1. Assistive Technology in the Preschool Classroom Jill Jump, MA/ CCC-SLP UCP Aaron W. Perlman Center

2. Effective Use of the Computer with Young Children

3. Myths About Computers and Young Children 1. Computers will make children smarter. 2. Sitting close to the computer will damage a child’s eyes. 3. Computers give off harmful radiation. 4. Children will become less social by using the computer, 5. Children should understand how computers work. 6. Making the child “computer literate” now will better prepare him for the future.

4. Cognitive Skills that Can Be Enhanced with the Computer Cause and effect Picture to picture identification Memory (visual and auditory) Generalization of concepts from concrete to abstract Making independent choices Pre-readiness (shapes, colors, size) Readiness (letters, numbers, beginning literacy) Classification/categorization Sequencing

5. Social Emotional Skills that can be Enhanced by the Computer Turn-taking Peer interaction Attending Motivation Raised self esteem through peer tutoring of another child As a means to encourage friendship through common interest

6. Babies and Toddlers (0-3 years) Exploratory Stage Short Attention Span Cause and Effect Can’t use mouse to point and click Simple mouse skills begin at 30 months

7. Babies and Toddlers Software: Reader Rabbit Toddler Fisher Price Toddler Jump Start Toddler Adaptations:Expanded Keyboards Switches Touch Window Use of Real objects as props

8. Preschool (3-5 year olds) Can begin to work on click and drag skills and pull down menus Open ended software that encourages exploration and creativity Want to be “in control” Ease of use is critical Start of some text based input Shared social activity

9. Preschool-Software Disney’s Ready for Math with Pooh Fisher Price Learning in Toyland Jump Start Preschool Deluxe Millie and Bailey Preschool More Bugs in a Box

10. Criteria for Selecting Software for the Preschool Classroom

11. Easy to Use Limited keys for input Easy in/out Picture icons instead of written instructions

12. Levels of Difficulty Ability to grow with the child or use with variety of levels of children. Branching options available. Good range of content.

13. High Interest Subject Matter Graphics and sound are high quality and don’t distract or compete. Reinforces real world experiences. Do not compete with but rather enhance program content. Reaction to a key press should be immediately seen. Opportunities for trial and error.

14. Adaptations to Level the Playing Field for ALL Children

15. Low Tech Stick on keyboard letters Color-coded special input keys Keyboard masks Keyguards Cardboard tube for wrist rest Trackballs Pair of hands to facilitate waiting Pointers Change position of child and/or equipment Place a piece of foam under trackball to slow down speed

16. High Tech Voice output Touch Windows Big Keys Expanded Keyboards Child specific devices: –Switches –AAC devices –Alternate keyboards

17. Integrating Computer Activity within the Early Childhood Curriculum Determine the child’s specific goals. Preview and select software to meet goals. Select appropriate peripherals for computer input and possible speech or print output. Experiment with software to discover the variety of ways it can be used. Define prerequisite skills for operating software and hardware.

18. Plan both “pre” and “post” off computer classroom activities to : –Prepare for computer activity. –Reinforce skills gained through computer activity. Evaluate effectiveness of computer activity on an ongoing basis and modify as necessary.

19. Augmentative Communication

20. Definition of Augmentative and Alternative Communication Augmentative and alternative communication(AAC) refers to any approach designed to support, enhance, or augment the communication of individuals who are not independent communicators in all situations

21. Who is Augmentative Communication For? Non-speaking individuals who are –Physically challenged –Multiply involved with unknown cognitive abilities –Physically able: dyspraxic, language delayed –Pre-verbal or emergent verbal –Autistic –Developmentally delayed –Behavior disorders related to inability to communicate effectively

22. Who is Assistive Technology for? Individuals who are: –Physically involved but cognitively able –Physically involved with unknown cognitive abilities –Multiply involved with unknown cognitive abilities –Fine Motor difficulties –Developmentally delayed

23. General Philosophical Basis 1) Technology and Augmentative Communication Systems can be very powerful, but they are useless in enabling children to realize their potential without appropriate training and a supportive environment.

24. 2) Augmentative language or assistive technology system means: multiple systems. * The use of multiple systems is vastly more effective than use of a single system. System choice depends on the individual's situation, environment, needs, fatigue, and the communication partners, 3) Assessment and evaluation are on-going TEAM processes.

25. 4) Vocabulary and Symbol selection are ongoing processes. 5) Experiencing receptive use of augmentative systems is important for those children developing language for the first time. Augmentative communication is effectively taught in an environment comparable to foreign language immersion.

26. 6) Augmentative Communication and Assistive Technology is most effective if taught in an interactive and pragmatic format. * learning in functional situations facilitates generalization * anything that has some intrinsic motivation for the child is more likely to be practiced in different settings and used by the child. * motivation is governed by the amount of control and connection the child feels in the communicative interaction.

27. 7) Partner training can play an important role in the success of communication and adaptations. 8) Classroom and home integration are crucial to success. * Children learn to use augmentative communication and assistive technology more effectively if it is integrated into all aspects of their day. * Communication needs and access needs will vary in different situations and need to be planned for ahead of time.

28. 9) The art and science of augmentative communication and Assistive Technology is still a developing field. * we are still learning new strategies * equipment/technology is rapidly changing * we don't have all the answers, research in this field is just beginning * we learn from the children and their reactions and preferences

29. 10) Implementing augmentative communication and assistive technology consumes an enormous amount of time and energy from therapists, teachers, parents and the child. * This is especially true if it is an addition to the curriculum instead of an integral part of it.

30. But it’s worth it! improves self-concept and self esteem provides motivation reduce frustration and behavior problems increase participation in daily life facilitates learning by making learning interactive instead of passive changes expectations of others for child's potential

31. Augmentative Communication Systems Low Tech –Picture,Letter and Word Boards –Eye gaze board –Manual signing High Tech –Dedicated Communication Devices –Computer Based Communication Devices –Voice Synthesizers

32. Real objects and Pictures

33. Braille and Object Board

34. Photo Choice Board

35. Barbara Bloomfield www.icontalk.com

37. Home Schedule

39. Adapted Picture Book

40. From Pati King DeBaun www.creativecommunicating.com

41. Mayer Johnson Company http://www.mayer-johnson.com/ Boardmaker

42. Writing with Symbols

43. Software for Picture Support BoardMaker (Mayer-Johnson) www.mayer-johson.com Writing with Symbols www.mayer-johson.com Picture It (Slater Software) Pix Writer (Slater Software) www.slatersoftware.com IntelliTools www.intellitools.com

44. Resources National Center for Improved Practice in Special Education http://www2.edc.org/NCIP/library/ec/toc.htm