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Assistive Technologies for Intervention CERT 10/2020 Cohort 3, Speech and…

- - - - Personal FM systems: This system makes use of radio waves to send speech to a student's hearing aid. It is like a radio frequency but for personal use.
      - Hearing aid: This is the most simple and common technology used in classrooms. it's effectiveness can be amplified through the use of FM systems.
      - Sound Field System
        This system amplifies a teacher voice allowing student to hear it more easily against background noice such as other students talking in class.
      - None evasive technologies :
        
        Voice to text software programs.
        
        Close Captions in videos/ audio used in class. There are apps that can auto create these if a teacher is strapped for time
        
        Communication Real-Time Translation
- - - - Behavior Charts
      - Critical Thinking
      - Quiet Light
      - Brain Pop
- - - - Child may show few emotions, they might either not know how to display their emotions or have a lack of emotions when it comes to different situations
      - Social Pragmatic Communication Disorder
        
        Used it to describe people who have trouble talking and writing, but have normal intelligence.
      - The child seems awkward in social situations and doesn't know what to say or how to respond when someone talks to him
      - Adverse dislike to change, the child find it hard to adjust to new situations or gets set in a predefined ritual for daily life
- - - - Articulation disorders are errors in the production of speech sounds that may be related to anatomical or physiological limitations in the skeletal, muscular, or neuromuscular support for speech production.
      - Fluency disorders are difficulties with the rhythm and timing of speech characterized by hesitations, repetitions, or prolongations of sounds, syllables, words, or phrases.
      - Voice disorders are problems with the quality or use of one's voice resulting from disorders in the larynx.
    - - Semantic disorders are characterized by poor vocabulary development, inappropriate use of word meanings, and/or inability to comprehend word meanings.
      - Syntactic deficits are characterized by difficulty in acquiring the rules that govern word order and others aspects of grammar such as subject-verb agreement.
      - Morphological disorders are defined as difficulties with morphological inflections (inflections on nouns, verbs, and adjectives that signal different kinds of meanings).
      - Pragmatic difficulties are characterized as problems in understanding and using language in different social contexts.
      - Phonological disorders are defined as the abnormal organization of the phonological system, or a significant deficit in speech production or perception.
    - - Teaching Strategies
        As with all students that receive special education services, the collaboration between school staff is a necessity.
        
        Helping children with articulation disorders to learn proper production of speech sounds
        
        Helping children who stutter to speak more fluently
        
        Assisting children with voice disorders to improve their voice quality
        
        Helping individuals with aphasia to relearn speech and language skills
        
        Assisting individuals who have difficulty swallowing as a result of illness, surgery, stroke, or injury
        
        Evaluating, selecting, and developing augmentative and alternative communication systems
        
        Enhancing communication effectiveness
      - Assistive Technologies
        
        Computer Software Packages
        
        Graphic Presentations
        
        Synthesized Speech
        
        Augmentative or Alternative Communication (AAC)
        The use of symbols, aids, strategies, and techniques to enhance the communication process.
        
        Communication Boards
        
        Non-Electronic
        
        Electronic
        
        Sign Language
    - - Georgia Department of Education. (2020). Speech-Language-Impairment. Special Education Services and Supports. https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Speech-Language-Impairment.aspx.
      - Texas Council for Developmental Disabilities. (2013). Speech Or Language Impairments. Project Ideal. http://www.projectidealonline.org/v/speech-language-impairments/.
      - U.S. Department of Health and Human Services. (2020, July 15). Specific Language Impairment. National Institute of Deafness and Other Communication Disorders. https://www.nidcd.nih.gov/health/specific-language-impairment.
- - - - Assstive technology for writing
        
        Word Processor
        Word processors are readily available and are highly adaptable. Text size and font can be customized or built-in operating system accessibility features can be used to enhance the visual display. The use of adaptive keyboards with high contrast or enlarged keys can also be utilized
        
        Word Processor with Specialized Software
        Text-to-speech software can create a “talking word processor” which provides feedback to the student about what they have typed, while speech recognition software allows the student to dictate into a microphone, which the computer translates into text. Screen magnification software can enlarge the entire display or only selected portions and may or may not provide audio feedback.
        
        Video Magnification/CCTV
        Writing with traditional paper and pencil under a video magnification camera allows the student to view their work in real time through the use of a large monitor.
        
        Word Processor with Refreshable Braille Display
        For students with no vision, a refreshable braille display can be used in conjunction with the word processor, which will display the text tactually allowing the student to reread and edit their own work. This strategy can be used with or without audio feedback, which supports multisensory learners and allows the student to choose the access method. The incorporation of braille has the potential to significantly improve the editing process.
        
        Slate and Stylus
        A slate and stylus can be equated to paper and pencil for individuals who are blind. This simple low tech tool allows students to quickly and efficiently complete simple tasks like creating labels or writing notes to themselves. The slate and stylus is not practical for longer writing tasks.
        
        Manual & Electric Braillewriters
        A manual braillewriter is similar to a typewriter and is a simple, yet rugged device that is often introduced to students who are emergent readers and writers. As students progress, they may transition to an electronic braillewriter before beginning to use a braille notetaker.
        
        Adaptive Paper
        Specialized paper with darkened lines, raised lines, or using color can significantly improve the writing of students with low vision.
        
        Handheld Digital Recorder
        A handheld digital recorder allows the student to record lectures, dictate assignments, or make notes to self.
      - Assistive technology for art, music and PE
        
        Specialized Materials
        
        Low Tech Adaptations for Music
        
        Textures and Materials
        
        Mid- to High-tech Supports for Music
        
        Magnification
        
        Adaptive Tools for Physical Education
      - Assistive technology to support orientation and mobility
        
        GPS Devices
        
        Cane
        
        Enlarged, Braille or Talking Compass
        
        Electronic Travel Aids
        
        Low Tech Adaptations in Environment
      - Assistive technology for math
        
        Adaptive Calculators
        Adaptive calculators range from simple 5-function, to scientific and graphic calculators. Built-in supports include large display and large keys, tactile or braille keys, braille displays (which are very expensive) and talking calculators. In addition, some adaptive calculators are compatible with a computer or CCTV for viewing on a large monitor. Digital talking calculators are also available for both computers and mobile devices or are integrated into advanced math software.
        
        Adaptive Measurement Tools
        Measurement tools can be adapted through large print, tactile cues or braille, or electronic devices are available with audio feedback, as with a talking measuring tape. Some examples include rulers, tape measures, protractors and compasses.
        
        Manual and Electronic Braillewriters
        Can be used for writing out math computations. Although somewhat time consuming and awkward, introducing the braillewriter in early math instruction is useful in helping students understand the steps involved in completing math operations.
        
        Specialized Math Software
        Depending on the software being used, accessing and completing math assignments digitally allows the use of supports such as screen magnification, text-to-speech support, audio representation of graphics, and translation into Nemeth code.
        
        Low-tech Refreshable Braille Cubes
        These non-electric, low-tech tools can be used to introduce and reinforce Nemeth Code (the braille system for writing numbers and math functions), but can also be used to teach patterning and simple math operations.
        
        Adaptive Paper and Tactile Graphics
        While 2- and 3-dimensional manipulatives are preferable for representing charts, graphs, diagrams, tables, angles and shapes, when unavailable, tactile graphics can utilized as well. These can be purchased, or created using swell paper, or produced using specialized software and an embosser. Other adaptive paper includes raised-line graph paper.
        
        Tactile, Braille and Visually Enhanced Manipulatives
        Math manipulatives are a critical component to teaching beginning math concepts in primary grades, and continue to play a vital role in grasping math as students progress into middle and secondary school.
        
        Talking Money Identifier
        This handheld device may be helpful for students when learning and working with money.
        
        Abacus
        The abacus is a critical tool for early math development among students who are blind, but continues to be a practical tool for many students as they get older. It is used to teach early number concepts, operations and fractions, can be used in lieu of paper and pencil, and is a low- tech substitute for a calculator.
        
        Adaptive Time Pieces
        Tools for teaching and telling time can be adapted with large print, tactile cues, braille or auditory feedback, and may include clocks, watches, and calendars.
      - Assistive technology to support social studies and science
        
        Large Print, Tactile, Or Braille Measuring Tools
        
        Models and 3-Dimensional Objects
        
        Specialized Software
        
        Visually Enhanced or Tactile Graphics
        
        Handheld Computing Device
        
        Magnification
      - Assistive technology for computer access
        
        Specialized Accessibility Software
        
        Refreshable Braille Display
        
        Operating System Accessibility
        
        Adaptive Hardware
      - Assistive technology for reading
        
        Handheld Magnifiers
        These low-tech, portable tools allow students with some vision to access not only text, but other objects in their environment as well. They are available in a range of magnification power, are relatively inexpensive, and eliminate some material modification. However, selection of magnification power should be based on the recommendations of a low vision specialist.
        
        Audio books
        
        Braille Labeler
        Labelling items throughout the student’s environment will not only reinforce vocabulary, spelling and reading but will also promote independence and assist with orientation.
        
        Digital Text
        The use of digital text provides one of the widest ranges of options to students with varying needs. Visual aspects of documents and text can be customized, a variety of supports can be easily integrated, and digital text can be obtained through numerous resources. Digital text materials can be obtained commercially, through providers of accessible instructional materials, or created by instructors and students themselves, and can be accessed through a variety of tools including computers, mobile devices, or specialized devices such as braille notetakers.
        
        Braille
        
        Video Magnifier
        A video magnifier can be used for other objects as well. It may be in the form of handheld device, a stand-alone device, or work with a computer, TV or projection system.
        
        Enlarged Text
        For students with some existing visual function, providing text information in enlarged format may be the simplest strategy. As a general rule of thumb, 18 point or 24 point font size is good, but enlarging beyond that may not be efficient. Enlarged text can be acquired through a variety of sources, including publishers and vendors, or materials modified through the magnification feature of copy machines, while text size of most digital materials can be easily adjusted to a user’s preference.
        
        Environmental Considerations
        Consider lighting and positioning of materials for optimal visual function.
- - - - For students who have impairments that need reading assistance. There are a multitude of technologies that can be used to assist and meet their needs.
        
        Text to speech tools
        
        Interactive reading games
      - For students who have impairments that require writing assistance these are a few tools that can help them..
        
        Talking word processors
        
        Graphic Organizers
        
        Speech Recognition Software (Dictation)
      - For students who have disabilities that need guidance in social situations or personal growth, these are a few resources that may provide useful assistance.
        
        Self-Graphing Devices
        
        Power Cards.
        
        Social Stories
      - For students who have disabilities that need more assistance in math, these technologies may be useful.
        
        Calculators
        
        Interactive math games
      - For students who need multiple assistive technologies to address a variety of needs, these technologies may prove helpful.
        
        Laptops and tablets
        
        Computer- assisted instruction
        
        Pr-recorded lesson materials for students to reference at any time.
        
        Audio recorders