Finished Pocket.  A Token Reward board is on the back cover. The picture symbols and tokens for all these tools are housed inside the binder on plastic tabbed dividers covered in adhesive carpet tiles."