Assistive Technology in the Preschool Classroom

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Assistive Technology in the Preschool Classroom

• Jill Jump, MA/ CCC-SLP
• UCP Aaron W. Perlman Center

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Effective Use of the Computer with Young Children
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Myths About Computers and Young Children

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

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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

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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

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Babies and Toddlers (0-3 years)

• Exploratory Stage
• Short Attention Span
• Cause and Effect
• Cant use mouse to point and click
• Simple mouse skills begin at 30 months

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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

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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

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Preschool-Software

• Disneys Ready for Math with Pooh
• Fisher Price Learning in Toyland
• Jump Start Preschool Deluxe
• Millie and Bailey Preschool
• More Bugs in a Box

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Criteria for Selecting Softwarefor the
Preschool Classroom
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Easy to Use

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

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Levels of Difficulty

• Ability to grow with the child or use with
  variety of levels of children.
• Branching options available.
• Good range of content.

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High Interest Subject Matter

• Graphics and sound are high quality and dont
  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.

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Adaptations to Level the Playing Field for
ALLChildren
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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

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High Tech

• Voice output
• Touch Windows
• Big Keys
• Expanded Keyboards
• Child specific devices
• Switches
• AAC devices
• Alternate keyboards

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Integrating Computer Activity within the Early
Childhood Curriculum

• Determine the childs 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.

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• 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.

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Augmentative Communication
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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

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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

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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

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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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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

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• 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.

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But its 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

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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

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Real objects and Pictures
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Braille and Object Board
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Photo Choice Board
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Barbara Bloomfield www.icontalk.com
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Home Schedule
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(No Transcript)
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Adapted Picture Book
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From Pati King DeBaun www.creativecommunicating.co
m
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Mayer Johnson Company

• http//www.mayer-johnson.com/
• Boardmaker

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Writing with Symbols
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Software for Picture Support

• BoardMaker (Mayer-Johnson)
• www.mayer-johson.com
• Writing with Symbols
• www.mayer-johson.com
• Picture It (Slater Software)
• Pix Writer (Slater Software)
• www.slatersoftware.com
• IntelliTools
• www.intellitools.com

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Resources

• National Center for Improved Practice in Special
  Education
• http//www2.edc.org/NCIP/library/ec/toc.htm