This is a slightly updated version of a presentation from the 2010 S.U.C.C.E.S.S. Conference, a regional event sponsored by Kenmore Middle School in Arlington, Virginia. The focus of the conference was on SMARTBoards. This presentation provides information that pertains to other types of interactive whiteboards, as well as touch-screen displays that are used in educational settings.

1. Interactive Whiteboards and
the Special Needs Classroom
Workshop Title:
SMART Technology and the Special Needs Classroom
S.U.C.C.E.S.S. Conference
08/18/2010
Kelly Cross, M.S. CCC-SLP
Lynn Marentette, M.A., Sp.A.
Union County Schools, N.C.

2. WOLFE SCHOOL

3. Our Students
Range in age from 8 to 22
 Present with Autism Spectrum Disorders,
Downs Syndrome, Cerebral Palsy, Vision
Impairments, Hearing Impairment
 School focus is on increasing the functional
independence of our students while
preparing them to work and live in the
community
 Academic curriculum follows the extensions
of the N.C. Course of Study, (now the
Common Core)


4. Educational Challenges in the
Special Needs Classroom





Adapting curriculum to be accessible to
students with a range of cognitive abilities
Creating interactive and engaging lessons
for students that appear to lack interest in
educational activities
Supporting social interaction skills among
students who have severe communication
difficulties (i.e. autism spectrum disorders)
Providing computer access to students with
severe physical disabilities
Incorporating interactive, accessible digital
content into learning activities

5. Guiding Frameworks and
Practices





The Least Dangerous Assumption
Universal Design for Learning
Multi-modal input and output opportunities
and the use of assistive technologies
Support engaged learning
Support evidence-based interventions
◦ Digital social stories
◦ Picture schedules
◦ Video modeling
◦ Visual communication strategies
◦ Student creation/participation

6. Guiding Framework:
The Least Dangerous Assumption
Presuming competence in a child that cannot
communicate what they know
 Assume intentionality in communication
 Provide the appropriate assistive technology
and teach the student how to use the
technology
 See strengths and develop possibilities through
careful observation of students interacting
across settings and situations

(Anne Donnellan, 1984)

7. Guiding Framework:
The Least Dangerous Assumption
“We should assume that in poor
performance
is due to instructional inadequacy rather
than to student deficits.”
--Anne Donnelan

8. Guiding Framework:
Universal Design for Learning
Universal Design for Learning calls for ...
Multiple means of representation, to give learners
various ways of acquiring information and knowledge,
Multiple means of action and expression, to provide
learners alternatives for demonstrating what they know,
Multiple means of engagement, to tap into learners'
interests, offer appropriate challenges, and increase
motivation.
http://www.cast.org/research/udl/index.html
http://www.udlcenter.org

9. NEEDS OF STUDENTS
BENEFITS OF TECHNOLOGY
Many students with special needs,
including those with autism spectrum
disorders, are visual thinkers who
think in pictures or visual montages
rather than language.
Technology makes visual images
accessible; computer graphics,
photographs, and video are
interesting and engaging for students
with autism. (This is especially true for
content accessed via the
SMARTBoard.)
Nonverbal students associate words
Internet resources provide a rich
with pictures when pictures and words source of visual content to use to
are presented together.
support reading and literacy
Students with special needs, including
autism, may not learn in the same
way, and often need multi-modal input
/output. (Students who do not talk
can learn to read.)
Voice output software helps with
auditory reinforcement, and digital
graphic content helps students
visualize concepts
Many students with special needs,
including autism, have fine motor
difficulties that make writing and
typing difficult.
Touch screens, including IWB’s, can
reduce frustration and provide a more
natural means of interacting with
content.
( Adapted from Assistive Technology for Children with Autism, Written by Susan Stokes under a contract with CESA 7

10. NEEDS OF STUDENTS
BENEFITS OF TECHNOLOGY
Some nonverbal children and adults are
mono-channel and cannot process visual
and auditory input at the same time. Their
immature nervous system is not able to
process simultaneous visual and auditory
input and so they should be given either a
visual task or an auditory task.
Enables students to gradually increase
their ability or save their work to proceed
step by step and can even alternate
between visual and auditory input.
Some children and adults have sound
sensitivity and are able to respond best
with low whisper sounds.
Provides a means to give a student input
using quiet sounds through headphones
that also block out other noises.
Some students who are non-verbal may
not realize that speech is used to
communicate. Language learning can be
facilitated if language exercises promote
communication.
Technology helps students produce words
and phrases, and can help students make
the connection between ideas and
communication- the “cause and effect of
using appropriate speech”.
Students with special needs often have
multiple barriers to communication.
Technology provides more options for
communication using preferred sensory
skills/output (e.g. using symbols and
pictures, video, email, etc...).
( Adapted from Assistive Technology for Children with Autism, Written by Susan Stokes under a contract with CESA 7
and funded by a discretionary grant from the Wisconsin Department of Public Instruction.)

11. -
-CAST

12. Guiding Practice:
Provide Multi-modal Input and Output
Opportunities
 Students are provided a way to make
choices during activities that pair visual and
spoken input.
 Students are provided hands-on materials,
such as pictures or objects that relate to
what they can see on the IWB.
 Students can share through gesturing,
choice boards, communication devices,
manipulation of hands-on materials,
interacting with the IWB activities, speaking,
typing, or writing.

13. Multi-Modal Materials and
Technology:
Bridging Past and Present

14. An Assortment of Devices and
Inputs

15. Traditional Communication
Supports
Students will need to be prepared for the next wave of technology supports!

16. Guiding Practice:
Support Engaged Learning


Levels of interactivity made possible by Web 2.0
technologies provide access to a range of software
tools that work well on interactive whiteboards,
consistent with 21st Century Skills. http://www.p21.org/
Ellen LeRoy, a teacher at Wolfe School, focused her
graduate research project on the benefits of
SmartBoard technology with students in her classroom
◦ “The results of this study support the research that was included in the
literature review. Results are similar the those presented by Mechling
et al. (2009), who found that, while both flash cards and SMART
Boards are effective teaching tools, students were able to read a great
percentage of target vocabulary when the words were presented
using SMART Board technology. I also noticed that my students were
more interested, engaged, and excited about learning when working
on the SMART Board. Mechling et al. (2009), Mechling et al. (2007)
and Campbell & Mechling (2009) reported similar observations.”

17. Traditional “hands-on” activities are
not always as engaging as we’d
hoped...
Most don’t support group interaction or learning skills.
Photo Credit: Autism-Work Task Board http://www.pinterest.com/drchrisreeve/autism-work-tasks/

18. Interactive Web Activities in the
Classroom
Moving and interacting, with peers nearby, is more fun than sitting at an
individual desk, doing folder tasks! Group activities, such as Book Club,
incorporate picture grids, real books, adapted text, and interactive whiteboard
activities.

20. Typing, writing, and searching activities are
more engaging on the interactive
whiteboard!

21. Engaging Groups of Students with
Interactive Whiteboard Activities
Without SMARTboard
With SMARTBOARD
Frequent redirection to deal with
distractibility and attention
Attention focused on screen,
supports joint attention
Teacher has to control
materials/manipulatives while
managing students
Digital content is ready and on
the screen, facilitating transitions
Bored, disengaged, grumpy
Excited, engaged, motivated
Photographs and picture symbols
Provide meaningful videos, video
modeling
Verbal prompting require for
students to use vocabulary
Interactive games and videos
generate language
Manipulatives are small, do not
command attention
Large display helps students
make connections with hands-on
materials.
-SMART Technologies

22. Guiding Practice:
Support Evidence-Based Interventions
Interventions such as social skills/coping skills activities and video modeling are
effective with students with autism and other disorders. However, the interventions
should be tailored to guide each student, according to their needs. Even students
who have very limited cognitive abilities are capable of learning more about
themselves through activities that address some of the following topics:
Who am I? (Strengths, skills, preferences, barriers, interests, etc.)
How do I feel? How do I think?
How do I communicate my feelings, thoughts, and opinions to others
What new ways of communication can I learn?
What are the coping strategies I can use when I feel upset or
uncomfortable? (Understanding cause-effect, situational or personal
triggers, relaxation/calming activities, etc.)
What is my relationship to the physical world? (Objects, places, nature)
What is my relationship to the social world? (Family, community, peers,
educators, workers)
What ways can I share my sense of self with others?
How can I respond to what others share with me?

23. EXAMPLE: Evidence-Based Intervention:
Relationship Development Interventions (RDI) are likely to be enhanced through the use of
digital content and interactive whiteboards. Think about ways that digital photography or
video could be used to support the “six objectives of RDI”. For older students, many of these
relationships skills can be supported during content-area lessons and throughout the day.
Emotional Referencing: The ability to use an emotional feedback system to learn from the
subjective experiences of others.
Social Coordination: The ability to observe and continually regulate one's behavior in order to
participate in spontaneous relationships involving collaboration and exchange of emotions.
Declarative Language: Using language and non-verbal communication to express curiosity,
invite others to interact, share perceptions and feelings and coordinate your actions with others.
Flexible thinking: The ability to rapidly adapt, change strategies and alter plans based upon
changing circumstances.
Relational Information Processing: The ability to obtain meaning based upon the larger
context; Solving problems that have no "right-and- wrong" solutions.
Foresight and Hindsight: The ability to reflect on past experiences and anticipate potential
future scenarios in a productive manner.
- Autism Speaks: http://www.autismspeaks.org/treatment/rdi.php
Note: For related research articles, search the Journal of Autism and Developmental
Disordershttp://www.springer.com/psychology/child+%26+school+psychology/journal/10803

24. Next Steps: Exploring Digital Content and
Activities
It is important to have a thoughtful, flexible approach to developing activities that
incorporate the IWB. Here are a few activities that have worked well using the IWBs
at Wolfe School:
What sort of activities?

Use of digital social stories to prepare students for community outings
and community-based job training experiences and also to review and
share experiences with peers.

Picture sequences or video clips to support transitions through
routines throughout the day and to prepare for changes in routines.

Teach and reinforce safety concepts and skills: fire, playground, bus,
kitchen, personal, and community

Presentations for student-led IEPs, a great opportunity for students to
share their “sense of self”.

Use of digitally resources that contain “graphically dynamic interfaces”
– there are many websites and applications that support natural user
interaction and navigation/exploration of content across subject areas,
including art and music.

Web-based interactive games and applications for learning and social

25. Next Step: Exploring Effective Digital
Content and Activities
Content and activities should correspond to your school district’s
curriculum objectives IEP goals and objectives, and student interests.
What sort of content?

Activities and social interactions in a variety of settings, taken from
the student’s point of view.
◦ Pictures of family events, outings, and vacations
◦ Pictures of pets, favorite park in the neighborhood, favorite pastimes, etc.

Familiar items and objects within meaningful scenes, such as
materials that teachers put up on walls, computers displaying familiar
software or home pages of favorite educational websites.

Familiar places in the community, such as the supermarket, post
office, neighborhood parks, main roads, restaurants.

Local scenery, including farms, farm animals, ponds, lakes, gardens,
and parks

Points of interest, such as historical sites, science centers, museums,
amusement parks,

Modes of transportation- busses, light rail, cars – within context.

27. Touch-Friendly Websites for Students
with Special Needs
National Gallery of Art: NGA Kids
Do2Learn
http://www.do2learn.com/
http://www.nga.gov/content/ngaweb/education/kids.html
Zac Browser
http://zacbrowser.com/

28. Switch-Accessible Websites for
Students with Special Needs
Karen Ogen’s Interactive Sites
For Education
http://www.helpkidzlearn.com/
Beth Waite’s Pinterest Board:
Online Switch Games
http://interactivesites.weebly.com/
BBC: CBBC Switch Games

29. Games and Virtual Worlds, Therapeutic Games, and
Applications that Support Communication and Collaboration

30. Guiding Practice:
Prepare to incorporate “DIY” digital content into a
wide range of activities
Put yourself behind the eyes of the student.
In the classroom/school, what does the student notice? What does the
student avoid? Enjoy? What educational content, application, or activity
is engaging for the student?
At home, what does the student like to do? What do they notice? What
are their routines? Favorite possessions? – Parents can provide photos
and video content.
What sort of things might the student notice while sitting in the back seat
of a car while their parent does errands around town?
What might the student see during a drive to the main highway or visit to
a relative the next town over?
What might the student notice-or need to notice- while shopping in a
store? At a restaurant?
Put yourself “in the skin” of the student.
What sort of sensory input is the student getting in various scenarios? What might
they hear? Feel?
What sort of situations might trigger worry, confusion, agitation, etc.?
What sort of things are interesting, engaging, amusing, calming, entertaining?

31. Digital Content Creation Tips
• Think like a movie director or someone who creates TV
commercials.
• Use story-boarding techniques when planning digital activities.
• Use story-boarding activities with your students, created and
displayed on the IWB.
• Target several shutterbugs who are willing to take pictures and
video clips, and designate a central digital storage space where
content can be uploaded and accessed by teachers.
• Think about the sequence of pictures or videos that apply to
your lesson or activity.
• Make sure you plan for lighting, camera angles, and important
details.
• Explore creative content development tools provided by your
technology department and learn how to use them. Some of these
are several touch-tablet apps. Here are a few (updated):
PhotoStory SMART Notebook, Pic Collage, Telegami,
Voci, YouTube, PowerPoint (learn all of the interactive, multimodal features)

33. Example: Steps to perform a work
task

34. Example: Create or select video clips that focus
on your student’s interests. Consider using
calming music.
Sea Life Medley, Ext. Version with Music
Cool Deer Encounter!
http://youtu.be/8wtrEExy59I
http://youtu.be/YKBD_SeNL_4
Monet’s Gardens, Set to Music
Fish in an Aquarium with Relaxing, Upbeat Music
http://youtu.be/5VMS7qkE6yI
http://youtu.be/5smOxwdm_j8

35. Example: Photo Globe using Google
Earth
How-to: http://interactivemultimediatechnology.blogspot.com/2010/08/interactive-cute-doggies-photo-globe.html

36. Benefits:


Personalized learning
Can be expanded for use for a variety of activities:
◦ Recording field trip experiences, special events
◦ “All About Me” activities to support social communication
skills
 Incorporate photos of pets, family members, favorite activities, favorite
foods.
 Incorporate pictures of student engaged in helping/positive behaviors.

Introduction to a new thematic unit

37. It doesn’t have to be fancy.

38. Barriers







Some education administrators are not familiar with the use
of technology in special education.
Special educators may not be aware of technology resources
that may benefit their students. Conversely, regular education
technology consultants may not have an understanding of the
specific needs of special educations.
Traditional instructional technology has not been adopted well
in some classrooms
Content of applications marketed to the schools has been at
the level of the “electronic workbook”.
Many on-line educational applications lack quality, depth.
Research: Transfer of learning, generalization of behaviors is
important, but doesn’t always happen
Accessibility continues to be a problem within the physical
world.

39. Updated Resources*
*Coming soon!

40. UPDATED RESOURCES

Chris Betcher and Mal Lee: “The Interactive Whiteboard Revolution: Teaching with IWBs”
http://www.amazon.com/The-Interactive-Whiteboard-Revolution-Teaching/dp/0864318170

Bernie Trilling and Charles Fadel: “21st Century Skills: Learning for Life in Our Times”
http://www.amazon.com/21st-Century-Skills-Learning-Times/dp/1118157060

Hope Technology School: HP Touching Hope Technology School (Updated Link)
http://www.hopetechschool.org/2013/01/hp-touching-hope-technology-school/#!prettyPhoto

SMART resources in Special Education (Updated Link)
http://smarttech.com/STEM_ELA_SpEd_ErlEd/SMART+resources+in+special+education

Anne M. Donnellan, David A. Hill, and Martha R. Leary: Rethinking Autism: Implication of Sensory and
Movement Differences, Disability Studies Quarterly, Vol 1 (1) 2010http://dsqsds.org/article/view/1060/1225

National Center on Universal Design for Learning http://www.udlcenter.org

CAST- Center for Assistive and Special Technologies http://www.cast.org/udl/

Unique Learning Systems https://www.n2y.com/products/unique/

IntelliTools and Unique Learning: http://www.intellitools.com/unique-learning-system-curriculum.html

Teaching Learners with Multiple Special Needs http://teachinglearnerswithmultipleneeds.blogspot.com/

Gesture SEN: http://gesturesen.wikispaces.com

Susan Stokes, Assistive Technology for Children with Autism
http://www.specialed.us/autism/assist/asst10.htm

Bruce, D., DiSesare, DM, Kaczorowski, T., Hashey, A., Boyed, E.H., and Mixon, T. And Sullivan, M.
Multimodal Composing in Special Education: A Review of the Literature – Journal of special Education
Technology (JSET) Volume 28, No. 2 http://www.tamcec.org/jset-index/multimodal-composing-in-specialeducation-a-review-of-the-literature/

Journal of Autism and Developmental Disorders, Springer
http://www.springer.com/psychology/child+%26+school+psychology/journal/10803

41. Resources: Alternative Assessment Tools for
Students with Complex Disabilities A COLLABORATIVE
TEAM APPROACH








Karen Ericson, Director, Center for Literacy and Disability Studies, UNC
School of Medicine, Department of Allied Health Sciences
https://www.med.unc.edu/ahs/clds/faculty/erickson
Diane M. Browder, UNC Charlotte “Evidence-Based Practices for Students
with Severe Disabilities” http://education.uncc.edu/directory/diane-browder
Project Converge http://www.bridges-canada.com/special-educationcurricula-resources/meville-to-weville/results-of-the-project-convergestudy.aspx
2013 Update: Training materials for teachers of learners with severe,
profound, and complex learning difficulties: Engaging in learning: key
approaches http://complexneeds.org.uk/modules/Module-3.2-Engaging-inlearning---key-approaches/All/m10p010a.html#
◦ Using the Engagement Profile and
Scalehttp://complexneeds.org.uk/modules/Module-3.2-Engaging-inlearning---key-approaches/All/m10p030d.html
Don Johnson: MEville to WEville
◦ Start to Finish Literacy Starters
Write from the Start with Alternative Pencil: Alphabet Eye
Gazehttp://www.med.unc.edu/ahs/clds/files/Alt%20Pencil%20Order%20UPD.
pdf
NC Augmentative Communication Association http://www.ncaca.info/
North Carolina Assistive Technology Association http://www.ncatp.org/

42. Questions?