This is the slide from the webinar presentation I did via Assistive Technology Coalition on December 5 about incorporating the iPad as a learning tool into a child with visual impairment's daily routine.

1. HELPING CHILDREN WITH
VISUAL IMPAIRMENTS
EXPLORE, LEARN AND
COMMUNICATE USING
THE IPAD
Julie Johnson, M. ED, TVI, ATS
Andrea Schario, M.A., CCC-SLP

2. ABOUT JULIE




Teacher of the Visually Impaired with a certification in
Assistive Technology from California State at Dominguez
Hills
Currently employed at the Delta Gamma Center for
Children with Visual Impairments in St. Louis, MO
Research in iPad accessibility, switch access, and literacy
for children with visual impairments
Content creator and contributor to Adapted Innovation
Assistive Technology Blog

3. ABOUT ANDREA



Speech-Language Pathologist working primarily with
children 0-3 years of age, many of whom use AAC
B.A. in Communication Disorders from Truman State
University and M.A. in Speech-Language Pathology from
The University of Iowa
Independent practioner and former member of the
Augmentative & Alternative Communication (AAC) Team
at St. Louis Children’s Hospital

4. YOUR ROLE IN WORKING WITH
CHILDREN WITH VISUAL
IMPAIRMENTS
A. Teacher of the Visually Impaired / Orientation & Mobility
Specialist
B. Paraprofessional
C. Related Service Provider (Speech/Language Pathologist,
Occupational Therapist, Physical Therapist, etc.)
D. Parent
E. Other

5. OBJECTIVES

Identify outstanding iPad apps in the areas of
play, literacy and communication

Demonstrate the benefits of using the iPad during
hands-on learning experiences for children with
visual impairments

Define Augmentative & Alternative
Communication (AAC) and describe how an iPad
can be used as an AAC device

Explain how cause-and-effect apps can support
early communication development

Name and describe strategies or tools that can be
used to improve access to AAC apps for children
with visual impairments

6. THE IMPACT OF VISUAL IMPAIRMENTS ON
LEARNING IN YOUNG CHILDREN

Children who are typically developing learn an estimated 80%
of their skills through vision.

Children with visual impairments need to learn these same
skills by using their other senses.

Children with visual impairments also benefit from modification
to the environment.

7. THE IMPACT OF VISUAL IMPAIRMENTS
ON LEARNING IN YOUNG CHILDREN (CONT’D)

Children with vision loss are generally kinesthetic
learners.

They learn about the world through play and
exploration.

They learn with the help of assistive technology.

8. ASSISTIVE TECHNOLOGY (AT) IS….
“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 the functional capabilities of
a child with a disability. The term does not include
a medical device that is surgically implanted, or
the replacement of such a device.” –(IDEA, 2004)

9. ASSISTIVE TECHNOLOGY FOR
CHILDREN WITH VISUAL
IMPAIRMENTS
IN EARLY CHILDHOOD
Infants and toddlers with visual impairments need
assistive technology in early childhood for the following
reasons:
Access to communication
Access to play
Access to literacy
Access to the family computer


10. AT FOR COMMUNICATION
Smooth Talker
T10 by DynaVox
Technologies
Communication
Builder
iTalk2 Step
Communicator

11. AT FOR PLAY ACCESS
Jellybean
Switches
Power Link
Switch Accessible Light
Up Piano

12. AT FOR LITERACY ACCESS
Low-vision monocular
Perkin’s Brailler
Low-tech adapted book

13. IPAD
DISCLAIMER
The iPad is NOT, and will NEVER be, a replacement for
human interaction. We are not claiming a causal
relationship between iPad use and mastery of play,
language or literacy skills.

14. WHEN IS THE IPAD
APPROPRIATE?
“The iPad is a fabulous learning and teaching and
assistive technology tool. Of course, we always need to
keep good practice in mind when using it. We always
need to consider the student, the environment and the
task when picking the best tool for each situation…. And
always remember that the iPad is only a tool – we need
to make the decisions about how to use it well and it
isn’t suitable for everything and everyone.”
-Jane Farral, CCC-SLP, Speech-Language Pathologist,
Special Educator and AT Consultant (2011)

15. ANOTHER IPAD DISCLAIMER
The iPad is not always superior to other Assistive
Technology. A thorough AT assessment is always
recommended to determine appropriate device options,
e.g.,SETT Framework, FEET Assessment .

16. LITERACY APPS

17. LITERACY SKILLS AND THE IPAD

Looking and Recognizing -a child may be able to recognize the
picture of her mother in a literacy app on the iPad because of
the LED backlight on the screen.

Picture and Story Comprehension- the iPad offers several
apps that provide opportunities for a parent and child to
create personalized, interactive stories that increase
understanding of sequencing events.

Reading Exposure-the iPad offers ways for a child to increase
verbal interaction during story time such as babbling in
imitation of reading.

18. PICTELLO

19. PICTELLO (CON’D)

Recommended by Speech-Language Pathologists and
teachers of the visually impaired because of it’s
customizable voice over feature (users can record a family
member’s voice)

Users can easily create social stories with personal
pictures that can help a child transition from one activity
to the next within his or her daily routine.

The child activates the voice over feature within the app
by touching the picture on the screen

A child with no vision can benefit from this app by
touching middle of the screen and activating the text to
speech voice over feature.

20. PICTELLO (CON’D)

21. PICTELLO (CON’D)
Reflective Question: How would
you engage with the child who
uses the Pictello app in this play
routine?

22. PLAY APPS

23. PLAY SKILLS AND THE IPAD
For children with visual impairments, the iPad can
facilitate key developmental play skills when
incorporated into hands-on activities.

24. PLAY SKILLS AND THE IPAD
(CONT’D)

Basic Cause and Effect- Touching the screen
makes the blue lights appear

Fine Motor Abilities - tracing different types of
lines or shapes with his or her index finger,
swiping to turn a page in an adapted book app

Pretend Play - where a child uses his or her
imagination to complete a task or activity within
an app

Social/Emotional- a child can take turns
completing tasks with in an app with sibling,
friend or parent seated beside them

25. PLAY APPS – CAUSE AND EFFECT

Cause and Effect: Noting a relationship between
actions or events such that one or more are the
result of the other or others.

iPad play can be a motivating and exciting way for
children to solidify their understanding of cause and
effect!
What does using play-based apps have to do with
communication?

26. CAUSE AND EFFECT APPS & EARLY
COMMUNICATION
Description of
Activity
Sensory Light Box
Independent play
Nonverbal cause and
effect
Intentional
communication via use
of gesture
Child points to bottle
Mom brings bottle
Cause
Effect

27. CHOOSING CAUSE AND EFFECT APPS
FOR CHILDREN WITH VISUAL
IMPAIRMENTS

Troubleshooting: Cause and effect apps and visual
impairment
There are so many apps to choose from! How do I choose an
appropriate app for my child with visual impairment?

In iTunes, a search for “educational games for kids” returns
1874 results!
Consider:
 Visual simplicity and high contrast
 Multisensory feedback
 Large target areas
 Auditory reinforcers that are interesting, motivating and
varied
 Language learning opportunities

28. TAP-N-SEE ZOO

29. TAP-N-SEE ZOO (CON’D)



What works?
What could be improved upon?
How would you make this interactive?

30. PLAY APPS AND SOCIAL SKILLS



Turn-taking
Cooperative play
Language stimulation
 Parallel talk – describe what child is
doing/seeing/hearing (e.g., “you are touching the bear”)
 Description – describe what the child is interacting with
(e.g., “that’s a yellow giraffe!”)
 Repetition – repeat what the child has said (e.g., “oooh!”,
“wow!”)

31. PEEK-A-BOO BARN

32. PEEK-A-BOO BARN (CON’D)

Recommended by Dr. Christine Roman, a key research
expert on cortical visual impairments (CVI)

In order for the child to open the barn door in this app,
the child has to maintain visual attention on the red
barn, bring his or her hands to mid-line and touch the
screen.

The child’s voice over feature models age appropriate
speech and language development for the infant or
toddler.

33. PEEK-A-BOO BARN (CON’D)
Description of
Activity
Access to skills via
touchscreen interface:
Independent play
Cause and effect
Visual motor
coordination
Language acquisition
Child experiences farm
life as a hands on
experience
Child applies lessons to
pretend play
Cause
Effect

34. PEEK-A-BOO BARN (CON’D)

Reflection: How would you integrate the use of real objects
or toys into your child/student’s interaction with the PeekA-Boo Barn app?

35. SKILLS DEMONSTRATED

The caregiver is fostering language development during an
age-appropriate play activity.

The caregiver is presenting the child with actual objects that
can be touched, bringing the app to life.

The iPad becomes a multi-sensory learning experience
between caregiver and child.

36. EDA PLAY

37. EDA PLAY

An app designed specifically in cooperation with specialists in the
field of vision impairments.

Four interactive visual task levels and fine motor task levels
that can be adjusted depending on the child’s skill level.

The Skills section records the child’s progress over time so
parents and caregivers can see how their child has advanced.

The child’s voice in the app gives clear directions and acts as an
audio guide for those with significant vision loss or no vision.

38. EDA PLAY (CON’D)

39. EDA PLAY (CON’D)
Description of
Activity
Access to skills via
touchscreen interface
Independent play
Direct cause and effect
Visual motor
coordination
Sound exploration
Child hears the teacher
play drums
Child imitates the
sound on the toy drum
when her hand hits the
surface
Cause
Effect

40. EDA PLAY
(CON’D)
Reflection: What are some other ways
you could socially engage your student
or child using the EDA Play app?

41. EDA PLAY (CON’D)
Can be used to teach a child the proper way to use a
dome magnifier to visually follow a line for
pre-literacy and literacy activities.

42. EDA PLAY (CON’D)
For the child learning to use a telescope, consider
holding the iPad at a distance and have the child
follow the movement of the train across the screen.

43. COMMUNICATION

44. AUGMENTATIVE & ALTERNATIVE
COMMUNICATION APPS

AAC: The use of modes of communication other than speech to
supplement or provide an alternative for spoken
communication.

Communication involves TWO (or more) people and is
inherently interactive.

The focus of this webinar is on symbol-based apps for children
who are preliterate.

45. TALKBOARD

46. TALKBOARD (CON’D)

What went well?

What challenges occurred during this activity?

How did this child feel about using AAC?

47. MAKING A COMMUNICATION BOARD

Consider:
 Cell border
 Cell background color
 Visual simplicity

Helpful accessories:
 Keyguards
 Give access to a larger number of messages while limiting
“miss-hits”
 Provide tactile cues (a user can find a desired button “by
feel”)
 Must be customized for specific apps
 Switches with bluetooth interface
 Typically used when direct access (i.e., touching the screen
with a finger) is not an ideal option

48. MAKING A COMMUNICATION BOARD (CON’D)
This is a less-than-perfect communication board made with TalkBoard.
Notice the cluttered background, small picture size, and lack of
highlighted cell borders.

49. MAKING A COMMUNICATION BOARD (CON’D)
The same communication board, with a few tweaks.
What has been changed? How could this board be improved further?

50. ACCESSIBILITY AIDS: IPAD KEYGUARDS
www.laseredpics.biz
www.logan-technologies.co.uk
This iPad user can rest her hand
on the screen of the iPad without
accidentally hitting any buttons.
www.laseredpics.biz

51. ACCESSIBILITY AIDS: SWITCHES


For some children, direct access (i.e., touching the screen of the
iPad) is not the best option due to motor and/or visual impairment
Switches can allow for improved access to play/literacy/AAC apps

Consider:

multisensory input (visual/auditory/tactile)

switch size

touch pressure

Bluetooth switch interface required (e.g., Bluetooth Switch
Interface by R.J. Cooper; Blue2 Switch by Ablenet, Inc.)
Large Lens Switch (Enabling Devices)
Big Red Switch (Ablenet, Inc)
Switch & Glow (Enabling Devices)

52. SUMMARY

The iPad can be a fantastic tool for building literacy, play and
communication skills when it is incorporated into motivating and
meaningful interactions between caregiver and child.

Consider app features and accessibility aids when using the iPad
with young children with visual impairments.

53. RESOURCES

iPad keyguards:
 www.laseredpics.biz
 www.beyondadaptive.com
Jane Farrall Consulting: www.janefarrall.com
 Perkins School for the Blind: www.perkins.org
 Robinson, N.B. & Sadao, K.C.: Assistive Technology for
Young Children: Creating Inclusive Learning
Environments. Brooks Publishing, 2010.
 AT Evaluation Models:

 SETT:

http://www.joyzabala.com/
 FEET:

Student, Environment, Tasks & Tools
Functional Evaluation for Assistive Technology
Available at nprinc.com

54. RESOURCES (CON’D)

Adapted Innovation Blog: An AT Resource
adaptedinnovation.blogspot.com

Adapted Innovation Facebook Page
www.facebook.com/adaptedinnovation

Julie Johnson’s Scoop It page
www.scoop.it/julie-ann-johnson