1. Assistive Technology and High Incidence Disabilities Karen Janowski Simmons College 2 nd weekend SPND 456

2. M A T H

3. Where is the Breakdown? http://www.flickr.com/photos/doviende/4033239/

4. http://www.flickr.com/photos/maisonbisson/201844037/

19. Tech Matrix

21. Metacognition: Thinking about Thinking

26. What do we do to help us plan?

27. Planning http://www.flickr.com/photos/marcinethequeen/2099449011/

28. Executive Functions http://www.flickr.com/photos/mringlein/1403246089/ http://www.flickr.com/photos/rusworks/84248875/ http://www.flickr.com/photos/martyn/312870142 /

31. Association

33. Assistive Technology for Remembering and for Organization http://img2.allposters.com/images/PTGPOD/327820b-FB.jpg

34. What do we do to help us remember?

42. Notetaking

43. What do we do to help us with notetaking?

48. What do we do to help us study?

52. Technology for Students on the Autism Spectrum

53. Why use technology?

54. Students are engaged Research Suggests:

55. Computers are predictable Research Suggests:

56. See an increase in: Attention in-seat behavior increase in generalization Research Suggests:

57. See an decrease in: Agitation Self-Stimulation Perseverative Responses Research Suggests: from Autism: Interventions and Strategies for Success, by Susan Stokes, accessed at http:// www.specialed.us/autism/Autism.pdf )

58. Systemize – attention to detail, to find meaning in detail STRENGTH ! Baron-Cohen Suggests:

59. Affinity for Rules STRENGTH ! Baron-Cohen Suggests:

60. 7%  77% %age of independent transitions (10 identified throughout the school day in general ed classroom

61. Game Changer

62. Comic strip conversations

69. Research On Virtual Environments and Students with Autism Basis – theorized that virtual environments/ technology provides opportunities For communication with others and circumvent their social and communication Impairments and sense of isolation Enables social skills to be practiced and rehearsed in realistic settings in real time Offers environments that are realistic, yet safe and controlled. Use of emoticons

70. Virtual Environments – positive impact Exploratory study conducted to determine if children with autism could understand emotions as represented by an avator. 34 students (ages 8 – 16 years) interacted with software designed to evaluate their ability to identify and make inferences from facial expression. 90% of participants accurately recognized emotions displayed by avatar representations. Collaborative Virtual Environment Technology for People with Autism Moore, et al. Focus on Autism and other Developmental Disabilities, Winter 2005)

71. Children 8 – 11, 10 weeks of Mind Reading software to teach emotion Recognition (ER). Results – following intervention, children improved on face and voice ER for basic and Complex emotions that were in the software as well as complex voice ER for emotions Not included in Mind Reading. Using AT to Teach Emotion Recognition to Students with Asperger Syndrome: A Pilot Study Lacava, et al, Remedial and Special Education, May/June 2007

72. Research Basis for programs we will be exploring

73. So what?

74. Articles AT for Children with Autism – Susan Stokes

75. Getting Past the Oreo

76. Transition video

77. Online Resources Google Sketchup for Educators

78. Online Resources Zac Browser

79. Online Resources Newtonassistivetech.wikispaces.com

80. Explore the resources

81. Software DTTrainer Activity Trainer TeachTown – Online Tool Vizzle – Online Tool

83. Keyboarding

92. The maximum expectation for a one-minute timing: 5-10 wpm for 2 nd grade students 10-15 wpm for 3 rd grade students 15-25 for 4 th & 5th grade students WPM

94. AT Assessment

95. Identify Important Components 5 minute discussion – small groups

96. SETT + TT Framework

97. S tudent E nvironment T asks T ools + T rials T raining

98. What have we learned?

100. Final Project