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Assistive Technology in Action! by Jenn Kalbfell

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Lakeland Central School District

This document discusses various ways that assistive technology has helped students with different needs. It provides examples of students who struggled in areas like writing, reading, and life skills and how the use of apps on iPods or iPads helped improve their skills. Low-tech solutions like colored tape are also shown to help students gain independence. Data is presented showing academic gains students achieved through consistent use of assistive technology apps. The document promotes using technology to reinforce classroom instruction, for students to teach each other, and in speech therapy. It emphasizes that assistive technology does not need to be high-tech and lists potential apps that can be used for Tier 1 interventions.

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Assistive Technology Success Joanna Staino, Speech Therapist Jennifer Kalbfell, Occupational Therapist Local Assistive Technology Specialists (LATS) Lakeland Central School District
Student Profile • 14 year old male • Participated in an O.T. program for the past 8 years • Student struggles with fine, visual and sensory motor skills • Impact in classroom - poor written communication
Treatment Plan • Visual motor skills • Drill and practice • Typing • After 8 years of therapy, there was minimal improvement in writing skills, but significant improvement in typing skills
Initial Writing Sample
iWriteWords iPod App
iWriteWords
• Student was introduced to the app during a 30-minute therapy session • Student purchased app for his own iPod • Student used the app 7 to 8 times a day • 2 weeks later.....
Handwriting Sample 2 weeks later
What made the difference? • Student was motivated to use iPod to learn • iPod provided multi-sensory learning • App provided consistent letter formation • Student was able to create motor memory for letter formations • Student has become more successful in the classroom
Student Profile • 18 year old female • Student has limited sight word reading • Student participates in BOCES culinary program • Classroom impact- student can not read recipes
Initial Assessment • Student was assessed on the 40 words most commonly found in her recipes • Student was able to read 6 out of 40 words on the first day • Student was given iPod touch with audio flash cards that included the 40 words • Flash cards included word, picture, and audio
butter
Assistive Technology in Action! by Jenn Kalbfell
2 Weeks Later... • Student was given an assessment of the same 40 words • Student was now able to read 31 words consistently!
What made the difference? • The student was able to see the word, hear it, and see a picture of the item • The student was motivated to review the vocabulary many times a day • Student’s teacher is able to use the same pictures to further reinforce the words
Class Profile • Self-contained class (middle school) • Reading levels range from sight word readers to 3rd grade level readers • Classroom impact- students’ struggle to read books at their interest level
Bookshare is a Digital Reader with Audio
Bookshare.org • Bookshare.org is introduced to teacher • Students are signed up for books in a digital format • Students are able to read books at grade level and or interest level
• Students are excited to read • Teacher can provide instruction at several levels and provide reading for all students • Students can access both books to read for pleasure and text books
Students on Bookshare
Smartboard • Provides students with interactive learning experiences • Multi-sensory approach, provides opportunities for all learning styles
Assistive Technology in Action! by Jenn Kalbfell
Class Profile • High School Lifeskills class • 8-12 students at various skill levels • Small group instruction has greatest impact
Ipod Apps: Time and Money • Learning how to Tell Time • Learning how to count, add, and subtract money
Apps for Time and Money skills • Teacher provides group lesson time • Following lessons, students break into groups of 1 or 2 using iPods • Teacher/aides assist students with iPods and apps • Students are engaged and feedback is immediate for the students
Assistive Technology in Action! by Jenn Kalbfell
Assistive Technology in Action! by Jenn Kalbfell
Collected Data on iPod Use • Money/ time skills • Student 1 9/30/10 score 5-45 12/22/10 score 15-135 • Student 2 9/30/10 score 55-100 1/14/11 score 145-150
Assistive Tech Doesn’t Have to be HiTech: Low Tech Solutions • Lined paper • Grips • Special pencils • Portable keyboards • Spacers • Highlighting tape
Low Tech Levels the Playing Field
Tying Shoes • 18 year old Lifeskills student • Requires assistance with many ADL skills, including tying shoes • Many years of instruction • Student struggled for independence
Low Tech Solution: Colored Tape
Success! • Student is able to be independent • Transfer of skills to other fine motor areas during pre-voc class noted
Students Using AT to Teach Each Other
• Students are able to use iPods, iPads, computers, and Smartboards to reinforce lessons from the classroom • Students gain confidence through immediate feedback
Podcasting • Students write and create podcasts as part of their class • The podcast reinforces the lessons taught during group instruction • Each student is able to expand on the teachers topic • Students are able to explore the internet for information and show creativity through podcasts • Podcasts serve as visual and audio study guide • Students are able to proudly display their work on the web • Parents are able to reinforce lessons at home
Podcasting Examples
Podcasting for Instruction • Physical Therapist created home exercise programs and posted them on a podcast • Posted programs can be reinforced with parents at home • Programs can also be instructional (ex: “how to”)
Basic PE Exercises Podcast
Student Profile • Student is a 4th grade who is legally blind • His sight is limited to peripheral vision • He has difficulty reading for a sustained amount of time • Exams and classwork were enlarged on a daily basis • Student does not like using enlarged material due to the perceived negative attention it brought to him • Student wants to do what everyone else in the class is doing, and in the same way
AT Classroom Solutions • Student was provided with a laptop for classwork and homework • Accessibility features of contrast and zoom were set • A scanner is used to scan homework and classwork into his laptop • The student uses the Smartboard notebook software where he is able to then manipulate the size and contrast • Teacher is able to send notes to the student via this method
• Student was also started on Bookshare.org where he is able to read books that he was previously unable to due to print size limitations • Student was reluctant to use the laptop in the classroom to read during independent reading since no one else in the class was doing so
Solution • Convert books from Bookshare.org into an audio file and download books onto iPod Touch • Because of the student’s reluctance in being the only one using new technology in the classroom, 2 iPod Touches were given to the teacher for the entire class to use • Student is now anxiously awaiting his turn to use the iPod Touch for reading
Using Apps for Speech and Language Therapy * Articulation practice and data collection * Sentence Formulation * Answering WH questions
Assistive Technology in Action! by Jenn Kalbfell
Assistive Technology in Action! by Jenn Kalbfell
Assistive Technology in Action! by Jenn Kalbfell
Use Apps for Tier 1 Interventions in the Areas That Can be Targeted: Reading Fluency Sight Words Spelling Vocabulary Math Facts: Addition, Subtraction, Multiplication Money Skills Time Skills Letter Formation And More....
Assistive Technology in Action! by Jenn Kalbfell
Assistive Technology in Action! by Jenn Kalbfell
Assistive Technology in Action! by Jenn Kalbfell
Assistive Technology in Action! by Jenn Kalbfell
Assistive Technology in Action! by Jenn Kalbfell
Assistive Technology in Action! by Jenn Kalbfell
Assistive Technology in Action! by Jenn Kalbfell
Jennifer Kalbfell, jkalbfell@lakelandschools.org Joanna Staino fstaino@lakelandschools.org

More Related Content

Assistive Technology in Action! by Jenn Kalbfell

  • 1. Assistive Technology Success Joanna Staino, Speech Therapist Jennifer Kalbfell, Occupational Therapist Local Assistive Technology Specialists (LATS) Lakeland Central School District
  • 2. Student Profile • 14 year old male • Participated in an O.T. program for the past 8 years • Student struggles with fine, visual and sensory motor skills • Impact in classroom - poor written communication
  • 3. Treatment Plan • Visual motor skills • Drill and practice • Typing • After 8 years of therapy, there was minimal improvement in writing skills, but significant improvement in typing skills
  • 7. • Student was introduced to the app during a 30-minute therapy session • Student purchased app for his own iPod • Student used the app 7 to 8 times a day • 2 weeks later.....
  • 8. Handwriting Sample 2 weeks later
  • 9. What made the difference? • Student was motivated to use iPod to learn • iPod provided multi-sensory learning • App provided consistent letter formation • Student was able to create motor memory for letter formations • Student has become more successful in the classroom
  • 10. Student Profile • 18 year old female • Student has limited sight word reading • Student participates in BOCES culinary program • Classroom impact- student can not read recipes
  • 11. Initial Assessment • Student was assessed on the 40 words most commonly found in her recipes • Student was able to read 6 out of 40 words on the first day • Student was given iPod touch with audio flash cards that included the 40 words • Flash cards included word, picture, and audio
  • 14. 2 Weeks Later... • Student was given an assessment of the same 40 words • Student was now able to read 31 words consistently!
  • 15. What made the difference? • The student was able to see the word, hear it, and see a picture of the item • The student was motivated to review the vocabulary many times a day • Student’s teacher is able to use the same pictures to further reinforce the words
  • 16. Class Profile • Self-contained class (middle school) • Reading levels range from sight word readers to 3rd grade level readers • Classroom impact- students’ struggle to read books at their interest level
  • 17. Bookshare is a Digital Reader with Audio
  • 18. Bookshare.org • Bookshare.org is introduced to teacher • Students are signed up for books in a digital format • Students are able to read books at grade level and or interest level
  • 19. • Students are excited to read • Teacher can provide instruction at several levels and provide reading for all students • Students can access both books to read for pleasure and text books
  • 21. Smartboard • Provides students with interactive learning experiences • Multi-sensory approach, provides opportunities for all learning styles
  • 23. Class Profile • High School Lifeskills class • 8-12 students at various skill levels • Small group instruction has greatest impact
  • 24. Ipod Apps: Time and Money • Learning how to Tell Time • Learning how to count, add, and subtract money
  • 25. Apps for Time and Money skills • Teacher provides group lesson time • Following lessons, students break into groups of 1 or 2 using iPods • Teacher/aides assist students with iPods and apps • Students are engaged and feedback is immediate for the students
  • 28. Collected Data on iPod Use • Money/ time skills • Student 1 9/30/10 score 5-45 12/22/10 score 15-135 • Student 2 9/30/10 score 55-100 1/14/11 score 145-150
  • 29. Assistive Tech Doesn’t Have to be HiTech: Low Tech Solutions • Lined paper • Grips • Special pencils • Portable keyboards • Spacers • Highlighting tape
  • 30. Low Tech Levels the Playing Field
  • 31. Tying Shoes • 18 year old Lifeskills student • Requires assistance with many ADL skills, including tying shoes • Many years of instruction • Student struggled for independence
  • 32. Low Tech Solution: Colored Tape
  • 33. Success! • Student is able to be independent • Transfer of skills to other fine motor areas during pre-voc class noted
  • 34. Students Using AT to Teach Each Other
  • 35. • Students are able to use iPods, iPads, computers, and Smartboards to reinforce lessons from the classroom • Students gain confidence through immediate feedback
  • 36. Podcasting • Students write and create podcasts as part of their class • The podcast reinforces the lessons taught during group instruction • Each student is able to expand on the teachers topic • Students are able to explore the internet for information and show creativity through podcasts • Podcasts serve as visual and audio study guide • Students are able to proudly display their work on the web • Parents are able to reinforce lessons at home
  • 38. Podcasting for Instruction • Physical Therapist created home exercise programs and posted them on a podcast • Posted programs can be reinforced with parents at home • Programs can also be instructional (ex: “how to”)
  • 40. Student Profile • Student is a 4th grade who is legally blind • His sight is limited to peripheral vision • He has difficulty reading for a sustained amount of time • Exams and classwork were enlarged on a daily basis • Student does not like using enlarged material due to the perceived negative attention it brought to him • Student wants to do what everyone else in the class is doing, and in the same way
  • 41. AT Classroom Solutions • Student was provided with a laptop for classwork and homework • Accessibility features of contrast and zoom were set • A scanner is used to scan homework and classwork into his laptop • The student uses the Smartboard notebook software where he is able to then manipulate the size and contrast • Teacher is able to send notes to the student via this method
  • 42. • Student was also started on Bookshare.org where he is able to read books that he was previously unable to due to print size limitations • Student was reluctant to use the laptop in the classroom to read during independent reading since no one else in the class was doing so
  • 43. Solution • Convert books from Bookshare.org into an audio file and download books onto iPod Touch • Because of the student’s reluctance in being the only one using new technology in the classroom, 2 iPod Touches were given to the teacher for the entire class to use • Student is now anxiously awaiting his turn to use the iPod Touch for reading
  • 44. Using Apps for Speech and Language Therapy * Articulation practice and data collection * Sentence Formulation * Answering WH questions
  • 48. Use Apps for Tier 1 Interventions in the Areas That Can be Targeted: Reading Fluency Sight Words Spelling Vocabulary Math Facts: Addition, Subtraction, Multiplication Money Skills Time Skills Letter Formation And More....

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