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AT for Early Childhood
- 1. Assistive Technology of Alaska www.atlaak.org Assistive Technology For ILP and Preschool Margaret Cisco, ATLA AT Specialist Kathy Privratsky, ATLA Executive Director, AT Specialist, SLP
- 2. Housekeeping The Folder The Sign-In Sheet The Evaluations The Give-Away ATLA www.atlaak.org
- 3. Alphabet Soup ATLA = Assistive Technology of Alaska DME = Durable Medical Equipment ECE = Early Childhood Education IEP = Individual Education Plan IFSP = Individual Family Service Plan OT = Occupational Therapist PT = Physical Therapist SESA = Special Education Service Agency SLP = Speech/Language Pathologist ATLA www.atlaak.org
- 4. Objectives Know about the State Tech Act Project Understand the definition of Assistive Technology (AT) Be able to talk about why AT is important in the early years Be aware of AT options for the Early Years (no-tech, low tech, and high-tech) Understand one process for IFSP and IEP “AT Consideration” Be aware of Alaskan and Internet Resources ATLA www.atlaak.org
- 5. ATLA – Assistive Technology of Alaska Federal Tech Act Grant Project for Alaska Information and assistance Demonstrations Training Activities Re-use and recycle AT All Alaskans - birth through life Community living Education Employment ITT ATLA www.atlaak.org
- 6. ATLA – Assistive Technology of Alaska Other AT Grants Christopher Reeves Mental Health Trust Memory at Hand AT to Go Other Non-Profit Activities Ordering from a variety of AT vendors AT workshops AT assessments ATLA www.atlaak.org
- 8. Used by a person with a disability
- 9. To increase, maintain, or improve functional capabilities ATLA www.atlaak.org
- 10. What is AT for young children? ATisany tool that allows an infant, a toddler, or a young child with disabilities to “engage in everyday activities that promote development” ATLA www.atlaak.org
- 11. What Activities Promote Development? Children Learn By Doing. ~ Play Is Their Work. ATLA www.atlaak.org
- 12. Play Is… Learning Activity Essential to Development Behavior that is: Freely Chosen Personally Directed Intrinsically Motivated Fun for the Child and Play Partner(s) ATLA www.atlaak.org
- 13. Benefits of AT in the Early Years The child who “can’t do that” becomes the child who “can do it with this support” ATLA www.atlaak.org
- 14. Why AT in Earliest Years? Difficulty maintaining a stable posture Difficulty moving from place to place Difficulty seeing the toys or the model Difficulty hearing Difficulty grasping, holding, or moving objects Difficulty understanding the environment Difficulty speaking, gesturing, or pointing ATLA www.atlaak.org
- 15. Considering AT Adapt the environment Adapt the presentation Adapt the materials Use common preschool items for new purposes Find out what AT is available Make an informed selection between AT tools ATLA www.atlaak.org
- 16. Considering AT SETT MODEL ATLA www.atlaak.org
- 17. What AT is Available? Difficulty maintaining a stable posture Difficulty moving from place to place Difficulty seeing the toys or the model Difficulty hearing Difficulty grasping, holding, or moving objects Difficulty understanding the environment Difficulty speaking, gesturing, or pointing ATLA www.atlaak.org
- 18. Maintaining a Stable Position ATLA www.atlaak.org
- 19. Maintaining Position with AT ATLA www.atlaak.org
- 20. What AT is Available? Difficulty maintaining a stable posture Difficulty moving from place to place Difficulty seeing the toys or the model Difficulty hearing Difficulty grasping, holding, or moving objects Difficulty understanding the environment Difficulty speaking, gesturing, or pointing ATLA www.atlaak.org
- 21. Moving With AT ATLA www.atlaak.org
- 22. Moving With AT ATLA www.atlaak.org
- 23. What AT is Available? Difficulty maintaining a stable posture Difficulty moving from place to place Difficulty seeing the toys or the model Difficulty hearing Difficulty grasping, holding, or moving objects Difficulty understanding the environment Difficulty speaking, gesturing, or pointing ATLA www.atlaak.org
- 24. Vision and Hearing ATLA www.atlaak.org
- 25. AT Vision Supports Considerations Lighting Glare Number of Toys Primary Colors, Black and White Contrast Shiny materials Familiarity ATLA www.atlaak.org
- 26. AT Vision Supports ATLA www.atlaak.org
- 27. What AT is Available? Difficulty maintaining a stable posture Difficulty moving from place to place Difficulty seeing the toys or the model Difficulty hearing Difficulty grasping, holding, or moving objects Difficulty understanding the environment Difficulty speaking, gesturing, or pointing ATLA www.atlaak.org
- 29. Volume
- 30. Distance
- 31. Background ATLA www.atlaak.org
- 32. Classroom Amplification ATLA www.atlaak.org
- 33. What AT is Available? Difficulty maintaining a stable posture Difficulty moving from place to place Difficulty seeing the toys or the model Difficulty hearing Difficulty grasping, holding, or moving objects Difficulty understanding the environment Difficulty speaking, gesturing, or pointing ATLA www.atlaak.org
- 34. Working with Objects ATLA www.atlaak.org
- 35. AT for Working with Objects ATLA www.atlaak.org
- 36. Switches for Activities + + ATLA www.atlaak.org
- 37. Switches for Activities Many Types of Switches ATLA www.atlaak.org
- 38. Switches for Activities Mounting systems ATLA www.atlaak.org
- 39. Switch Selection and Placement Location, location, location Which body part moves with most voluntary control? How does it move and which switch works best with that movement? What switch placement allows that body part to be controlled most easily with least effort? What is the back-up body part and placement? ATLA www.atlaak.org
- 40. Switch Adapted Activities + + ATLA www.atlaak.org
- 41. Switch Adapted Activities + + ATLA www.atlaak.org
- 42. Switch Adapted Activities + = + ATLA www.atlaak.org
- 43. What AT is Available? Difficulty maintaining a stable posture Difficulty moving from place to place Difficulty seeing the toys or the model Difficulty hearing Difficulty grasping, holding, or moving objects Difficulty understanding the environment Difficulty speaking, gesturing, or pointing ATLA www.atlaak.org
- 44. Cognitive Supports Visual Supports - pictures ATLA www.atlaak.org
- 45. Cognitive Supports Object Cues Objects the child understands ATLA www.atlaak.org
- 46. Cognitive Supports Switch to learn cause and effect learning ATLA www.atlaak.org
- 47. What AT is Available? Difficulty maintaining a stable posture Difficulty moving from place to place Difficulty seeing the toys or the model Difficulty hearing Difficulty grasping, holding, or moving objects Difficulty understanding the environment Difficulty speaking, gesturing, or pointing ATLA www.atlaak.org
- 49. Request More
- 50. Choosing
- 51. Rejecting
- 52. RequestingConsider Low to High Tech Options Use AAC for Real and Dynamic Communication Don’t choose a device because it worked for someone else ATLA www.atlaak.org
- 53. AAC Devices - One + Messages ATLA www.atlaak.org
- 54. AAC Devices With Levels ATLA www.atlaak.org
- 55. AAC Devices - Dynamic Displays ATLA www.atlaak.org
- 56. State Resources Local ILP Programs and School Districts ATLA – Alaska’s Tech Act Project Call or email for information and assistance SESA – Special Education Service Agency Local Centers for Independent Living ATLA www.atlaak.org
- 57. Internet Resources Tots-n-Tech http://tnt.asu.edu/ideas Let’s Play Project http://letsplay.buffalo.edu/ Creative Communicating www.creativecommunicating.com/ ATLA www.atlaak.org ATLA www.atlaak.org
- 58. Reminder Turn in Evaluations ATLA www.atlaak.org
- 59. Sharing Ideas ATLA www.atlaak.org
Notas del editor
- What is Play ?Definition:one of the ways children learn about themselves, the people around them, their environment and their community.it's an essential part of every child’s life and important to their development.through play, children learn to explore the world around them, develop and practice skills they will use throughout their lives.Play is defined as behaviour that is freely chosen,personally directed and intrinsically motivated.Clarification:Freely chosen means that or as free as is practicable given the constraints of the safety of the child. Personally directedis a process of trial and error; short cutting this process e.g. telling a child the ‘right way’ to hold a paint brush will deny children many of these first hand experiences. Wherever possible, the child should be in control of how they play. Intrinsically motivatedPlay is not performed for an external goal or reward. Play Workers should avoid contaminating the play process with their own agenda. Play is essential for:physical, emotional and spiritual growthintellectual and educational developmentsocial and behavioural skillsA child’s capacity for positive development will be inhibited if denied access to a range of stimulating play opportunities. Play often, though not always, implies a sense of fun for the child.