1. Early Childhood Education and Assistive Technology
SPED 427/527
Early Childhood Education and Assistive Technology

2. Early Childhood Developmental Needs
Social skills
Communication skills
Attention span
Fine and gross motor skills
Self-confidence and independence

3. Technology Categories
Switches and switch-activated devices
Augmentative and alternative communication devices

4. Developmental Issues Critical developmental milestones
Responding to people and environmental inputs
Interacting with people and environment
Expressing wants and needs
Exploring environment
Engaging self with others and environment
Reaching levels of independence in all areas

5. Early Childhood Developmental Analysis
Consider developmental milestones for selected age-group
Summarize skill development for each heading
Identify long-term educational implication of each heading
Discuss impact of delay, dysfunction, or non-existence of any or all of the individual milestones

6. Early Childhood Developmental Analysis
Discuss possible intervention strategies
Brainstorm possible AT solutions
Research AT options on web
Summarize potential of AT for children with disabilities in assigned age-group

7. AT Solutions
1-3 months - nurturing and bonding, basic needs, postural strength and awareness, responding to environment
4-7 months - moving extremities and supporting head/trunk, body awareness, interaction with environment
8-12 months - active movement and exploration, purposeful use of hands and legs, emerging communication system

8. AT Solutions
12-24 months - independent mobility, purposeful and useful language, emerging play skills
24-36 months - refining communication and motor skills, purposeful play (constructive, imaginative, etc.)
3-4 years - refining motor skills for skill development (throwing, catching, kicking, etc.), meaningful writing/drawing, maturing communication and social skills
4-5 years - interactive motor, communication, social skills, emerging pre-academic skills

9. AT Solutions 1-3 months Positioning equipment Feeding options
Developmental stimulation equipment

10. AT Solutions 4-7 months Wedges, pillows, supports Wrist/ankle rattles
Interactive toys

11. AT Solutions 8-12 months Push toys, standers, walkers
Touch-activated toys
Early communication systems

12. AT Solutions 12-24 months Standers, braces, orthotics
Communication devices with multiple inputs

13. AT Solutions 24-36 months Walkers, standers, braces
Switch-activated toys

14. AT Solutions
3-4 years
Adapted balls, games, manipulative toys, feeding
Positioning devices
Multi-function communication devices

15. AT Solutions
4-5 years
Wheelchairs, standers, walkers, braces/orthotics, positioning equipment
Adapted toys and educational materials
Computer access devices

16. NAEYC Statement
Individualized needs, based on parent/teacher collaboration
Potential to enhance cognitive and social skills
One of many options to enhance learning
Ensure access to all

17. NAEYC Statement Promote diversity and positive social values
Technology appropriate to needs and development
Educator awareness and ongoing training opportunities

18. Process Identify need Exploring options Determining features match
Locating funding sources
Acquiring devices
Training and support

19. Using the SETT Framework
Identify strengths and needs of child
Describe special interests, family preferences, available resources, etc.
Prioritize needs
Describe environmental issues
Consider each domain area
Describe environment and opportunities within the environment

20. Using the SETT Framework
List the tasks or expectations
Consider each domain
Parents expectations
Educator expectations
Brainstorm possible tools to meet the needs
Identify the “features” of the tools needed
Discuss tool options
Research availability of tools

21. Assignment
Students will work in collaborative groups of 3-4 people, including both EC and ECSE majors.
Given a case reference, students will describe the developmental issues of the child’s age according to three domain areas (home, school, community).
Given needs statement by parent and understanding the educational needs of the child’s age, students will outline the needs of this case in each of the domain areas.

22. Assignment
Using assigned technology applications, students will create a communication board for each domain area using Boardmaker and one multisensory activity using Intellitools that incorporates each domain area.
Students will compile a resource list of AT devices that would be appropriate to the needs of this case in each domain area.
Students will submit a summary of how AT could be incorporated into child’s day

23. Universal Design for Learning: Toys
Developmental skill development
Features for universal appeal
Categorization of toys according to development skill

24. UDL - Developmental Skills
Motor skills
Cognitive skills
Language skills
Social skills
Self-esteem
Emotional skills
Creativity and imagination

25. Features for Universal Appeal
Multi-sensory
Method of activation
Location of use
Opportunity for success
Modern appeal
Self-expression
Adjustability
Individual ability and interest
Safety and durability
Promotion of interaction

26. Categorization of Toys
Motor development
Balls, playground equipment
Blocks, constructive toys
Puzzles
Cognitive skills
Games
Books
Computer software

27. Categorization of Toys
Dramatic play
Dress-up clothes
Toy furniture/appliances
Dolls, puppets
Cars, trucks
Creative skills
Clay
Crayons, paint, paper

28. Categorization of Toys
Sensory play
Watertable
Sand and water toys
Music
Instruments
bubbles