Assistive technology fora variety of disabilities

Barbaralyn Harden, M.S., C.C.C.-SLPCat McGovern-Zlotek, M.S., OTR

What Is Assistive Technology?

“...any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is

used to increase, maintain, or improve functional capabilities of individuals with

disabilities.” (IDEA)

•Just about anything which would assist individuals with a disability

•All student’s having an identified disability must be considered for assistive

technology needs.

Assistive Technology DeterminingAdaptations or Accommodations

• Physical access adaptations• Cognitive accommodations• Vision & hearing support• Communication support• Curriculum accommodations &

modifications• Literacy and Math support

– Testing accommodations

• Organizational supports

Adaptive Switches

• Provides physical or cognitive accommodation

• Various designs for use with any intentional physical action

• Provides access to toys, augmentative communication devices, computer technology, & Environmental control (lights, appliances, entire home, phone)

Simple supports for cognitive & organization issues

Picture or Text Schedules

Planners

Stop Watches or Timers

Visual Timers

High tech supports for cognitive & organization issues

Voice Organizers

Smart phonesBeepers and

countdown timers

PDA’s

Full function watches

Simple academic supports

• “Cards”: Wait card, social rules card, activity cards, turn taking card, all done, first: then

• Magnetic poetry and cookie sheet • File Folder Activities• Blocks for words

Software for academic supports

– Talking Word processor– Writing with Symbols or

Boardmaker symbolator– Kidspiration/Inspiration– Word processor with spell

checking– Word prediction– Organizers – electronic

notebooks & planners– Learning Games

Kidspiration

CoWriter

Kurzweil 3000

Simpler supports for reading

Mono Highlighter

Larger Font

Highlighter Pen with flags

Reading Pen

Highlighter Tape

Line magnifiers, rulersAssists for visual tracking

Low tech supports for writing

• Pencil Grip • Slant Board• Holding a bead in writing

hand• Raised line paper• Ruler taped to writing

surface• No slip writing surface

Software Tools for Literacy Support

• Basic word processor w/spell check

• Concept mapping (Inspiration)

• Word prediction software

• Speech recognition software

• Interactive books and video

• Digital organizers/notebooks (One Note, Evernote)

• NIMAS / BookShare digital books– Scanner with optical character recognition

– e-text, e-books

Head Mouse

Voice Recognition

SipNPuff Switch

Alternative keyboards

Assistive technologies for physical disabilities

Adapted Device Access: Keyboard & Mouse Emulation

o o - - oo - - - - - - oo - o- - o o

Morse code

input

On-screen keyboards

Speech recognition

Joysticks

Switches

Head Pointers

Mouth Sticks

Adapted keyboards

Supports for cognitive, vision or hearing Impairments

TTY

Braille e-book reader &Embosser

Apps - specially designed for individuals with hearing or vision impairment

Dedicated Speech Generating Devices (SGD’s):

• Speech output may be digitized (digitally recorded) or synthesized (electronically generated from text).

• Messages are assigned to keys to which picture or word labels can be attached.

• The user selects a message to be spoken either by direct selection or through scanning.

• Message duration ranges from 1 second to a minute or more.

eye point board

Non-speech generating devices

PODDPODD

Speech Generating Devices (SGD’s)Light Tech

•Limited memory•Limited keys or message pads•Low expense•Usually based on “one key = one phrase based message”

GoTalk 20

Communication Builder

Intermediate SGD’s

• Somewhat larger memory (often handles more than 100 word vocabulary)

• Multiple key display (usually 32 or less with levels)• Usually does not have text to speech• May be a device a child “grows through” on the way to

developing skills for a more sophisticated system

High Tech SGD’s

My Tobii Eye-gaze

Dynavox

Prentke Romich Eco and Essence Series

Non-dedicated Devices

• Computer platforms– Through software can do most tasks presented,

including communication

• AAC devices over computer platforms– AAC is top software, but can also get to

computer based software (writing, Internet, etc)

• iPad, iPod Touch, smart phones– With apps can do all tasks presented & then

some!

iPad, THE Game Changer:Why?

• Light weight and portable• Quick immediate access• Ease of access to apps, music, videos,

games, work tools and Internet• Consistent methodology across programs• Responsive, expandable touch screen• Wide range of apps and low pricing• It’s a toy & a tool!

iPad Access Options:

Limited!• Works with touch and onscreen keyboard

– Not mouse driven cursor, but touch capacitor

• Alternate blue tooth keyboards – full size and mini’s, no expanded keyboards

• Switch access – limited, program specific

• Assists – Assistive touch, voice over, magnify, enlarged text/visuals

• Apps - Word prediction, handwriting,

voice recognition, recording

iPad: What can it DO?

• Cause and effect • Interactive music and books• Learning games• References• Organizational supports, visual schedules• Parents supports• Communication• Writing AND reading supports• Internet

AIDED STIMULATION is a process in which the Facilitator points out picture symbols on the child's communication display in conjunction with his/her ongoing verbal language stimulation. The type of communication display employed by the child is irrelevant to the process.

Goossens', C. & Elder, P. October 1988, SEACCGoossens', C. & Elder, P. October 1988, SEACC

Modeling communication

Create Opportunities

Speaking partner tend to control the interactions by taking more turns, talking more per turn, initiating most of the topics of conversation, and asking questions frequently.

Students who use augmentative communication systems typically have few opportunities to communicate. They take fewer turns. They seldom initiate interactions. Instead, they typically occupy a respondent role replying to their partner’s questions with yes/no responses or single word replies.

Janice Light (1990)

SETT: An Evaluation &Implementation Strategy

S - Student

E - Environment

T - Task

T - Tools

Remember…Remember…

If you are creative, it is likely you can do what you want

… you may just need a little adaptation

How to contact us

Barbaralyn Harden, M.S., C.C.C.-SLP

Cat McGovern-Zlotek, M.S., OTR

CDRC-Eugene

Contacts:

harden@ohsu.edu

mcgovern@ohsu.edu