Post on 05-Dec-2014
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HELPING CHILDREN WITH VISUAL IMPAIRMENTS EXPLORE, LEARN AND COMMUNICATE USING THE IPAD
Julie Johnson, M. ED, TVI, ATS
Andrea Schario, M.A., CCC-SLP
ABOUT JULIE Teacher of the Visually Impaired with a certification in
Assistive Technology from California State at Dominguez Hills
Currently employed at the Delta Gamma Center for Children with Visual Impairments in St. Louis, MO
Research in iPad accessibility, switch access, and literacy for children with visual impairments
Content creator and contributor to Adapted Innovation Assistive Technology Blog
ABOUT ANDREA Speech-Language Pathologist working primarily with
children 0-3 years of age, many of whom use AAC B.A. in Communication Disorders from Truman State
University and M.A. in Speech-Language Pathology from The University of Iowa
Independent practioner and former member of the Augmentative & Alternative Communication (AAC) Team at St. Louis Children’s Hospital
YOUR ROLE IN WORKING WITH CHILDREN WITH VISUAL IMPAIRMENTS
A. Teacher of the Visually Impaired / Orientation & Mobility Specialist
B. Paraprofessional
C. Related Service Provider (Speech/Language Pathologist, Occupational Therapist, Physical Therapist, etc.)
D. Parent
E. Other
OBJECTIVES
Identify outstanding iPad apps in the areas of play, literacy and communication
Demonstrate the benefits of using the iPad during hands-on learning experiences for children with visual impairments
Define Augmentative & Alternative Communication (AAC) and describe how an iPad can be used as an AAC device
Explain how cause-and-effect apps can support early communication development
Name and describe strategies or tools that can be used to improve access to AAC apps for children with visual impairments
THE IMPACT OF VISUAL IMPAIRMENTS ON LEARNING IN YOUNG CHILDREN
Children who are typically developing learn an estimated 80% of their skills through vision.
Children with visual impairments need to learn these same skills by using their other senses.
Children with visual impairments also benefit from modification to the environment.
Children with vision loss are generally kinesthetic learners.
They learn about the world through play and exploration.
They learn with the help of assistive technology.
THE IMPACT OF VISUAL IMPAIRMENTS ON LEARNING IN YOUNG CHILDREN (CONT’D)
ASSISTIVE TECHNOLOGY (AT) IS….
“Any item, piece of equipment, or product system, whether acquired commercially, off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such a device.” –(IDEA, 2004)
ASSISTIVE TECHNOLOGY FOR CHILDREN WITH VISUAL
IMPAIRMENTS IN EARLY CHILDHOOD
Infants and toddlers with visual impairments need assistive technology in early childhood for the following reasons:
Access to communicationAccess to playAccess to literacyAccess to the family computer
AT FOR COMMUNICATION
Smooth Talker
iTalk2 Step Communicator
Communication Builder
T10 by DynaVox Technologies
AT FOR PLAY ACCESS
Power Link
Switch Accessible Light Up Piano
Jellybean Switches
AT FOR LITERACY ACCESS
Perkin’s Brailler Low-vision monocular
Low-tech adapted book
IPAD DISCLAIMER
The iPad is NOT, and will NEVER be, a replacement for human interaction. We are not claiming a causal
relationship between iPad use and mastery of play, language or literacy skills.
WHEN IS THE IPAD APPROPRIATE?
“The iPad is a fabulous learning and teaching and assistive technology tool. Of course, we always need to keep good practice in mind when using it. We always need to consider the student, the environment and the task when picking the best tool for each situation…. And always remember that the iPad is only a tool – we need to make the decisions about how to use it well and it isn’t suitable for everything and everyone.”
-Jane Farral, CCC-SLP, Speech-Language Pathologist, Special Educator and AT Consultant (2011)
ANOTHER IPAD DISCLAIMER
The iPad is not always superior to other Assistive Technology. A thorough AT assessment is always
recommended to determine appropriate device options, e.g.,SETT Framework, FEET Assessment .
LITERACY APPS
LITERACY SKILLS AND THE IPAD
Looking and Recognizing -a child may be able to recognize the picture of her mother in a literacy app on the iPad because of the LED backlight on the screen.
Picture and Story Comprehension- the iPad offers several apps that provide opportunities for a parent and child to create personalized, interactive stories that increase understanding of sequencing events.
Reading Exposure-the iPad offers ways for a child to increase verbal interaction during story time such as babbling in imitation of reading.
PICTELLO
PICTELLO (CON’D) Recommended by Speech-Language Pathologists
and teachers of the visually impaired because of it’s customizable voice over feature (users can record a family member’s voice)
Users can easily create social stories with personal pictures that can help a child transition from one activity to the next within his or her daily routine.
The child activates the voice over feature within the app by touching the picture on the screen
A child with no vision can benefit from this app by touching middle of the screen and activating the text to speech voice over feature.
PICTELLO (CON’D)
PICTELLO (CON’D)
Reflective Question: How would you engage with the child who uses the Pictello app in this play routine?
PLAY APPS
PLAY SKILLS AND THE IPAD
For children with visual impairments, the iPad can facilitate key developmental play skills when incorporated into hands-on activities.
PLAY SKILLS AND THE IPAD (CONT’D)
Basic Cause and Effect- Touching the screen makes the blue lights appear
Fine Motor Abilities - tracing different types of lines or shapes with his or her index finger, swiping to turn a page in an adapted book app
Pretend Play - where a child uses his or her imagination to complete a task or activity within an app
Social/Emotional- a child can take turns completing tasks with in an app with sibling, friend or parent seated beside them
PLAY APPS – CAUSE AND EFFECT
Cause and Effect: Noting a relationship between actions or events such that one or more are the result of the other or others.
iPad play can be a motivating and exciting way for children to solidify their understanding of cause and effect!
What does using play-based apps have to do with communication?
CAUSE AND EFFECT APPS & EARLY COMMUNICATION
Description of Activity
Cause Effect
Sensory Light Box
Independent play
Nonverbal cause and effect
Intentional communication via
use of gesture
Child points to bottle Mom brings bottle
CHOOSING CAUSE AND EFFECT APPS FOR CHILDREN WITH VISUAL IMPAIRMENTS
Troubleshooting: Cause and effect apps and visual impairment
There are so many apps to choose from! How do I choose an appropriate app for my child with visual impairment?
In iTunes, a search for “educational games for kids” returns 1874 results!
Consider: Visual simplicity and high contrast Multisensory feedback Large target areas Auditory reinforcers that are interesting, motivating
and varied Language learning opportunities
TAP-N-SEE ZOO
TAP-N-SEE ZOO (CON’D)
What works? What could be improved upon? How would you make this interactive?
PLAY APPS AND SOCIAL SKILLS
Turn-taking Cooperative play Language stimulation
Parallel talk – describe what child is doing/seeing/hearing (e.g., “you are touching the bear”)
Description – describe what the child is interacting with (e.g., “that’s a yellow giraffe!”)
Repetition – repeat what the child has said (e.g., “oooh!”, “wow!”)
PEEK-A-BOO BARN
PEEK-A-BOO BARN (CON’D)
Recommended by Dr. Christine Roman, a key research expert on cortical visual impairments (CVI)
In order for the child to open the barn door in this app, the child has to maintain visual attention on the red barn, bring his or her hands to mid-line and touch the screen.
The child’s voice over feature models age appropriate speech and language development for the infant or toddler.
PEEK-A-BOO BARN (CON’D)Description of
ActivityCause Effect
Access to skills via touchscreen interface:
Independent play
Cause and effect
Visual motor coordination
Language acquisition
Child experiences farm life as a hands
on experience
Child applies lessons to pretend play
Reflection: How would you integrate the use of real objects or toys into your child/student’s interaction with the Peek-A-Boo Barn app?
PEEK-A-BOO BARN (CON’D)
SKILLS DEMONSTRATED
The caregiver is fostering language development during an age-appropriate play activity.
The caregiver is presenting the child with actual objects that can be touched, bringing the app to life.
The iPad becomes a multi-sensory learning experience between caregiver and child.
EDA PLAY
An app designed specifically in cooperation with specialists in the field of vision impairments.
Four interactive visual task levels and fine motor task levels that can be adjusted depending on the child’s skill level.
The Skills section records the child’s progress over time so parents and caregivers can see how their child has advanced.
The child’s voice in the app gives clear directions and acts as an audio guide for those with significant vision loss or no vision.
EDA PLAY
EDA PLAY (CON’D)
EDA PLAY (CON’D)Description of
ActivityCause Effect
Access to skills via touchscreen interface
Independent play
Direct cause and effect
Visual motor coordination
Sound exploration
Child hears the teacher play drums
Child imitates the sound on the toy
drum when her hand hits the surface
EDA PLAY (CON’D)
Reflection: What are some other ways you could socially engage your student or child using the EDA Play app?
EDA PLAY (CON’D)
Can be used to teach a child the proper way to use a dome magnifier to visually follow a line for
pre-literacy and literacy activities.
EDA PLAY (CON’D)
For the child learning to use a telescope, consider holding the iPad at a distance and have the child
follow the movement of the train across the screen.
COMMUNICATION
AUGMENTATIVE & ALTERNATIVE COMMUNICATION APPS
AAC: The use of modes of communication other than speech to supplement or provide an alternative for spoken communication.
Communication involves TWO (or more) people and is inherently interactive.
The focus of this webinar is on symbol-based apps for children who are preliterate.
TALKBOARD
What went well? What challenges occurred during this activity? How did this child feel about using AAC?
TALKBOARD (CON’D)
Consider: Cell border Cell background color Visual simplicity
Helpful accessories: Keyguards
Give access to a larger number of messages while limiting “miss-hits”
Provide tactile cues (a user can find a desired button “by feel”)
Must be customized for specific apps Switches with bluetooth interface
Typically used when direct access (i.e., touching the screen with a finger) is not an ideal option
MAKING A COMMUNICATION BOARD
This is a less-than-perfect communication board made with TalkBoard. Notice the cluttered background, small picture size, and
lack of highlighted cell borders.
MAKING A COMMUNICATION BOARD (CON’D)
The same communication board, with a few tweaks. What has been changed? How could this board be improved further?
MAKING A COMMUNICATION BOARD (CON’D)
ACCESSIBILITY AIDS: IPAD KEYGUARDS
www.logan-technologies.co.uk
www.laseredpics.biz
www.laseredpics.biz
This iPad user can rest her hand on the screen of the iPad
without accidentally hitting any buttons.
For some children, direct access (i.e., touching the screen of the iPad) is not the best option due to motor and/or visual impairment
Switches can allow for improved access to play/literacy/AAC apps Consider:
multisensory input (visual/auditory/tactile) switch size touch pressure
Bluetooth switch interface required (e.g., Bluetooth Switch Interface by R.J. Cooper; Blue2 Switch by Ablenet, Inc.)
Large Lens Switch (Enabling Devices) Big Red Switch (Ablenet, Inc) Switch & Glow (Enabling Devices)
ACCESSIBILITY AIDS: SWITCHES
SUMMARY
The iPad can be a fantastic tool for building literacy, play and communication skills when it is incorporated into motivating and meaningful interactions between caregiver and child.
Consider app features and accessibility aids when using the iPad with young children with visual impairments.
RESOURCES
iPad keyguards: www.laseredpics.biz www.beyondadaptive.com
Jane Farrall Consulting: www.janefarrall.com Perkins School for the Blind: www.perkins.org Robinson, N.B. & Sadao, K.C.: Assistive Technology
for Young Children: Creating Inclusive Learning Environments. Brooks Publishing, 2010.
AT Evaluation Models: SETT: Student, Environment, Tasks & Tools
http://www.joyzabala.com/ FEET: Functional Evaluation for Assistive Technology
Available at nprinc.com
RESOURCES (CON’D)
Adapted Innovation Blog: An AT Resource adaptedinnovation.blogspot.com
Adapted Innovation Facebook Page www.facebook.com/adaptedinnovation
Julie Johnson’s Scoop It page www.scoop.it/julie-ann-johnson