Transcript ASNAT Assessing Student’s Needs for Assistive Technology Chapter 7 Reading Wisconsin Assistive Technology Initiative www.wati.org Objectives • Participants will understand the SETT process as it relates to identifying.

ASNAT
Assessing Student’s Needs for
Assistive Technology
Chapter 7
Reading
Wisconsin Assistive Technology Initiative
www.wati.org
Objectives
• Participants will understand the SETT process as it
relates to identifying appropriate AT for students with
difficulty reading and or understanding text.
• Participants will have basic knowledge of the AT
continuum for Reading as identified in the ASNAT
2009 Reading Chapter.
• Participants will be able to access resources and tools
for trial with students who need AT reading supports.
Introduction
• 2009 ASNAT revision
(Assessing Students’ Need for Assistive Technology)
• Uses the SETT framework for AT assessments
Student
Environment
Tasks
Tools
– Framework developed by Joy Zabala 2002
• http://sweb.uky.edu/~jszaba0/SETTUPDATE.PDF
– Implementation Plan & Follow-up added by WATI
• Revised version has added Sensory Considerations
Using the SETT framework
• Traditional” SETT
– The Student
•
•
•
•
Identify the functional area(s) of concern?
Special needs (related to area of concern)
Current abilities (related to area of concern)
What does the student need to communicate
that is difficult or impossible to do
independently at this time?
Using the SETT framework
• The Environment(s)
– Arrangement (instructional, physical)
– Support (available to both the student and the
staff)
– Materials and Equipment (commonly used by
others in the environments)
– Access Issues (technological, physical,
instructional)
– Attitudes and Expectations (staff, family, others)
Using the SETT framework
• The Tasks
– What SPECIFIC tasks occur in the student’s
natural environments that enable progress toward
mastery of IEP goals and objectives?
– What SPECIFIC tasks are required for active
involvement in identified environments? (related
to communication, instruction, participation,
productivity, environmental control)
Using the SETT framework
• The Tools
– Tools include devices, services and strategies…
everything that is needed to help the student succeed.
– Describe what a useful system of assistive technology
devices and services for the student would be like.
– Brainstorm Tools that could be included in a system
that addresses student needs.
– Select the most promising Tools for trials in the natural
environments.
– Plan the specifics of the trial (expected changes,
when/how tools will be used, cues, etc.)
– Collect data on effectiveness. (Zabala 2002)
Using the SETT process
Decision Making Guide
WATI’s version
of the SETT
Framework
For Reading
Guide will be
Different for
every area of
AT assessment
Using the Student Information
Guide in the SETT Process
• The Guide is intended to help the team discuss key issues when
assessing the need for AT for a specific student.
• It helps teams consider whole child & environment & not “jump”
to a device!
• It is a group (sped, reg. ed, support staff, admin., parent,
student) process in which everyone contributes.
• Important to write on a large format so that everyone can see,
edit, remember (shared group memory), stay focused, and be
informed!
• Team members take roles of: Facilitator, Recorder, Time Keeper
Assistive Technology for
Background
Background
• LEAs must provide accessible core
instructional text for students with print
disabilities:
– Students must meet NIMAS criteria as having an
identified print disability as documented in their
IEP.
• Blind or visually impaired
• Physical limitations
• Organic Dysfunction
For specific information about Wisconsin NIMAS
standards, procedures or criteria, go to
http://dpi.wi.gov/sped/vision.html
Assistive Technology for
The Student
Student
List the functional
areas of concern
What are the student’s
special needs
related to the area
of concern.
What are the student’s
abilities?
What motivates the
student?
Other questions you
might ask?
Assistive Technology for
The Environment
Environmental Considerations
What specific
environmental
considerations need
to be addressed?
Obstacles?
Supports?
Attitudes of others?
What are other the
environments that
need to be taken into
account?
Sensory Considerations (new)
New section as a subset of
Student & Environment
•Does this student have sensory deficits or sensitivities
that will impact his/her ability to read or process
written text?
•Do the learning environment(s) impact the sensory
issues of the student?
Sensory Considerations
STUDENT
• Visual clutter on page
• Auditory sensitivity to
computer read text
• Organization of work
space
•
•
•
•
ENVIRONMENT
Background noise
Visual distractions
Lighting (full spectrum
vs. flourescent)
Physical space
Assistive Technology for
The Task
Tasks to Consider
• What does the student
need to do to achieve
educational goals from
their IEP and be an
active participant in
their environment?
• What are other
students doing in the
same environments?
Narrowing the Focus
• As a team, identify by circling or other
means those few tasks the student needs
to do that will have the most impact.
Solution Generation:
Tools/Strategies
As a team, brainstorm and write on chart paper
any assistive technologies &/or strategies you
think will assist the student in successfully
completing those tasks you identified.
– Brainstorm possible AT
– Don’t evaluate (yet)!
– Remember to include AT that the student already
uses
– Use all resources including people
Assistive Technology for
The Tools
AT Continuum
• Follow the
progression of low
tech, through mid
tech to high tech
when selecting
assistive technology
tools
Assistive Technology:
past and present
• Part of the Student’s past & current
environment
– List any tools that the student is currently
using or has used in the past to assist with
reading tasks.
• Success rate?
• If “abandoned”, why?
Assistive Technology for
Low Tech Tools
AT Continuum
Low Tech
• Standard text
– Use reading strategies & tools
– Color
• Highlighters
• Highlighting tape
• Colored overlays or reading strips
• Books adapted for access
– Page fluffers
– Flip Page Turner - www.ablenetinc.com
– BookWorm - www.ablenetinc.com
AT Continuum
Low Tech
• Books adapted for access cont.
– Visual Modifications
• Enlargement
• Increased spacing
• Hand-held or bar magnifiers
• Low Tech Modifications to text
• Modify vocabulary (use Wite-0ut® to replace
wording)
• Use visual cues for trouble words, where to start
reading, etc.
• Language Master to read trouble words
Assistive Technology for
Mid Tech Tools
AT Continuum
Mid Tech
• Handheld device to read individual words
– Talking Dictionary – www.franklin.com
– Reading Pens
• Wizcom – www.wizcom.com
• Iris – www.irislink.com
AT Continuum
Mid Tech
•Use of Pictures/Symbols with Text
-Software
oBoardmaker v. 6 – www.mayer-johnson.com
oClicker - www.cricksoft.com/us/default.asp
oIntelliTools Classroom Suite - www.intellitools.com
oNews 2 You - www.news-2-you.com
oPicture It - www.slatersoftware.com
oWriting With Symbols or Symwriter - www.mayerjohnson.com
Silver-Pascuilla, H., Ruedel, K. & Mistrett, S. reported
that seeing words illustrated was an effective strategy for
emerging readers (2004).
AT Continuum
Mid Tech
Electronic Text
• Commercial e-books
–
–
–
–
–
Balanced Literacy – www.intellitools.com
Leap Frog – www.leapfrog.com
Planet Wobble – www.planetwobble.com
Start to Finish series – www.donjohnston.com
Thinking Reader – www.tomsnyder.com
Project LITT: Literacy Instruction through Technology conducted a three
year study of the effectiveness of hypermedia based children's literature
in improving reading skills of students with learning disabilities
http://edtechfm.sdsu.edu/SPED/ProjectLITT/LITTinfo.html
AT Continuum
Mid Tech
Electronic Text
• E-book sites for downloading (free!)
– Bookshare – www.bookshare.org (student must
qualify with a print disability)
– Project Gutenberg - http://www.promo.net/pg/
– Starfall - http://www.starfall.com/
– Teacher Tap - (comprehesnive resource of e-books)
http://eduscapes.com/tap/topic93.htm
– UDL editions - http://udleditions.cast.org/
AT Continuum
Mid Tech
Electronic Text
• E-book sites for downloading (subscription)
–
–
–
–
One More Story - http://www.onemorestory.com/
Reading A-Z - http://www.readinga-z.com
Tumblebooks - http://www.tumblebooks.com/
Listing of electronic books http://atto.buffalo.edu/registered/ATBasics/Curri
culum/Reading/electronicbooks.php
AT Continuum
Mid Tech
Electronic Text
• Modified E-book sites
– Accessible Book Collection http://accessiblebookcollection.wikis
paces.com/
– Classic Bookshelf www.classicbookshelf.com
– Tarheel Reader http://tarheelreader.org/
Classic Bookshelf
AT Continuum
Mid Tech
Electronic Audio Text
Text doesn’t always have to be viewed. Secondary level students
with mild disabilities performed higher in content assessments
when they used audio texts compared to standard print based
text (Boyle, Rosenberg, Connelly, Gallin Washburn,
Brinckerhoff, & Banerjee, 2003).
iTunes – www.itunes.com
Recordings for the Blind & Dyslexic http://www.rfbd.org/
PlayAway – www.playaway.com
Players include: iPod, MP3 player, FP3 player (not compatible with
MP3)
– Convert text to audio using a text conversion program (SpeakAloud,
Text-to-Audio, etc.)
–
–
–
–
AT Continuum
Mid Tech
Handheld Electronic
Text Readers
• Amazon Kindle –
www.amazon.com
• Classmate Reader –
www.humanware.com
• Victor Reader Stream –
www.humanware.com
Kindle DX
Classmate Reader
AT Continuum
Mid Tech
Modifying Electronic Text
– Use word processor to modify
• Font
• Size
• Spacing between words, l e t t e r s , lines
• Margins (increase margins to show
fewer words per line)
• Color - text & background
• Readability – use autosummarize features to
cognitively reformat text
AT Continuum
Mid Tech
Create You Own Modified text/books
– CAST UDL Bookbuilder http://bookbuilder.cast.org/
– Clicker - www.cricksoft.com/us/default.asp
– Cueline ED – www.onionmountaintech.com
– eStoryMaker http://www.oatsoft.org/Software/estorymaker
– IntelliTools Classroom Suite - www.intellitools.com
– My Own Bookshelf – www.softtouch.com
– PowerPoint – part of Microsoft Office
AT Continuum
Mid Tech
Modifying Text for Sensory
Impairments
– Hearing Impairments
• Sign Language Avatars –
www.vcom3d.com
– Visual Impairments
• Use accessibility features in computer
control panel
• Enlarge text on web browser http://www.saltmeadow.com/large.html
• Consult with teacher of Visually Impaired
Assistive Technology for
High Tech Tools
AT Continuum
High Tech
Text Readers
Research shows:
– TTS (Text to Speech) helps special education students improve
comprehension, fluency, and accuracy and enhances concentration
– Being able to immediately decode a word by hearing it spoken
within the context of a passage helps students build word
recognition and vocabulary without disturbing the flow of
comprehension
– These technologies provide a supportive reading environment and
increase a student’s ability to read interesting and appropriate
grade-level materials by minimizing the need for decoding skills and
maximizing the student’s ability to comprehend
(Silver-Pascuilla, et.al, 2004)
AT Continuum
High Tech
• Text Readers as part of the computer OS
– Mac OS
• Spoken User Interface (control panel)
• Text Edit (application included with Macs)
– Windows OS
• Narrator
• Windows XP working with Word 2003 can use
built-in TTS in Word
AT Continuum
High Tech
Free downloadable Text Readers
• Acrobat Reader – (built into Adobe Reader) –
www.adobe.com/AcrobatReader
• Balabolka – www.cross-plus-a.com/balabolka.htm
• Natural Reader - http://naturalreaders.com
• ReadPlease - http://www.readplease.com
• Spoken Text - http://www.spokentext.net/
• WordTalk - www.wordtalk.org.uk
AT Continuum
High Tech
• Web based Text readers
– CLiCk, Speak (works with Firefox browser) –
http://clickspeak.clcworld.net
– Read the Words - www.readthewords.com
– WebAnywhere http://webanywhere.cs.washington.edu/wa.php
Read the Words
AT Continuum
High Tech
• Commercial Text Readers
– AbleReader – www.ablereader.com
– Read: OutLoud – www.donjohnston.com
– TextAloud – www.textaloud.com
AT Continuum
High Tech
Iowa Study research supporting text readers:
• Students were able to access twice as much material using the
text reader as printed text (160 wpm vs 79 wpm)
• Student’s comprehension increased using text reader even
though difficulty of text increased compared to comprehension
with printed text
• Improvements and attitudes increased over time (better the 2nd
year of the study)
http://store.cambiumlearning.com/Kurzweil/files/Iowa_Text_Rea
der_Study_Report.pdf
AT Continuum
High Tech
Scanning Software with
OCR and Text Reader
•
•
•
•
•
•
ClaroRead – www.clarosoftware.com
Kurzweil – www.kurzweiledu.com
Premier Assistive Technology – www.readingmadeez.com
Read and Write Gold – www.readwritegold.com
Scan N Talk – www.colligo.us/Scan_N_Talk.php
WYNN – www.freedomscientific.com
Many of those listed above have a “mobile” USB flashdrive version
available.
AT Continuum
High Tech
Text Reader with Study Skill Supports
“There is good evidence that struggling readers
can improve reading comprehension skills by
learning the strategies of proficient readers
and putting them into practice” (Don
Johnston, Inc., 2005).
Don Johnston, Incorporated. (2005). The scientific-based research
underlying Read:OutLoud™ & Solo™. Retrieved March 3, 2007, from
http://www.donjohnston.com/research/readoutloud_index.html
AT Continuum
High Tech
Text Reader with Study Skill Supports
Varying levels of study skill supports built into:
– ClaroRead
– Kurzweil
Read: OutLoud
– Premier Assistive Technology
– Read and Write Gold
– Read: OutLoud
– WYNN
Search for features of reading supports using
Tech Matrix - www.techmatrix.org
Solution Selection:
Tools & Strategies
• Review the list of potential tools
– Now is the time to evaluate for a match
with:
• Student (abilities, difficulties, likes/dislikes)
• Environment (supports, obstacles)
• Tasks (what 1-2 things do you want the student
to do?)
– Prioritize selections
Implementation Plan
• Very Important! This is often where it breaks
down!
– Write down on the group chart (for top priorities)
•
•
•
•
Who is going to do… (get specific)
What (ditto)
When (do I need to say it again?)
For how long?
– Write down your expectations (objectives) so you
know if the AT is working or not!
– Give everyone a job
Follow-up Plan
• Before the meeting is
over, plan the follow-up
– For accountability
– We are all busy, so plan
it now!
– Bring list from original
meeting so group can
review who, what, when,
& expectations
Sample IEP objectives
• Kori will use a hand-held device to find the definitions
of 5 unfamiliar words in a grade level passage.
• After listening to a grade level story presented on and
read by the computer, Jenny will be able to tell what
happened at the beginning and ending of the story
with 80% accuracy.
• Using text reading software with study skills supports,
Mark will highlight grade level passages that answer
“Who, What, When and Where” questions with 80%
accuracy.
Conclusion
• It’s not about the technology/device- it’s about
matching the Student, the Environment and the
Task with the best Tool
• Finally some research about using technology…….
– …using technology for compensatory intervention
actually also provides remedial benefits (Silver-Pacuilla,
H., Ruedel K. & Mistrett, S. p. 8).
Tools Resources
• CAST (Center for Applied Special Technology)
A resource for NIMAS, NIMAC, Universal Design for Learning,
and a support for school teachers and administrators through
professional development, consultation, publications, and online
resources. http://www.cast.org/index.html
• CITEd
Home of the TechMatrix 2.0, an initiative of the National Center
for Technology Innovation and the Center for Implementing
Technology in Education. Create a customized matrix by subject
and/or learning supports. http://www.techmatrix.org/
Tools Resources
• Florida Center for Reading Research
This research site describes types of reading programs (core,
supplemental, tech based, remedial, implemented by tutor);
reading components; empirical research, and misc. notes. Each
of the reviewed programs includes a pdf narrative.
http://www.fcrr.org/FCRRReports/reportslist.htm
• Never Too Late: Approaches to Reading Instruction for
Secondary Students with Disabilities
Part of OSEP’s IDEAs that Work documents for Instructional
Practices. Gives two different models for helping older students
with reading disabilities increase their skills. Document can be
downloaded & printed
http://www.osepideasthatwork.org/toolkit/InstPract_never_to_lat
e.asp
Tools Resources
• Project LITT: Literacy Instruction through Technology
Focuses on the role that technology can play in improving the
reading skills of students with learning disabilities, specifically
“talking books”.
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_stor
age_01/0000019b/80/16/13/66.pdf
• The Industry Profile on Education Technology: Learning
Disabilities Technologies and Markets
A comprehensive profile of educational and assistive technology,
products for students with learning disabilities in reading,
writing and math.
http://www.nationaltechcenter.org/index.php/2007/04/25/ind
ustry-profile-on-education-technology/
Tools Resources
To download the complete WATI
ASNAT Reading Chapter with
extended products, resources and
links
www.wati.org
References Resources
•
•
•
•
Boyle, E.A., Rosenberg, M.S., Connelly, V.J., Gallin Washburn, S.,
Brinckerhoff, L.C.,& Banerjee, M. (2003). Effects of audio texts on the
acquisition of secondary-level content by students with mild
disabilities. Learning Disability Quarterly, 26, 203-214.
Don Johnston, Incorporated. (2005). The scientific-based research
underlying Read:OutLoud™ & Solo™. Retrieved March 3, 2007, from
http://www.donjohnston.com/research/readoutloud_index.html
Silver-Pascuilla, H., Ruedel, K. & Mistrett, S. (2004). A review of
technology based approaches for reading instruction: Tools for
researchers and vendors. In National Center for Technology
Integration: Reading Matrix. Retrieved March 30, 2007 from
http://www.nationaltechcenter.org/matrix/default.asp
WATI (2009). Assessing Students’ Needs for Assistive Technology
Chapter 7: Reading. Wisconsin Assistive Technology Initiative.
http://www.wati.org