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Response to Intervention (RtI): What is it?
17 years ago
Sunday, June 29, 2008
Demonstration #3
Description
1. It is a carton holder that assists in helping individuals lift and pour milk/ juice cartons.
2. It is specifically for the half gallon carton
3. Specifications
— Interior: 4" L x 4" W x 6¾" H
— Exterior: 41/8" L x 41/8" W x 7" H
— Handle: 5¼" L x 1" W x 1¼" D
Advantages
— Light weight
— Easy to clean
— Does not utilize power
— Not expensive
— Great for assisting in adaptive living skills for young teens, young adults, and the elderly
— Anyone can use this
Disadvantages
— Difficult to locate
— Is not typically carried on Guam
— Cannot be used for young children
— Physical Specifications
— Cannot be used for universal containers
1. It is a carton holder that assists in helping individuals lift and pour milk/ juice cartons.
2. It is specifically for the half gallon carton
3. Specifications
— Interior: 4" L x 4" W x 6¾" H
— Exterior: 41/8" L x 41/8" W x 7" H
— Handle: 5¼" L x 1" W x 1¼" D
Advantages
— Light weight
— Easy to clean
— Does not utilize power
— Not expensive
— Great for assisting in adaptive living skills for young teens, young adults, and the elderly
— Anyone can use this
Disadvantages
— Difficult to locate
— Is not typically carried on Guam
— Cannot be used for young children
— Physical Specifications
— Cannot be used for universal containers
Demonstration2
Description
— It is an interactive electronic learning aide
— It is used to develop English vocabulary & communication skills
— Teaches 450 general and academic words such as people, places, things, colors, numbers, shapes
— Perfect for ESL/EEL, special education, & early intervention
Advantages
— Easily to use
— Provides picture cues
— Provides auditory cues
— Can be used for a wide range of disabilities
— Buttons are large
— Provides questions & answering cues
— Requires 3AA batteries which are easy to find
— Can be used for a wide range of classroom activities
Disadvantages
— Expensive
— Is not commonly found on Guam
— Cards are limited and not all card reflect Guam (culture sensitive)
Tuesday, June 24, 2008
Case Study #1 Cont.
The conversation we had in class yesterday was really informative. I guess I am a firm believer in LRE ( Least Restrictive Enviornment) " a child should be placed as close to their non disabled peers as much as possible" . My plan entails keeping Sara in the general education classroom with supplemental aides and services. I still believe that Sara should receive more intense speech therapy. I would like Sara to be able to access AT devices to help her communicate her wants and needs. I do not want to limit her means of communication so I am looking at 2 different types of communication system. One the PECS ( Piture Exchange Communication System ) and the other is test to voice device. I would like to further discuss her speech abilities. I want her to use the speech she has to communicate. I want to build on her abilities, not focus on her disability. That is why I want her to use her exsiting speech with/ or without the PECS as her first means of communication. The text to voice will be a system she utilizes as a backup . This the direction I am going in terms of my AT plan.
Monday, June 23, 2008
Thoughts on case study one
Assistive Technology
CASE STUDY & MY THOUGHTS
Case Study: SaraWhat are Sara's needs? What kinds of service providers need to be consulted for the AT disposition for Sara? What kinds of questions need to be addressed? How can assistive technology devices and services enable Sara to receive an education in the least restrictive environment? What kinds of technology should go in Sara's IEP? How would you make a case for putting assistive technology into her IEP? Is there a 'knowledge gap' between Sara's mother and Sara's teacher?---------------------------------------------
Sara, who has Down syndrome, is eight years old. Her language and speech skills are three years delayed, but she has age appropriate social skills. Sara has spent part of her school day in a regular classroom ever since kindergarten, but this year her third grade teacher is suggesting that Sara really cannot keep up with her classmates. The teacher thinks that Sara would be better off in a self-contained class with students who work at her pace. Sara has some fine motor coordination problems, and she has had difficulty learning to write in cursive. Her oral reading is hampered by her speech difficulties. However, Sara has learned to do addition and subtraction problems well and has mastered adding with carrying and subtraction with borrowing. She reads at about a second grade level with reasonably good comprehension. Sara's parents would like to see her continue in the regular classroom for as much time as possible, but they recognize that Sara's writing and speaking problems are keeping her from doing her best work.
My Thoughts:
I would like more information on Sara’s present level of performance. I know that she is having difficulty with writing cursive, but is it limited to cursive alone or is a fine motor difficulty. Sara sounds like in terms of performance she is at about a 2.0 level and in my opinion that is not a significant delay.
I do not believe that Sara belongs in a self contained classroom. I am looking at two options for Sara. I would like her to receive services in the resource room for about 2 hours a day. I would Sara to get speech and language services. If Sara is already receiving speech and language services, I would like to look at the services she is currently getting to make sure it is meeting her needs. AT this point it does not look like the speech and language services being provided to her is meeting her needs.
In terms of assistive technology (AT) devices, I believe Sara need a device that will assist her in communicating. I am interested in looking at the Picture Exchange Communication System, other output communication devices. The reason I say output communication devices is from the case study information it looks like Sara can comprehend, her difficulties are more expressive. I would still recommend that the teacher work on comprehension, but I don’t believe it is an AT concern at this time.
CASE STUDY & MY THOUGHTS
Case Study: SaraWhat are Sara's needs? What kinds of service providers need to be consulted for the AT disposition for Sara? What kinds of questions need to be addressed? How can assistive technology devices and services enable Sara to receive an education in the least restrictive environment? What kinds of technology should go in Sara's IEP? How would you make a case for putting assistive technology into her IEP? Is there a 'knowledge gap' between Sara's mother and Sara's teacher?---------------------------------------------
Sara, who has Down syndrome, is eight years old. Her language and speech skills are three years delayed, but she has age appropriate social skills. Sara has spent part of her school day in a regular classroom ever since kindergarten, but this year her third grade teacher is suggesting that Sara really cannot keep up with her classmates. The teacher thinks that Sara would be better off in a self-contained class with students who work at her pace. Sara has some fine motor coordination problems, and she has had difficulty learning to write in cursive. Her oral reading is hampered by her speech difficulties. However, Sara has learned to do addition and subtraction problems well and has mastered adding with carrying and subtraction with borrowing. She reads at about a second grade level with reasonably good comprehension. Sara's parents would like to see her continue in the regular classroom for as much time as possible, but they recognize that Sara's writing and speaking problems are keeping her from doing her best work.
My Thoughts:
I would like more information on Sara’s present level of performance. I know that she is having difficulty with writing cursive, but is it limited to cursive alone or is a fine motor difficulty. Sara sounds like in terms of performance she is at about a 2.0 level and in my opinion that is not a significant delay.
I do not believe that Sara belongs in a self contained classroom. I am looking at two options for Sara. I would like her to receive services in the resource room for about 2 hours a day. I would Sara to get speech and language services. If Sara is already receiving speech and language services, I would like to look at the services she is currently getting to make sure it is meeting her needs. AT this point it does not look like the speech and language services being provided to her is meeting her needs.
In terms of assistive technology (AT) devices, I believe Sara need a device that will assist her in communicating. I am interested in looking at the Picture Exchange Communication System, other output communication devices. The reason I say output communication devices is from the case study information it looks like Sara can comprehend, her difficulties are more expressive. I would still recommend that the teacher work on comprehension, but I don’t believe it is an AT concern at this time.
Sunday, June 22, 2008
Demonstration1
Assistive TechnologyDemonstration #1
By: Renee –Lynn L. Sanchez
What is the photo telephone?
It is a telephone that allows to place your calls with a touch of a photo.
Price Range between $35 to $70
Other Types of models
By: Renee –Lynn L. Sanchez
What is the photo telephone?
It is a telephone that allows to place your calls with a touch of a photo.
Price Range between $35 to $70
Other Types of models
ADVANTAGES
¢ It’s easy to use
¢ It has the basic parts of a telephone
¢ It provides visual guides
¢ You can utilize templates that are provided or create your own
¢ It can be utilize by a wide range of disabilities
Disadvantages
¢ It only stores 10 number
¢ Set up requires someone who can read
¢ It can be a little pricey
¢ It is not commonly found in department stores
¢ NOTE : Easy to locate on line
¢ It’s easy to use
¢ It has the basic parts of a telephone
¢ It provides visual guides
¢ You can utilize templates that are provided or create your own
¢ It can be utilize by a wide range of disabilities
Disadvantages
¢ It only stores 10 number
¢ Set up requires someone who can read
¢ It can be a little pricey
¢ It is not commonly found in department stores
¢ NOTE : Easy to locate on line
Thursday, June 19, 2008
Research Activity PECS system
Renee-Lynn Sanchez
ED443 Assistive Technology
TOPIC: The use of the PECS system as an assistive technology for children with Autism
I. Assistive Technology Device Websites
http://www.specialed.us/autism/assist/asst10.htm
This web page gives a quick overview of Assistive Technology. It then goes over various types of assistive technology used for children with Autism, to build communication skills and social interactions. The AT devices improve the communication skills of students with Autism. Some AT devices/ programs include the Visual Representation System, it utilizes visuals to communicate different situations. Boardmarker is a program that utilizes 3000 picture communication symbols PCS. Another software, utilized is the Picture This Software. It contains 2,700 real picture communication symbols.
http://www.who.int/disabilities/technology/en/
Is the definition of the Picture Communication Symbol system. It gives a brief overview of the program and what it is utilized for. It is primary for individuals with no speech and limited means of communication. It gives really basic information on different things.
http://www.enchantedlearning.com/Dictionary.html
This website allows you to create your own picture communication dictionary. There is a fee attached to using this website. There are pictures of different things that people would use in everyday communication. The pictures are not realistic. I thought this was an okay web page. I did not like a fee that is attached for using this website.
http://www.usevisualstrategies.com/pictures.html
This website has basic information on creating a picture communication system. It was currently undergoing reconstruction. It did provide links to various pictures that can be utilized to help in creating a basic communication system.
Hygiene Cards
Housekeeping
Scheduling Cards
Emotions & Self Management
http://www.novitatech.org.au/product.asp?p=247&id=1877
This website goes over the Picture Master Language Software. It is a software program with an extensive library of symbols, realistic illustrations and photos. You can use it as an on-screen multi-level communication system or to create printable resources for communication and education. It provides examples of pictures and allows you to purchase the software online.
http://www.assistivetechnology.vcu.edu/
This is an assistive technology blog, where different individuals around the world can communicate about assistive technology. There are articles that are attached in some of the blogs. I would recommend this site to anyone who wants to find out about a specific assistive technology device. I believe it is a good way to find out the opinions of others in regard to assistive technology.
Assistive Technology Organization
http://www.who.int/disabilities/technology/en/
It is the World Health Organizations Assistive Technology Page. It goes over what the world health organization is doing in terms of assistive technology. It gives brief examples of various types of assistive technology. It is not very informative. I would not recommend this web page. It just provides the user with the basic information in regards to assistive technology.
http://www.atia.org/i4a/pages/index.cfm?pageid=1
This is the Assistive Technology Industry Association Web site. It contains information on assistive technology education, assistive technology products, and networking. It has been around for 10 years and offers information on different assistive technology products, resources and information. I found this to be a good resource. I would recommend this web site to anyone seeking information on assistive technology.
http://www.rehabtool.com/
This is the World -Class Assistive Technology organization. It offers a wide range of information on different types of assistive technology products. It also has events and resources. This is a good place for looking up different assistive technology devices for specific disabilities. I really liked this website.
http://www.talkaboutcuringautism.org/learning/pecs.htm
This is the official TACA ( Talk About, Curing, Autism) website. It goes over the Picture Exchange Communication System and how it assists in helping children with Autism. It promotes the use of the PECS as a means for communicating wants and needs. It’s stresses that a digital camera can be used for creating a PECS. I agree with TACA. I believe anyone can put together a Picture Communication System.
Assistive Technology Research Articles
http://web.ebscohost.com/ehost/detail?vid=4&hid=17&sid=76891211-972e-4da2-bd7e-4545000bbb0e%40sessionmgr8
This is a journal article was found on EBSCO. It is a study that compares the use of Picture Exchange Communication System (PECS) and a Voice Output Communication Aide (VOCA) in teaching 4 preschool students with limited communication skills. The results for the 4 students varied from one child to the other. All children made progress.
http://web.ebscohost.com/ehost/pdf?vid=4&hid=17&sid=76891211-972e-4da2-bd7e-4545000bbb0e%40sessionmgr8
This is an article found on EBSCO. It is a case study on the use of the Picture Exchange Communication System on a child who is both autistic and deaf. The study confirmed the effectiveness of the PECS system. It was an individual case study. I enjoyed this article.
http://web.ebscohost.com/ehost/pdf?vid=4&hid=17&sid=76891211-972e-4da2-bd7e-4545000bbb0e%40sessionmgr8
This article was found on EBSCO. It is a study on the use of the Picture Exchange Communication System with 6 non- verbal and mentally retarded adults. The results of the study indicate an improvement in communication for those trained to use the PECS. Results from the study varied in the participants, some adults did better than others.
http://helpingtogrow.istores.com/inc/sdetail/58
This web page contains information on a software that is utilized in the Picture Exchange Communication System. This software contains 10,000 pictures. It is used as an AT software for children with autism
http://www.ttac.odu.edu/Articles/assistiv2.html
This is an article that highlights the use of assistive technology for effective communication in the classroom. It includes factors that need to be considered when using Assistive Technology Communication devices. It also provides suggestions for teachers who communicates using an assistive technology.
http://www.asdb.state.az.us/it/assist/commtech.html
This webpage gives an overview on Augmentative Alternative Communication, which is a system that allows communication from one person to another without the use of words. The AAC may include pictures, drawings, writings, sign language, etc. It is a system that provides a variety of means for communication
ED443 Assistive Technology
TOPIC: The use of the PECS system as an assistive technology for children with Autism
I. Assistive Technology Device Websites
http://www.specialed.us/autism/assist/asst10.htm
This web page gives a quick overview of Assistive Technology. It then goes over various types of assistive technology used for children with Autism, to build communication skills and social interactions. The AT devices improve the communication skills of students with Autism. Some AT devices/ programs include the Visual Representation System, it utilizes visuals to communicate different situations. Boardmarker is a program that utilizes 3000 picture communication symbols PCS. Another software, utilized is the Picture This Software. It contains 2,700 real picture communication symbols.
http://www.who.int/disabilities/technology/en/
Is the definition of the Picture Communication Symbol system. It gives a brief overview of the program and what it is utilized for. It is primary for individuals with no speech and limited means of communication. It gives really basic information on different things.
http://www.enchantedlearning.com/Dictionary.html
This website allows you to create your own picture communication dictionary. There is a fee attached to using this website. There are pictures of different things that people would use in everyday communication. The pictures are not realistic. I thought this was an okay web page. I did not like a fee that is attached for using this website.
http://www.usevisualstrategies.com/pictures.html
This website has basic information on creating a picture communication system. It was currently undergoing reconstruction. It did provide links to various pictures that can be utilized to help in creating a basic communication system.
Hygiene Cards
Housekeeping
Scheduling Cards
Emotions & Self Management
http://www.novitatech.org.au/product.asp?p=247&id=1877
This website goes over the Picture Master Language Software. It is a software program with an extensive library of symbols, realistic illustrations and photos. You can use it as an on-screen multi-level communication system or to create printable resources for communication and education. It provides examples of pictures and allows you to purchase the software online.
http://www.assistivetechnology.vcu.edu/
This is an assistive technology blog, where different individuals around the world can communicate about assistive technology. There are articles that are attached in some of the blogs. I would recommend this site to anyone who wants to find out about a specific assistive technology device. I believe it is a good way to find out the opinions of others in regard to assistive technology.
Assistive Technology Organization
http://www.who.int/disabilities/technology/en/
It is the World Health Organizations Assistive Technology Page. It goes over what the world health organization is doing in terms of assistive technology. It gives brief examples of various types of assistive technology. It is not very informative. I would not recommend this web page. It just provides the user with the basic information in regards to assistive technology.
http://www.atia.org/i4a/pages/index.cfm?pageid=1
This is the Assistive Technology Industry Association Web site. It contains information on assistive technology education, assistive technology products, and networking. It has been around for 10 years and offers information on different assistive technology products, resources and information. I found this to be a good resource. I would recommend this web site to anyone seeking information on assistive technology.
http://www.rehabtool.com/
This is the World -Class Assistive Technology organization. It offers a wide range of information on different types of assistive technology products. It also has events and resources. This is a good place for looking up different assistive technology devices for specific disabilities. I really liked this website.
http://www.talkaboutcuringautism.org/learning/pecs.htm
This is the official TACA ( Talk About, Curing, Autism) website. It goes over the Picture Exchange Communication System and how it assists in helping children with Autism. It promotes the use of the PECS as a means for communicating wants and needs. It’s stresses that a digital camera can be used for creating a PECS. I agree with TACA. I believe anyone can put together a Picture Communication System.
Assistive Technology Research Articles
http://web.ebscohost.com/ehost/detail?vid=4&hid=17&sid=76891211-972e-4da2-bd7e-4545000bbb0e%40sessionmgr8
This is a journal article was found on EBSCO. It is a study that compares the use of Picture Exchange Communication System (PECS) and a Voice Output Communication Aide (VOCA) in teaching 4 preschool students with limited communication skills. The results for the 4 students varied from one child to the other. All children made progress.
http://web.ebscohost.com/ehost/pdf?vid=4&hid=17&sid=76891211-972e-4da2-bd7e-4545000bbb0e%40sessionmgr8
This is an article found on EBSCO. It is a case study on the use of the Picture Exchange Communication System on a child who is both autistic and deaf. The study confirmed the effectiveness of the PECS system. It was an individual case study. I enjoyed this article.
http://web.ebscohost.com/ehost/pdf?vid=4&hid=17&sid=76891211-972e-4da2-bd7e-4545000bbb0e%40sessionmgr8
This article was found on EBSCO. It is a study on the use of the Picture Exchange Communication System with 6 non- verbal and mentally retarded adults. The results of the study indicate an improvement in communication for those trained to use the PECS. Results from the study varied in the participants, some adults did better than others.
http://helpingtogrow.istores.com/inc/sdetail/58
This web page contains information on a software that is utilized in the Picture Exchange Communication System. This software contains 10,000 pictures. It is used as an AT software for children with autism
http://www.ttac.odu.edu/Articles/assistiv2.html
This is an article that highlights the use of assistive technology for effective communication in the classroom. It includes factors that need to be considered when using Assistive Technology Communication devices. It also provides suggestions for teachers who communicates using an assistive technology.
http://www.asdb.state.az.us/it/assist/commtech.html
This webpage gives an overview on Augmentative Alternative Communication, which is a system that allows communication from one person to another without the use of words. The AAC may include pictures, drawings, writings, sign language, etc. It is a system that provides a variety of means for communication
Wednesday, June 18, 2008
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