Assistive+technologies

[]Using technology in education should make our jobs as teachers easier. Here are a list of links to website and articles that talk about developing or existing technologies that support students who have learning difficulties.

There are some great examples of assistive technologies, with resources, on this site for [|The Family Centre onTechnology and Disability] - (16/6/2001)

Bridging the distance for rural students with disabilities can be done using assistive techologies. Here is great article on SEDL site [|Empowering Rural Students with Disabilities Through Assistive Technology] - (16/6/2001)

What everyday devices are deemed assistive technologies in the classroom? We all know that he desktop and the laptop can play a huge role in delivering individualised options for students with learning difficulties, but what about the everyday devices such as netbooks, iPads and smartphones? There are a range of apps that can be downloaded that help students record or playback audio and video, take audio notes, and even deliver catered maths and literacy tutorials. Article [|On the Go: What Consumer Products Can Do For You (If You Know Where to Look!)]- (16/6/2001)

**Using smartphone Apps to support children with Autism for learning and communication**
While researching the topic of children with Autism I discovered that not only do they have usually problems communicating their feelings but generally they are also very highly visual learners (2003). It is great to know that with a modern device, that doesn't cost a great deal, students have an opportunity to express themselves in a way that is personalised and easy. While on Professional Experience with a Year 1 and 2 class I was astounded to find out that one the of students, who is Autistic, was angry most of the time, saying that 'school' made him angry. From my perspective he had never expressed any feelings of anger during class towards himself, me or others. This information came through a health lesson that focused on safety and well-being where students had to say how school made them feel by circling an emotion on a worksheet. I was really surprised to find out this child's true feelings towards being at school, and I was actually upset with myself for not knowing this prior. I could have been doing something that would have made the school experience better for the student buy getting him to use an App like the ones in this article on a regular basis so that I could gather further information about what situations made him feel angry, and at the same time what situations made him feel happy so that more time could be spent on the activities that he enjoyed and we could look at removing the activities that made him feel angry. Siegel, B., (2003) //Helping Children with Autism Learn// Oxford, New York U.S.A. [|10 Revolutionary iPad Apps to Help Autistic Children] - retrieved 16/6/2011

Implementing assistive technologies for hearing impaired in the classroom
Hearing and auditory perception is part of daily learning in classrooms. For students with hearing impairments, the task of distinguishing sound in letters or letter patterns could be difficult. There are many technology solutions available to teachers and students to assist with this process. These are assistive listening devices such as FM units, closed captioning, live remote captioning, cochlear implants, hearing aids, hearing loops, text telephones, visual alert signalers, pagers and mobile phones. As technology evolves so does the ways we can access these technologies. The following articles describes a program that has been developed by the Royal Institute for the Deaf and Blind that can be downloaded through commercial application software sites straight to the classroom via mobile devices. Auslan Tutor is a portable video-based Australian Sign Language (Auslan) teaching resource developed specifically for the iPhone and iPod touch. There are over 500 signs available through the device including clear demonstrations for words, phrases and sentences. I would use this program in the classroom to assist a hearing impaired student by educating myself through the information received via this handy tool. It would also be a great learning resources for students in the classroom to communicate with students who are hearing impaired. Royal Institute for the Deaf and Blind, Auslan Tutor: Auslan Teaching Resource for the iPhone and iPod touch [|http://www.ridbc.org.au/resources/auslan_tutor.asp utm_source=RIDBC_Website&utm_medium=ShortURL&utm_campaign=AuslanTuto]r - retrieved 25/7/2011 //New Multimedia tool helps families learn sign language anywhere, anytime// (2009) Royal Institute for the Deaf and Blind, [] - retrieved 10/7/2011 Assistive technologies for hearing impaired students, Australian Disability Clearinghouse on Education and Training, [] - retrieved 25/7/2011

Boardmaker is a resource I have seen being used in both inclusive and mainstream settings. This resource provides all kinds of visual representations for everything from words to activities and can therefore be used as a communication device or as a scheduling tool. This is a great resource to utilise in the classroom! (20/06/11) []

__**'PHONIC EAR'- Assistive Technology**__

Phonic Ear is an assistive technology that can be used within a classroom setting to enhance and improve the sound within the learning environment. This technology, according to the [|Phonic Ear website], is 'designed specifically for speech sounds', 'greatly enhance speech understanding' and 'ensures an even distribution of sound from the teacher' (Online 2011)

This assistive technology, ideally, can become an aide for student's with short and long term hearing impairments. It is noted on the [|Phonic Ear website]that this technology, with its 'flexible functionality makes it possible to connect a student's FM system directly to the sound system so that the teacher's and other student's voices are transferred wirelessly to the students FM-receiver' (Online 2011). Phonic Ear also has advantages for teacher's as it lessens the risk of voice strain. A microphone, in which the teacher wears around their neck, increases the volume of their voice in which is transmitted through speakers appropriately positioned throughout the classroom. The great thing about Phonic Ear is that it can be connected to other technologies in the class such as an IWB (Interactive White Board), CD player and DVD player. The Phonic Ear also has fixed and portable options.

Ideally this assistive technology can be used from Pre-school through to year 12, depending on the needs of the individual student's in the class. Personally, I have seen Phonic Ear used in an ACT Koori Pre-school with 3-5 year old children, and it has improved the attentiveness and engagement of these students, particularly throughout story time.

For more information on Phonic Ear, I recommend visiting the [|Phonic Ear website].

Reference:

Phonic Ear 2011. Online. Accessed 20.6.11. Available at []


 * Hey, I really don't like messing up other peoples work but this is apparently what we have to do.**

=IPad Opens World to a Disabled Boy=

I found this newspaper article of a little boy that has a motor neuron disease who uses an Ipad to communicate very interesting. The family has used other devices to try and encourage the boy to use his touch senses but the Ipad is said to be the only one that has worked. Because the I pad hasn't been on the market for very long research is yet to be carried out on the effectiveness of disability rehabilitation using the Ipad. I think this kind of interactive technology would be very useful within the classroom setting if proven to help with the students learning. All the information from the Ipad can be downloaded to the teachers computer as long as it is synchronized to that particular computer. This means the teacher has full control of the type of information/ games and the amount of Interaction the student has with this device. Have a read of the article and see what you think :)

[]

Sandbox learning is another individualized approach to teaching children with disabilities across the Autism Spectrum. Sandbox learning personalized resources such as story books (similar to social stories) to maintain engagement and focus of the student. If students feel that the content is relevant and realistic they are more likely to be able to grasp concepts and retain information, particularly in Early Childhood. For this resource to be implemented in the classroom the student with diverse needs may be taken aside and read the story (for example) one on one with the teacher as it is a unique resource that focuses solely on the individual. (28/06/11) []
 * Sandbox Learning**

__**Basic Introduction to Assistive Technology**__

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The YouTube clip above provides a simple explanation and demonstration of some assistive technologies commonly used in special needs classrooms. The video features Kathy, a special education teacher, who presents certain technologies which are user-friendly and available to increase interaction and provide educational advantages to children with a disability. Through viewing this clip, teachers and parents can understand and acknowledge how the technology acts to liberate the child and provide new ways to assist interaction and learning in both the school and home environment. Furthermore, such assistive technology have been shown to improve access to the curriculum in mainstream settings and have a significant positive effect on academic goal improvement ( [|Watson], A., [|Ito] , M., [|Smith] , R. & [|Andersen] , L., 2010).

Before incorporating assistive technologies into a child’s life “One must evaluate the student, the student's environment, the required tasks, and the available tools, to determine the appropriate assistive technology to use in any specific setting.” (LCIRT, 2006). In depth evaluation is essential in determining the probability of success and relevance of incorporating assistive technology into the environment. Landmark College Institute for Research and Training (2006) suggest considering a few important factors such as: The YouTube clip provides a basic introduction of assistive technologies which may prove useful in educational settings. The clip encourages parents and teachers to consider the relevance and advantages that assistive technologies can bring to a child with special needs. Such technologies can be altered to suit children of all ages and with such a wide range available, can be useful in a variety of settings. The clip promotes teachers and parents to be open to the possibilities that assistive technology can provide, and through doing they can communicate their willingness and commitment to providing advanced educational opportunities to children with disabilities. Something which offers children with special needs the change to become independent learners and increase social interaction should not be ignored.
 * Student and teacher attitudes
 * Demands of technology
 * Access to technology
 * Training of the student and teacher

References:

Landmark College Institute for Research and Training (LCIRT). (2006). //Assistive Technology for the Classroom//. Retrieved 28 June, 2011, from []

[|Watson], A., [|Ito] , M., [|Smith] , R. & [|Andersen] , L. (2010). //Effect of Assistive Technology in a Public School Setting//. American Journal of Occupational Therapy, vol. 64 no. 1 18-29. Doi: 10.5014/ajot.64.1.18

//**Spectronics**// (TM) - Inclusive Learning Technologies have a variety of useful ideas for the classroom and beyond by using a variety of switches and devices. The switches available are suitable for young children, switches such as the Big Mac (Spectronics Inclusive Learning Technologies) which allows for single word responses - to the more complex daily tasks that may be required such as operating electrical devices in the home of an adult with additional needs. It allows student participation in the classroom by giving them a voice in things like circle time where their name can be programed in for a response at the appropriate time. It allows for choice making in the classroom for work tasks and at meal times. Switches hooked up to electrical devices opens up an enormous range of possibilities to the student's learning and control of their environment.

Integrating Low-Tech into Your 21st Century Classroom(2.5 MB)

[|Ten Things I Can Do for Myself… and then some…] Closing The Gap Solutions Publication, June/July 2011

Reference:

Spectronics Inclusive Learning Technologies http://www.spectronicsinoz.com/product/powerlink-4-control-unit/print


 * __Interactive Whiteboards Engaging Students with Autism__**

It can be found that in a class that has children who have autism, there are almost as many adults as there are students. Students who have autism display a range of needs that may require closer attention than other students. They may struggle with paying attention for long periods of time and often are less interested in getting involved due to a lack of social interest. Learning skills by observation can be difficult and a one on one situation is often needed to ensure that they learn.

Interactive whiteboards have become increasingly popular in classrooms. It has been found that they greatly improve a child with autisms potential to learn in certain situations. The interactive whiteboard captures the student’s attention so that their attention span increases from around 15 minutes to up to 90 minutes. It can even improve a student’s behaviour and social skills. There are a variety of educational programs available for the interactive whiteboard now, including storybooks and maths lessons. They use very visual and engaging approaches to capture the child’s interest.

Here is an article I found about interactive whiteboards and children with autism.

[]

__**Online Games**__

As stated above, integrating technology into the clasrooms of students with physical or learning difficulties can be very benificial as it not only allows students to work with a range of devices, other than a textbook, but it also allows students to develop their motor skills, thinking processes, spelling and more. Incorporating videos, songs and games that involve pointing the mouse or touching certain keys on the keyboard, can be a great alternative to books and paper as it allows the students to not only be active in their learning, but to develop new and old skills through the use of technology.

The [|Priory Woods School and Arts College] website includes information about the school, curriculum and groups for both students and parents, as well as several [|Resources] that they invite other schools and individual to use. These resources range from counting games and songs and spelling activities, to shapes, maths and motor skill developing games that use the mouse and keyboard.

[]

ClarkAllen.

Electronic dictionaires such as the Franklin Literacy Word Bank which contains the entire oxford primary dictionary and also combines a phonetic spell checker could be a useful tool for children disorders such as dyslexia where students can often spells words phonetically but they may be far from correct
 * __Electronic Dictionaries__**

Electronic dictionaries come in all different shapes and sizes and an appropriate one could be found for all age groups to assist them with writing and literacy skills

References: []= []

**‘Talking Toolbox’ – Assistive Technology [[image:imaffges.jpg width="228" height="42" align="left"]] **
‘Talking Toolbox’ is an assistive technology for those that are vision impaired within any environment where a computer can be used, which includes the classroom setting. Computers are becoming more accessible within the classroom as governments are providing funding for schools to buy laptops for its students. This assistive technology helps those that otherwise would struggle to learn to use a computer because they are unable to see the screen.

The features of this technology are:
 * “Talking Notebook**, a feature-packed talking word processor, complete with lots of user-friendly functions like a fully-narrated spell checker.
 * Talking Address Book**, a lightning-fast address manager that keeps track of all your addresses, lets you search for a specific one in a flash, then print it out or automatically call up the person on the phone.
 * Phone Pad**, an interactive, easy way to learn how to dial phone numbers with words or letters in them.
 * Post Office**, a fully-functional Email client that allows you to communicate with friends and family around the world, organize your messages in different folders, spell-check messages you send.
 * Talking Calculator**, a feature-packed program to make balancing the books a piece of cake.
 * Talking Calendar**, a simple-to-use program that makes sure you'll never miss another doctor's visit, important meeting, or dinner date.
 * Talking Alarm Clock**, a cuckooing, chiming, bonging program to ensure you always get everything done on time.
 * Talking CD Player**, a utility that not only plays CD's in the background, but also lets you label each disc in your collection, shuffle them to add variety, and create play-lists.” (Talking Toolbox)

The system requirements for this product are:‘a PC (at least 90 megahertz) running Windows Vista, XP, ME, 2000, 98, 95, or NT (Service Pack 4), 16 megabytes of RAM, a 16-bit Sound card and speakers (or headphones), a CD-ROM drive, and Internet Explorer 4.01 or later’ (Talking Toolbox)

This assistive technology would be used by those that have little or no vision and within their individual learning plans, would be best suited to use software like this. Your student could complete the majority of their work on the computer as well as using the software to complete everyday activities, such as when and where they are needed at particular times, and reminders for when assignments are due, as the computer will ‘talk’ to the user and they are aware of what they are doing with each key they press. The ‘talking toolbox’ is also a stepping stone for students that are looking to continue their education as well as for those looking to get straight into the workforce as you can use this technology in all types of environments. Something that will make this technology very popular is the accessibility and affordability of the product, the ‘talking toolbox’ is available to buy online and only $79.95, which could be used within the schools financial budget on students with additional needs.

The ‘Talking Toolbox’ would be suitable for any school age environment as long as the level of schooling had the appropriate technology for this type of software.

Reference //Talking Toolbox//. (n.d.). Retrieved July 10th, 2011, from Braillebookstore: http://www.braillebookstore.com/view.php?C=Talking%20Toolbox%20for%20Windows

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**There are numerous assistive technologies to help those that are vision impaired one of them include a Braille embosser, this device **“prints Braille output from a computer by punching dots onto paper. They connect to the computer in the same way as regular printers. Features which distinguish the different embosser models include speed, ease of operation, quality of the Braille, single or continuous paper feed, sideways printing and Braille graphics.” (Braille Embossers) This printer may be considered noisy while printing so it might be best to place this printer in a room that will not distract its occupants when it is printing. This resource can be used by the teacher when the student has a vision impairment. A way you could use this printer is to print off the student’s handouts, worksheets, assignments, required reading when you cannot find a duplicate reading in Braille and for general school work purposes. Using this type of printer allows for the student to read and work with Braille with confidence. Another way to use this assistive technology is when you want the class to learn Braille you could print off the alphabet for example and give a copy to each student and as a class work on learning Braille together – allowing for an inclusive classroom.

This resource could be used for all students ranging from early childhood to tertiary levels, as it is a simple assistive technology that would not be limited by ones age or school level.

This YouTube clip provides knowledge for listeners on Braille Embossers (Juilet & ET Series Braille Embossers)

[] = Reference = //Braille Embossers//. (n.d.). Retrieved July 19th, 2011, from Vision Australia: http://www.visionaustralia.org.au/info.aspx?page=1233 //Juilet & ET Series Braille Embossers//. (n.d.). Retrieved July 25th, 2011, from YouTube: http://www.youtube.com/watch?v=K9GwTDwOfCg u3049538

 “The "e" in eBook stands for electronic, meaning the book is in an electronic format, as opposed to a traditional book printed on paper. Being electronic, eBooks can be accessed via computers using special software or portable devices called eBook readers. The pages of an eBook appear in print on a screen with push buttons or touch screen gestures used to turn the pages, place bookmarks, make notes and so on.” (eBook Readers) This resource can be used for students with low or no vision as the eBook readers are available for in different formats including those that use Braille and those that speak out the text. The eBook reader can be used for students who are still learning to use Braille and would be more confident if the eBook reader would read the text to them aloud – similar to audio books but in a more proficient way as you can download books off the internet. Overall this resource can improve the students time spent concentrating for long periods of a time reading Braille and allow for them to learn in a fun and new way.

This assistive technology can be used within any school level; it’s all about taking the time to teach students with special educational needs to use this type of assistive technology.

= Reference = //eBook Readers//. (n.d.). Retrieved July 15th, 2011, from Vision Australia: http://www.visionaustralia.org/info.aspx?page=2466

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Some useful apps for Ipads, Ipods and Iphones within the classroom (and at home!) I grew up with little technology during my school life and have held the personal (non backed up!) opinion that technology can work against us in the classroom. However, since beginning my degree and with the revolution of Ipads, smartboards, etc and what they can do for special needs students, my opinion has changed dramatically. Below are three amazing apps that can cater to a very diverse range of needs and levels. Students with and without special needs can use Stories2Learn app, while Proloquo2go caters for more specific needs as does Look2Learn.

** Stories2Learn by MDR **

Age: From 2 years until adult This app is designed for parents, educators and students to have the ability to create their own personalised stories using photos/pictures, text and audio. As the description on the app suggests, this app can be used to support literacy, social skills or leisure. A story can be created for the purpose of a social story and the editing options turned off to ensure students do not change or delete the story! Stories2Learn provides the editor with the option to add text that correlates with the photos/pictures and also the option to have the computer speak the dialogue or to record their own dialogue (or have the child’s voice!) An example of a social story that could be made is of Sharing. There could be a step by step guide on the social cues one needs to display when sharing something. Visual schedules are also very simple to make and can be edited easily if there is a change in routine. This is extremely effective for certain children who need high level structure throughout the entire day. This app offers a lot for the small price tag. The list below are just some of the ideas that I thought could be aided by this app. Social stories Visual schedules Literacy- story writing, reading skills Communication skills Verbal skills such as word recognition Relaxing technique- students can refer back to stories as necessary
 * Cost**: $14.99 from the Apple App store
 * Description:**



Stories2Learn was developed by a team of professionals: a school psychologist, speech therapist and a range of teachers. It was created to help with social challenges in the classroom but is also a way to accelerate not only social learning in typically developing students but improve literacy as well. Visit www.look2learn.com for tutorials. References: Stories2Learn (2010). Accessed online (20/7/11) from []

This app has been used and recommended by [|Therapy ACT]


 * Look2Learn by MDR **
 * Look2Learn by MDR **
 * Look2Learn by MDR **

Age: From 2 years to Adult Cost: $14.99 Description: Look2Learn was developed by the same team of professionals that created Stories2Learn (above). It was created for individuals who had a variety of challenges with speech and communication. Look2Learn addresses the variety of communication needs that include: early development communication enhancement (e.g a two year old whose cognitive skills currently exceed his or her expressive communication), Autism, short-term and long-term communication challenges due to medical conditions as well as other speech and language disorders.

" Look2Learn (L2L), a revolutionary AAC software application for the iPod Touch, iPhone, and iPad allows individuals to work at their communicative level using photographs to express wants and needs. The easy to use system integrates preloaded vocal output so that individuals can use their “voice”. In addition, users are able to record their own personalized audio and pair it with photos!

This user-friendly application was created with the belief that many augmentative systems are either too complicated or lack the ability to customize to the individual’s needs. L2L offers a variety of features that can be quickly learned by the user and offers outstanding individualization. In addition, Look2Learn has a targeted assessment that can be downloaded at www.look2learn.com which will allow for easy setup and precise customization.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 115%;">With L2L, educators and/or parents are able to adjust picture sizes to assist individuals with fine motor and/or visual challenges. The system comes pre-loaded with over 80 photos distributed into six categories, but can be customized to accommodate the individual’s needs. For example, pictures can be hidden for those who need fewer choices or pictures can be added. Please note that most devices hold up to a total of 140 photos (including the pre-loaded items). This will vary depending on the number of mega pixels of the newly added photos (please note that the 80 existing photos can also be deleted to make more room for customized images).

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 115%;">Look2Learn’s vocal output gets away from the traditional “robotic speech” and allows for the individual to hear and model familiar voices. In addition, there are customization options that include the ability to personalize the “I want” photo (e.g., with a photo of the individual). Look2Learn 2.0 also allows three different photos sizes including a small, medium, and large option." <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">//(Look2Learn, 2010)// <span style="background: white; color: #000000; font-family: Arial,Helvetica,sans-serif; line-height: 0px; overflow: hidden;">Look2Learn provides students with the tools needed to express their thoughts and wants across. It can teach language, communication and social skills to students in a straightforward,

<span style="background: white; color: #000000; font-family: Arial,Helvetica,sans-serif; line-height: 0px; overflow: hidden;">very simple to use, fun way. <span style="background: white; color: #000000; font-family: Arial,Helvetica,sans-serif; line-height: 0px; overflow: hidden;">Look2Learn (2010). Accessed online (20/7/11) from []

This app has been used and recommended by [|Therapy ACT]

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 16px; line-height: 115%;">Age: 4 years and older <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 16px; line-height: 115%;">Cost: $199.99 (aud) <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;"> <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 16px; line-height: 115%;">Desc <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px; line-height: 18px;">ription: <span style="background: white; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 13.5pt;">“Proloquo2Go provides a full-featured augmentative and alternative communication solution for people who have difficulty speaking. It provides natural sounding text-to-speech voices (CURRENTLY AMERICAN, BRITISH and INDIAN ENGLISH ONLY), high resolution up-to-date symbols, powerful automatic conjugations, and a default vocabulary of over 7000 items, advanced word prediction, full expandability and extreme ease of use.
 * Proloquo2Go **

<span style="background: white; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 13.5pt;">SLPs, teachers and parents recommend it for children and adults with autism, cerebral palsy, down syndrome, developmental disabilities, apraxia, ALS, stroke or traumatic brain injury.” (Itunes, 2011)

<span style="background: white; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 13.5pt;">Proloquo2Go is a revolutionary app for anyone who has an AAC device. It is relatively inexpensive (compared to the thousands AAC devices can cost), it is simple to use, it is convenient and it is ‘normal’. By normal I mean that individuals can use an Ipod or Ipad within our society without others even noticing that there is something different. This would be particularly nice and useful for teenagers and adults. For example if an Autistic teenager wanted to order something at McDonalds it would not be a big deal if they handed the cashier their ipod with their order displayed on there. However, it may become an issue if they were carrying a big AAC device with them. <span style="background: white; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 13.5pt;">Proloquo2Go helps students who have language or communication difficulties to communicate within the classroom, home and social settings without the massive cost and size of AAC devices. It can help with a variety of lessons, social skills and confidence for not only individuals within schools but teenagers and adults also!

<span style="background: white; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 13.5pt;">ProLoquo2Go (2011). Accessed online (21/7/11) from []

This app has been used and recommended by [|Therapy ACT]

__**Ipad Applications**__


 * What is it?**

The Apple Ipad/Iphone and other smartphone technologies offer many assistive applications to support students with learning or speech difficulties. Valentino-Devries (2010) believes that the rise in the use of tablet computers and smartphones have been proving to be beneficial for children with speech and communication problems.

There are many built in features on Apple products that can accommodate and assist learning difficulties. They are able to help improve productivity, reading proficiency and supply aide in speech and communication. (Apple, 2011). Apple chief executive Steve Jobs hopes that the easy to use design of the Ipad and Iphone has been able to assist students in special education (Valentino-Devries, 2010).


 * Use in Teaching**

- By downloading various application to Ipad of Iphone, I would incorporate the use of this technology through various lessons such as communication, text, and reading skills. This offers students an alternative to the way they complete their tasks, communicate and problem solve, respecting the inclusive classroom practice.


 * Examples of Applications**

- Proloquo2Go – This application offers text to speech sound assisting those with speech and communication difficulties (Assisitve Ware, 2011).

- Grace – A computer based Picture Exchange Communications System (Troughton-Smith. S, 2011).

- First Then Visual Schedule – This application is used by caregivers and educators to assist in the transition of activities for students with autism. It provides visual cues to display daily schedules, providing warning and awareness of upcoming activities for the day (Good Karma Inc, 2011).


 * References**

Apple. (2011). //Apple in Education.// Retrieved from []

Assistive Ware. (2011). //Proloquo2Go.// Retrieved from []

Good Karma Inc. (2011). //First Then Visual Schedule.// Retrieved from [|http://itunes.apple.com/app/first-then-visual-schedule/id355527801?mt=8#]

Troughton-Smith. S. (2011). //Grace – Picture Exchange for Non Verbal People.// Retrieved from []

Valentino-Devries. J. (2010, October 13). //Using the Ipad to Connect.// Wall Street Journal. Retrieved from []

__**Interactive Whiteboard Programs**__

Starfall.com is an American website suitable for interactive whiteboards. The website includes engaging activities in literacy and numeracy. I saw this website in use in a learning support unit for students with autism, it was great seeing the students get so involved and engrossed by the activities. I would say this website is best used for students from the ages of 5 to 12 years. - As a literacy/numeracy block. - During one on one time with a student. - In collaboration or as an introduction to handwriting and math activities. - I would also use it in a group rotation. This program offers students various ways to explore and learn mathematics and literacy skills. This way of learning assists kinesthetic learners in an inclusive classroom. - Letter and number recognition. - Phonemic awareness. - Number representation.
 * __Resource__** [|**http://www.starfall.com/**]
 * __What is it?__**
 * __Age__**
 * __Use in the classroom__**
 * __Outcomes__**

‘Talking Typing Teacher’ is an assistive technology for those that are vision impaired within any environment where a computer can be used, which includes the classroom setting. Computers are becoming more accessible within the classroom as governments are providing funding for schools to buy laptops for its students. This assistive technology helps those that otherwise would struggle to learn to use a computer because they are unable to see the screen. The ‘Talking Typing Teacher’ would be suitable for any school age environment as long as the level of schooling had the appropriate technology for this type of software.
 * <span style="font-family: 'Cambria','serif'; font-size: 16px; line-height: 115%;">‘Talking Typing Teacher’ – Assistive Technology **

The features of this technology are: “Digitized human speech, which is used everywhere in the program. This means that whether you're navigating menus, changing options, managing dozens of student accounts, or visiting the Help Desk, you'll enjoy listening to Eager Eddie read the screen. What makes TTT so special, however, is that each and every typing lesson or practice session is read aloud with clear, concise pre-recorded dialog. Put quite simply, you won't need to worry about trying to understand synthetic speech when you're learning to type with TTT. The only thing Text-To-Speech is really used for is to read your name and play back text you type into Workbook, a fully-functional talking word processor that ships with Talking Typing Teacher. TTT easily accommodates the specific needs of all visually impaired typists. With just a few clicks of the mouse, you can pick from dozens of fonts, change the size of text, and decide how heavy the print should be. Whether you're reading the screen or letting Eager Eddie do the reading for you, you'll have the chance to learn to type. This program also includes the features of: “Built-in human speech that narrates the entire program; Complete interaction with both sound and full-colour animations; Detailed lesson curriculum designed with three levels of instruction; Lessons consisting of spoken and displayed instructions, practice drills, and final reminders; Lessons that teach and reinforce typing, with careful emphasis on posture and correct typing habits; Three levels of instruction that not only change the number of keys that are taught, but also how the instructions are worded and presented; Constant positive and encouraging reinforcers throughout the entire curriculum; The ability to create an unlimited number of customized lessons to further enhance your typing curriculum; A countless number of optional tunes and sound effects to enhance student performance and make the entire curriculum exciting and fun; Seven separate functions to test and enhance typing skills between each lesson; and Full support for multiple student use. This means that you can have more than one student set up with the program, and TTT will pull up each student's record when he or she logs in.” (Talking Typing Teacher ) <span style="color: #990000; font-family: 'Arial','sans-serif'; font-size: 16px;">“ The System Requirements needed for this software is: To run the program, you'll need: a PC (at least 90 megahertz) running Windows Vista, XP, ME, 2000, 98, or NT (Service Pack 4), 16 megabytes of RAM, a 16-bit Sound card and speakers (or headphones), a CD-ROM drive, and Internet Explorer 4.0. In the case of a professional, network-wide install, you'll need: 420 megabytes of available disc space on the server computer, and 20 megabytes of available disc space on each client machine. In addition, your network administrator must assign Read/Write/Modify privileges to all users for the Program Files`MarvelSoft folder on the server machine” (Talking Typing Teacher ) This assistive technology would be used by the teacher for students who have visual impairments so that they can use a computer with ease. The best method would be to get all students involved and learning to type with this program, so that any person with educational needs can feel included and not ‘special’. This technology could be used for any age group or school level; it’s all about taking the time to teach students with additional needs how to use this technology so they can reap the benefits and achieve exactly what their capable of and not limited by their additional needs. =<span style="color: windowtext; font-family: 'Calibri','sans-serif'; font-size: 15px;">Reference = //Talking Typing Teacher//. (n.d.). Retrieved August 11th, 2011, from Braille Book Store: http://www.braillebookstore.com/view.php?C=Talking%20Typing%20Teacher%20for%20Windows

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