Assistive Technology in the Preschool Classroom

Jill Jump, MA/ CCC-SLPUCP Aaron W. Perlman Center

Effective Use of the Computer with Young

Children

Myths About Computers and Young Children

1. Computers will make children smarter.2. Sitting close to the computer will damage a

child’s eyes.3. Computers give off harmful radiation.4. Children will become less social by using the

computer,5. Children should understand how computers

work.6. Making the child “computer literate” now will

better prepare him for the future.

Cognitive Skills that Can Be Enhanced with the Computer

• Cause and effect• Picture to picture identification• Memory (visual and auditory)• Generalization of concepts from concrete to

abstract• Making independent choices• Pre-readiness (shapes, colors, size)• Readiness (letters, numbers, beginning

literacy)• Classification/categorization• Sequencing

Social Emotional Skillsthat can be Enhanced by the

Computer

• Turn-taking• Peer interaction• Attending• Motivation• Raised self esteem through peer

tutoring of another child• As a means to encourage friendship

through common interest

Babies and Toddlers (0-3 years)

• Exploratory Stage• Short Attention Span• Cause and Effect• Can’t use mouse to point and click• Simple mouse skills begin at 30

months

Babies and Toddlers

• Software: Reader Rabbit Toddler Fisher Price

Toddler Jump Start

Toddler

• Adaptations: Expanded Keyboards Switches Touch Window Use of Real

objects as props

Preschool (3-5 year olds)

• Can begin to work on click and drag skills and pull down menus

• Open ended software that encourages exploration and creativity

• Want to be “in control”• Ease of use is critical• Start of some text based input• Shared social activity

Preschool-Software

• Disney’s Ready for Math with Pooh

• Fisher Price Learning in Toyland• Jump Start Preschool Deluxe• Millie and Bailey Preschool• More Bugs in a Box

Criteria for Selecting Softwarefor the

Preschool Classroom

Easy to Use

• Limited keys for input• Easy in/out• Picture icons instead of written

instructions

Levels of Difficulty

• Ability to grow with the child or use with variety of levels of children.

• Branching options available.• Good range of content.

High Interest Subject Matter

• Graphics and sound are high quality and don’t distract or compete.

• Reinforces real world experiences.• Do not compete with but rather

enhance program content.• Reaction to a key press should be

immediately seen.• Opportunities for trial and error.

Adaptations to Level the Playing Field for ALL

Children

Low Tech

• Stick on keyboard letters• Color-coded special input keys• Keyboard masks• Keyguards• Cardboard tube for wrist rest• Trackballs• Pair of hands to facilitate waiting• Pointers• Change position of child and/or equipment• Place a piece of foam under trackball to slow down

speed

High Tech

• Voice output• Touch Windows• Big Keys• Expanded Keyboards• Child specific devices:

– Switches– AAC devices– Alternate keyboards

Integrating Computer Activity within the Early Childhood Curriculum

• Determine the child’s specific goals.• Preview and select software to meet

goals.• Select appropriate peripherals for

computer input and possible speech or print output.

• Experiment with software to discover the variety of ways it can be used.

• Define prerequisite skills for operating software and hardware.

• Plan both “pre” and “post” off computer classroom activities to : – Prepare for computer activity.– Reinforce skills gained through

computer activity.

• Evaluate effectiveness of computer activity on an ongoing basis and modify as necessary.

Augmentative Communication

Definition of Augmentative and Alternative Communication

• Augmentative and alternative communication(AAC) refers to any approach designed to support, enhance, or augment the communication of individuals who are not independent communicators in all situations

Who is Augmentative Communication For?

• Non-speaking individuals who are– Physically challenged– Multiply involved with unknown cognitive

abilities– Physically able: dyspraxic, language

delayed– Pre-verbal or emergent verbal– Autistic– Developmentally delayed– Behavior disorders related to inability to

communicate effectively

Who is Assistive Technology for?

• Individuals who are: – Physically involved but cognitively able – Physically involved with unknown

cognitive abilities – Multiply involved with unknown cognitive

abilities – Fine Motor difficulties – Developmentally delayed

General Philosophical Basis

1) Technology and Augmentative Communication Systems can be very powerful, but they are useless in enabling children to realize their potential without appropriate training and a supportive environment.

2) Augmentative language or assistive technology system means: multiple systems. * The use of multiple systems is vastly more effective than use of a single system. System choice depends on the individual's situation, environment, needs, fatigue, and the communication partners,

3) Assessment and evaluation are on-going TEAM processes.

4) Vocabulary and Symbol selection are ongoing processes.

5) Experiencing receptive use of augmentative systems is important for those children developing language for the first time. Augmentative communication is effectively taught in an environment comparable to foreign language immersion.

6) Augmentative Communication and Assistive Technology is most effective if taught in an interactive and pragmatic format. * learning in functional situations

facilitates generalization * anything that has some intrinsic

motivation for the child is more likely to be practiced in different settings and used by the child. * motivation is governed by the amount of control and connection the child feels in the communicative interaction.

7) Partner training can play an important role in the success of communication and adaptations.

8) Classroom and home integration are crucial to success.

* Children learn to use augmentative communication and assistive

technology more effectively if it is integrated into all aspects of their day. * Communication needs and access needs will vary in different situations and need to be planned for ahead of time.

9) The art and science of augmentative communication and Assistive Technology is still a developing field. * we are still learning new strategies * equipment/technology is rapidly

changing * we don't have all the answers, research in this field is just beginning * we learn from the children and their reactions and preferences

10) Implementing augmentative communication and assistive technology consumes an enormous amount of time and energy from therapists, teachers, parents and the child. * This is especially true if it is an

addition to the curriculum instead of an integral part of it.

But it’s worth it!

• improves self-concept and self esteem • provides motivation • reduce frustration and behavior

problems • increase participation in daily life • facilitates learning by making learning

interactive instead of passive • changes expectations of others for

child's potential

Augmentative Communication Systems

• Low Tech– Picture,Letter and Word Boards– Eye gaze board– Manual signing

• High Tech– Dedicated Communication Devices– Computer Based Communication

Devices– Voice Synthesizers

Real objects and Pictures

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Braille and Object Board

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Photo Choice Board

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Barbara Bloomfieldwww.icontalk.com

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Home Schedule

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Adapted Picture Book

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From Pati King DeBaunwww.creativecommunicating.com

Mayer Johnson Companyhttp://www.mayer-johnson.com/

Boardmaker

I want

art

all done

Writing with Symbols

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Software for Picture Support

• BoardMaker (Mayer-Johnson)www.mayer-johson.com

• Writing with Symbolswww.mayer-johson.com

• Picture It (Slater Software)• Pix Writer (Slater Software)

www.slatersoftware.com • IntelliTools

www.intellitools.com

Resources

National Center for Improved Practice in Special Education

http://www2.edc.org/NCIP/library/ec/toc.htm