# data[].attributes.body
This cite is used to create Blogs! This can be good for students who want to share stories, create safe environments to express their feelings using technology.

# data[].attributes.attachment_link.title
Your website, your business, your future｜Wix.com

# data[].attributes.attachment_link.description
It starts with a website. Build on a platform that gives you the freedom to create, design, and grow online exactly the way you want.

# data[].attributes.body
This is a great resource to learn about teaching Core Vocab with devices such as an AAC.

# data[].attributes.attachment_link.readable_text
Among the many changes that the AAC field has experienced in the last decade is the notion that core vocabulary is (or should be) an integral part of any AAC system. We grew to understand the limitations of AAC supports that consist primarily of nouns and descriptors, realizing that those kinds of communication displays restricted our clients to requesting and labeling. Our field realized the inadequacy of providing only prestored messages (e.g., limited the client's ability to communicate anything novel, not flexible enough to meet most communication needs, etc.). In essence, we realized that without core vocabulary, we were imposing a ceiling on language development.

We're thrilled to see so many communication boards, books, SGDs, and AAC apps reflect this knowledge. Having tools with the appropriate vocabulary is a big step in the right direction. But to really shatter the ceiling of language development, we have to be good at teaching the use of core language. Teaching words like 'it,' 'do,' and 'not' is a lot different than teaching words like 'cookie' and 'bubbles.' It's no wonder that SLPs struggle with this: It's not easy to teach abstract concepts and most core words are a lot more abstract than the nouns, verbs, and descriptors we focused on 10+ years ago.

This month, we're focusing on ways to teach core language. We'll start off with some basic principles and the move into applying teaching strategies to lists of core words.

In November, we introduced the framework we use for semantic intervention in AAC that included:

1. Introducing the new word(s) using focused AIDED language stimulation;

2. Teaching the new word(s) with explicit instruction activities;

3. Elaborating on the new word meanings with engaging practice activities;

4. Providing repeated exposure to the new word(s) on an ongoing basis; and,

5. Checking for understanding and reteaching, as necessary.

That same approach works here, but there are some special considerations in implementation. Activities for explicit instruction of words like 'have,' 'some' and 'you' are a bit different than activities for teaching words like 'music' and 'Play Doh.'

Here are some thoughts to get us started.

- We approach this pretty much the way we do with speaking children. We model language slightly above their current abilities, right? So with our AAC learners, we provide AAC tools that allow us to do the same thing. If he knows or uses about a dozen words, then I might start with AAC tools that have about 18-24 words. That gives me room to use it to talk to him and provide receptive exposure to words that he doesn't yet know. Some of them are the next words that we're planning to teach. Think of it as a ladder. If you don't provide access to the next rung, he won't be able to climb. If I only provide access to the words he knows now, how will he ever learn new words?

Teaching core language, the basic set of words we all use to get through our daily lives, can take more thought and planning but the payoffs are huge. Do you have tips for teaching this type of vocabulary? We'd love to hear them!

Donnellan, A. (1984). The criterion of the least dangerous assumption. Behavior Disorders, 9, 2, 141-150.

This post was written by Carole Zangari

# data[].attributes.attachment_link.description
Among the many changes that the AAC field has experienced in the last decade is the notion that core vocabulary is (or should be) an integral part of any AAC system. We grew to understand the limitations of AAC supports that consist primarily of nouns and descriptors, realizing that those kinds of communication displays restricted our clients to requesting and labeling.

# data[].attributes.body
This is a wonderful resource for educators to use to learn more about teaching students with significant cognitive disabilities and complex communication needs.

# data[].attributes.attachment_link.readable_text
Harold is an observant and active high school senior. Jade is blind and has severe intellectual disabilities. Jeffrey is an elementary student who has complex physical needs. Nathan is an enthusiastic and energetic preschool student. Do you know a Harold, Jade, Jeffrey, or Nathan?

# data[].attributes.attachment_link.title
Project Core - A Stepping-Up Technology Implementation Grant Directed by the Center for Literacy and Disability Studies

# data[].attributes.attachment_link.description
Harold is an observant and active high school senior. Jade is blind and has severe intellectual disabilities. Jeffrey is an elementary student who has complex physical needs. Nathan is an enthusiastic and energetic preschool student. Do you know a Harold, Jade, Jeffrey, or Nathan?

# data[].attributes.body
This is an awesome cite that includes MANY different activities you could do with your students who have ASD.

# data[].attributes.attachment_link.description
FREE Autism Resources for Parents, Teachers, and Educators by InfiniTeach. Includes Academic, Aquarium, Behavior Supports, Communication Supports, Community, Daily Living, Games, Independent Leisure, Internet Supports, Math, Preacademic, Reading, Science, Seasons, Social Guides, Visual Organizers.

# data[].attributes.body
This it a cite that can be used to help with using interactive whiteboards and how to engage them for students with any disabilities.

# data[].attributes.attachment_link.readable_text
Can we talk seriously about interactive whiteboards in the special education classroom?  I have a big love-hate relationship with them.

I soooo love their potential.  But I am so tired of seeing them used as giant TVs.  So often they aren’t used as interactive tools. Instead, they just play YouTube videos.  Videos are, by their nature, usually NOT interactive.

Can you tell this has been bothering me for a while?  I know how much everyone pines for an interactive whiteboard.  It is, after all, the 21st century and it certainly does seem like we should be moving toward using technology throughout the day.  But just showing a video on a whiteboard isn’t advancing us to the future. It’s bringing back the past with a bigger screen.

That’s not to say you can’t use it to show videos and that some videos are useful.  They are great for showing video modeling. But then we stop and have the student follow the model–not just watch it passively.

Let’s face it, most of our students are not passive learners.  Well, except for those video game and cartoon phrases you hear repeatedly, right?  But just watching a video in morning meeting of a song is not teaching them a concept.

So, today I’m talking about the Dos and Don’ts of interactive whiteboards in the special education classroom.  It’s based on what I often see when walking into classrooms and ways you can use them effectively with your students.

Trust me, there are a whole lot of ways we can use them and they are dynamite tools to have in our arsenal.  And they have even more potential because our students are often so drawn to watch the screen. The key is to make it a learning activity, not just watching.

Do and Don’ts of Interactive Whiteboards in the Special Ed. Classroom

Don’t

1. Don’t just watch videos without engaging with the board

The whole point of the technology is for it to be interactive.  Passively watching a bunch of videos that no one expects you to engage with is not interactive.

2. Don’t use interactive activities above the level of most students.

I see this happen most frequently with morning meeting and calendar time. Only one student in the classroom might know the calendar well enough to put the right day and date in the right place so that student operates the whiteboard each day.  And the rest of the students watch but don’t really learn how to do it for themselves or even what it means.

3. Don’t lose time cueing your programs up.

Instead, put this task into your zoning plan so the whiteboard is ready to go when your students get there. Remember that downtime is not your friend, and when students have to wait for you to get the software running, it’s downtime for them.

4. Don’t use programs only the teacher controls.

I see this one frequently when the whiteboard is used in situations like preschool classes.  If only the teacher is interacting with it, the interactivity is not really benefiting the student.

5. Don’t use the whiteboard just to fill time.

Make sure that your plans for your interactive whiteboard activities align with the goals for the students. Integrate them into your lesson plans.  Don’t just use them as time keepers or presentations.

DO

1. Do use manipulatives to augment interaction with the students.

The fact is that not every student can interact with the whiteboard at the same time.  And our students typically do best when they have something tangible to engage with during the activity.  So, even though you are using the whiteboard, have actual manipulatives, like visuals for songs or books, for the students to use.

2. Do make videos of your own for video modeling.

Video modeling is an evidence-based practice. Interactive whiteboards can be a great way to present the video model to the whole class or just to one or a small group of students.  Let them watch it multiple times, rewind it and use it as they want. If you have a tablet hooked up to the whiteboard, you might consider giving a student access to it to control the video.  You can get tips on how to use video modeling here.

3. Do use it for interactive programs the students use.

For instance, if you use Unique Learning System, present the lesson on the whiteboard.  If you use Teachtown, use it with the white board.  Use it to demonstrate lessons. Use it to present the model of the art project.

4. Do have multiple students interact with the board.

Interactive whiteboards are tough because only one person can touch them at a time.  So, in a group activity, plan out multiple “helper” opportunities for student to interact with it.  Set it up so that each student answers questions on it, makes choices on it, and / or writes on it to interact with it in some way.

5. Do use it to present group lessons in limited quantities.

They are great for brain breaks for 5 minutes or so of exercise and movement.  But use it sparingly this way or it becomes just like a TV. And if you do that, consider having students make choices on the board by touching a picture or word.  This makes it more interactive than passive.

Ideas to Try With Interactive Whiteboards

I am not the expert on interactive whiteboards and I haven’t spent a ton of time with them.  However, I recognize the potential they bring to the classroom if we use them well. Some strategies that I’ve seen that have worked well in special education classrooms include:

Using them to show the model art activity for the ​​​​student to follow

Demonstrating processes like math problems for the class

Presenting the Unique social studies or science lesson and then having the students follow with the activity for comprehension.

chevron-circle-rightUse them to present News2You lessons

chevron-circle-rightVideo modeling and then practicing or role playing the activity

chevron-circle-rightHaving students look up things online using the tablet or computer and sharing it with the class

chevron-circle-rightUse it as an interactive choice board for activities where students put their names or pictures on the activity of his/her choice

chevron-circle-rightPresent PowerPoint interactive social stories to the class (have students interact to change the slides / page, match picture to picture)

chevron-circle-rightUse books from Tarheel Reader to have students take turns reading from the projector.

Not all of those examples are interactive, but they do serve an interactive purpose within the classroom.  I know there must be lots of great ideas out there about how to use them effectively for instruction. Share them in the comments!!

Looking for visuals to supplement Your Whiteboard?

Click the images below to check them out in my store!

Until next time,

# data[].attributes.attachment_link.title
Use Interactive Whiteboards the Right Way in Special Ed

# data[].attributes.attachment_link.description
Interactive whiteboards are awesome tools to use in the special education classroom, if we use them effectively.

# data[].attributes.body
This can be a great resource for students to better develop their language arts skills.

# data[].attributes.attachment_link.title
Between the Lions Early Reading | PBS LearningMedia

# data[].attributes.attachment_link.description
Here are segments selected from Between the Lions, the series that helps kids "Get Wild About Reading!" This special collection provides a set of early Reading/Language Arts resources, organized by early elementary and preschool literacy skills.

# data[].attributes.body
This is a blog full of resources that educators can use in their classroom with their students who have ASD.

# data[].attributes.attachment_link.description
Resources, tips, and materials to help you, help children with autism

# data[].attributes.body
This is a great article used to help educators teach joint attention using robotics.

# data[].attributes.attachment_link.title
Teaching joint attention to children with autism, by QTrobot for autism

# data[].attributes.attachment_link.description
There are various methods for teaching joint attention to children with autism. QTrobot for autism, uses engaging games to teach such social skills.

# data[].attributes.body
This is a virtual book creator website that is great for working with kids in typing about their interests.

# data[].attributes.attachment_link.title
Book Creator - Love Learning - Book Creator app

# data[].attributes.attachment_link.description
Teachers love it. Students love it. Book Creator is the simplest, most inclusive way to create content in the classroom.

# data[].attributes.body
This resource can be used to help educators learn about the use of robotics and how/if it can help your students become more engaged.

# data[].attributes.attachment_link.readable_text
Holding the 10-year-old boy by the hand, occupational therapist Krista Stephens leads Joshua into her classroom, where a two-foot-tall talking robot awaits them.

"You ready to work with Milo?" asks Stephens, guiding Joshua to a seat at a small table where he and Milo the robot practice standard greetings and social behaviors that would seem basic for most children-but not for autistic kids. "Say hi to Milo," Stephens prompts, as Joshua reaches to touch the robot's hand when it waves to him, then mimics the wave with his own hand. "Say hi to Milo," Joshua repeats.

Fourth grader Joshua is one of 10 autistic students working with Milo at Lester Elementary, a 445-student school in Florence, South Carolina, where one in four students is autistic. Sixteen districts in the state are test-driving Milo as part of a three-year pilot with the state Department of Education that will determine if there's enough student benefit to bring the robot to more schools.

Released in 2013 by RoboKind, Milo features voice-activated lessons that aim to bolster autistic students' communication, social and emotional, and behavioral skills. Alongside an educator, students work through modules like identifying emotions and expressing empathy following Milo's verbal prompts and facial cues. In a session, Milo's face may move through a range of expressions-angry, sad, happy, frustrated-his head and boy-like body will turn from side-to-side, and he will even dance sometimes for correct responses.

Assistive technology like Milo is becoming increasingly commonplace in schools as educators grapple with new ways to help autistic students who struggle to communicate with people, but seem to interact more easily with technology. Early studies have found that tools like robots can pique the interest of autistic children, improving engagement in therapy sessions and teaching them skills and behaviors that they apply in everyday situations-and, in some cases, with the people in their lives, connecting them more intimately to parents, siblings, and peers.

"The benefit we get with technology is that we're bringing something into a child or young person's world that actually works for them and with them," said Sue Fletcher-Watson, a senior research fellow at the University of Edinburgh in Scotland, who conducts research on tech-based interventions for autism. "It isn't constantly making demands on them to be more like us, to be less autistic."

'It Won't Work for Everyone'

A small city of 38,000 people, Florence is just over an hour from Columbia and two from Charlotte, North Carolina. Self-effacing locals jokingly tell visitors it's near South of the Border, a kitschy old roadside attraction that hugs the North Carolina-South Carolina state line.

While suburban development and big-box retail ring the city, Florence's downtown is starting to hold its own, says Cassandra Guerrero, Joshua's mother, who is helping some of the fledgling businesses with their social media marketing. Guerrero, a single parent, says the flexible hours she has while working from home help her care for her son, who was diagnosed with autism at the age of 3.

"He was progressing normally, if not advanced, up until his second birthday, and then like clockwork, it just stopped," said Guerrero, who is also autistic. "I started seeing a lack of eye contact, a lack of speech progression."

The onset of Joshua's autism at age 2 to 3 isn't unusual-it's a common age for the diagnosis and represents a critical window for intervention. Since 2004, the number of children diagnosed with autism has more than doubled, to one in every 59 children, according to the Centers for Disease Control and Prevention (CDC). That dramatic increase has been followed by an equally rapid influx of tech-based tools to assist autistic children. There are now glasses that read facial expressions, virtual and augmented reality experiences, text-to-speech and speech-to-text devices, and hundreds-if not thousands-of apps.

The encouraging news comes with a catch, though: The speed with which technology is released is far outpacing the speed of research, says Matthew Goodwin, a researcher and associate professor at Northeastern University. That leaves a lot of unknowns about the effectiveness of particular tools-including robots.

So far there are promising studies showing that tech tools like Milo can improve autistic kids' communication and engagement. A study released last summer by Brian Scassellati, a Yale University researcher, concluded that autistic children who used a robot in home-based therapy sessions for a month improved their eye contact, social skills, and interactions with a parent or therapist, for example.

But Goodwin notes that a lot of the research on tech-based autism interventions uses small sample sizes and focuses on autistic children who have more advanced social skills and "can cope with being in a strange place with strange people for ill-defined periods of time doing tasks they've never done before." The research is lacking on children who struggle and need interventions the most, he says.

"The science is really still quite young on autism, and it's a very complicated condition-there are a lot of individual differences among the population," said Goodwin. "Saying any one thing is going to work for everyone-I guarantee you it's not going to."

Consistency and Repetition

Researchers suggest that it's often a trial by fire for parents and educators who must try a number of things before finding something that works-if they ever do. Regardless of the tool or approach, tailoring services to each child's interests and needs is typically the best strategy.

At Lester, Joshua has been fortunate to access a range of supports, including one-on-one instruction, speech therapy, social skills training, and access to Milo, which he started using in weekly sessions this school year. Among students using the robot at Lester, parents and educators report overall improvements in the students' time on task, self-regulation, and communication skills, though gains differ by student.

"We've seen students respond to Milo where they might not respond to another adult," said Brian Denny, the district's director of programs for exceptional children, who attributes the robot's impact to consistency and repetition-two things that research shows autistic children respond to well. "Children with autism, they pick up on human affect, on the inflection in voices, but the way Milo responds doesn't change."

Already, Guerrero says she's noticed Joshua using more complete sentences-rather than resorting to one- or two-word phrases or pointing at pictures to make a request. Parent Audrey Hartley says her 6-year-old son Nathaniel's speech has "improved drastically," and that recently she's noticed that "he's starting to understand his emotions."

Skepticism and Simple Alternatives

But due to the limited research on tech-based interventions, there is some skepticism about the capabilities of assistive tech tools like Milo to treat autism. On the practitioner side, there is also concern among educators about gradually being replaced by automation, while others may fear that the technology will rapidly advance beyond their training.

The assistive products don't come cheap, either-Milo retails at around $7,500, and the software the robot runs on needs to be regularly adapted, making it an expensive acquisition for cash-strapped school systems.

In New York City's District 75, a 25,000-student district composed entirely of special needs students, staff have sometimes found that simpler, highly adaptable tools like iPads work best, according to Leslie Schecht, the district's director of technology. Schecht-who emphasizes that technology has been a critical resource in helping her district's students communicate-warns districts against buying the latest shiny new toy.

"The biggest misconception districts have is that tech companies know your students better than you do, and the biggest misstep is to buy the technology first and make the student accommodate the choice," she said.

Researchers advise school systems against seeing technology as a way to deal with staffing constraints or as something that can work as a stand-alone. Goodwin says that while tech tools can be a gateway to learning new skills and behaviors, many of the benefits rely on educators who can integrate the tool thoughtfully into instruction. In other words, technology should not be seen as a replacement for a great teacher or therapist, but it can be a way to break the ice with a student who struggles to engage.

To occupational therapist Stephens back at Lester, Milo is no cure-all, but it has been a valuable tool to assist her work.

"It's a challenge every day to try and get my students to sit, focus, answer questions, and do a task," says Stephens. "So if I can get Milo to help me with that, that's just as good for me as a written activity, a fine motor activity, or a gross motor activity. For me, he's another way to reach my kids."

# data[].attributes.attachment_link.title
Can a Robot Help Autistic Children Connect?

# data[].attributes.attachment_link.description
Holding the 10-year-old boy by the hand, occupational therapist Krista Stephens leads Joshua into her classroom, where a two-foot-tall talking robot awaits them. "You ready to work with Milo?" asks Stephens, guiding Joshua to a seat at a small table where he and Milo the robot practice standard greetings and social behaviors that would seem basic for most children-but not for autistic kids.

# data[].attributes.body
This is an awesome video/resource about using games foster social interaction.

# data[].attributes.attachment_link.title
Using video games to foster community and social interaction | Stuart Duncan | TEDxYorkU

# data[].attributes.attachment_link.readable_text
Using video lessons and an instructional avatar creates an inclusive educational experience for students with autism spectrum disorders.

In the age of digital literacy, educators have to find balance between traditional teaching methods and the integration of digital materials. The balance is particularly important for students with disabilities.

One useful technological tool that research has shown is effective is video-mediated instruction (VMI). VMI capitalizes on the visual processing strengths of students with autism spectrum disorders. VMI helps to seamlessly integrate direct instruction and video modeling techniques. Video modeling is an evidence-based teaching method whereby an individual watches a video of someone completing an activity and imitates the activity.

All of the students at our school, the Center for Discovery, have been diagnosed with intellectual/developmental disabilities and complex medical conditions, secondary to a diagnosis of autism spectrum disorder. The students, ages 5 to 21, thrive in highly structured, predictable environments. Changes in schedule, location, or instructor cause a significant increase in anxiety, often resulting in behavioral overreactions of avoidance or, in some cases, aggression.

A traditional science fair would overwhelm our students' sensory systems, but we used VMI to create a virtual science fair for an individualized, inclusive, and collaborative learning experience.

Creating the Fair

The virtual science fair consists of a series of lessons and labs that can be accessed at any time using a tablet, computer, or interactive whiteboard. Each experiment addresses a different topic, and teachers have the flexibility of accessing the labs collaboratively or at their own convenience.

Using a free web service, we created a teacher avatar who captivates the audience and introduces the experiment for each lab. The virtual teacher provides directions to the class and guides them through each step of the procedure.

The video clips incorporate multiple video modeling techniques. We used basic modeling, or a recording of someone other than the learner engaging the skill, as well as point-of-view modeling, where the target skill is recorded from the perspective of the learner. We also used video prompting, which breaks the task into smaller steps with built-in pauses for the learner to watch and practice.

Timing and Pacing

Step-by-step guidance in each lab includes built-in pauses to allow the learner to easily follow along. By chunking the video, the teacher is able to reduce the cognitive load as the learner processes information. This provides the student with additional time to complete each step.

We embedded question-and-answer segments into the video using the free web service Edpuzzle. Participants can be prompted to answer multiple-choice, short-answer, or fill-in-the-blank questions throughout the activity. The video will not continue until the student chooses the correct response. Students are able to replay sections of the video lesson and try again if they answered incorrectly. The results of these questions can be sent to the teacher, providing additional progress monitoring opportunities.

A virtual lab experience motivates students by providing clear and concise directions. It increases students' attentiveness and independence. Each step of the experiment has a concrete beginning and end, taking away some of the ambiguity that can occur when teaching abstract concepts and higher-level thinking skills.

Students are able to see each step clearly and replay the step if needed for further explanation. The lessons provide flexibility in the classroom and school that would not otherwise be possible. Teachers are able to pause and resume the lesson as well as play and repeat to practice skills.

Including Everyone

Today's classroom includes many differences in learning styles and abilities. Differentiation within a lesson is often achieved by grouping students by level. The virtual science lab provides an equalizer, as students can work in groups regardless of level, following along with the same video and lesson and then completing assessments that address individual needs in individual devices. This makes it possible to group students together regardless of ability.

VMI fosters additional opportunities for social development in the classroom. For students with social anxieties typical with the diagnosis of autism spectrum disorders, it can be challenging to attend to a live person or make eye contact. With VMI, the student is able to focus on the avatar and video, which allows the lesson content to become the focus. This further fosters social development by giving students the opportunity to work side-by-side or in a group. For many students, this may be a comfortable way to build up tolerance for social interaction and form friendships.

The Teacher's Role and Growth Mindset

In contrast to a traditional lesson where the teacher demonstrates and explains the experiment, in VMI the avatar fulfills this role. The teacher can foster a greater sense of self-efficacy by supervising students and providing assistance or prompting as needed. Students follow along with the lesson with greater independence and improved self-esteem.

Without VMI, students often rely on prompting and encouragement to move through each step of a lesson. VMI avoids prompt dependency by giving even the most reluctant students time to complete each step. Video mediated activities give students the opportunity to make mistakes and learn from those mistakes during the lesson. Allowing students to analyze their own outcomes and persist through challenges helps cultivate a growth mindset. When the avatar takes the stage, teachers can focus on celebrating even the smallest successes and the frequency of all achievements.

# data[].attributes.attachment_link.title
The Benefits of Video-Mediated Instruction

# data[].attributes.attachment_link.description
Using video lessons and an instructional avatar creates an inclusive educational experience for students with autism spectrum disorders. In the age of digital literacy, educators have to find balance between traditional teaching methods and the integration of digital materials. The balance is particularly important for students with disabilities.

# data[].attributes.attachment_link.readable_text
New technologies have created opportunities and higher expectations for full inclusion of individuals with autism into all aspects of society, beginning with the classroom. Access to assistive technology can serve as a pathway to general education classrooms and a way to improve critical skills.

Assistive technology means 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 functional capabilities of individuals with disabilities. Federal law requires that school districts identify the assistive technology needs that would benefit your child in his or her Individualized Education Program (IEP). Understanding your rights under the Individuals with Disabilities Education Act (IDEA) is crucial in securing the appropriate assistive technology for students with autism.

If it is determined by your child's IEP team that assistive technology is required to benefit his or her education, the school district is responsible for providing those devices and services. When developing your child's IEP, or during the yearly IEP team meeting, it is important for you to insist that assistive technology devices and services be included in the written IEP. No matter what form of AT is used by the IEP team, the law requires that the assistive technology needs of the child must be considered.

Here are a few quick facts to keep in mind when determining assistive technology needs in IEP meeting:

Lack of availability of cost cannot be used as an excuse for denying assistive technology devices.

Lack of teacher training cannot be used as an excuse for denying assistive technology devices.

A child is allowed to take a device home if it is needed to enable him/her to benefit from his/her educational program as determined by the IEP team

Training of teachers' aides and the student can be listed in the IEP as assistive technology services

Parents have a right to disagree with the school's decisions concerning assistive technology

If the IEP team is unable to determine what assistive technology services best enable your child, then a formal assistive technology evaluation may be needed.

This evaluation should be performed by a qualified professional in a timely manner. The school system may choose to use its own personnel to conduct the evaluation. However, if you disagree with the recommendation of the evaluation, you have the right to an independent evaluation at the school district's expense. If differences arise, try to resolve them by meeting with the IEP team first. Procedures for taking more formal action vary state by state.

For more information on the dispute resolution process, see Autism Speaks' IEP Guide.

# data[].attributes.attachment_link.title
Know Your Rights to Access Assistive Technology | Autism Speaks

# data[].attributes.attachment_link.description
New technologies have created opportunities and higher expectations for full inclusion of individuals with autism into all aspects of society, beginning with the classroom. Access to assistive technology can serve as a pathway to general education classrooms and a way to improve critical skills. Assistive

# data[].attributes.attachment_link.readable_text
Free or low-cost tools can help all students-with and without learning differences-better access course content.

Teachers put a lot of time and effort into designing classroom activities that encourage students to read, write, communicate, play, move, and socialize. They strive to ensure that all students have opportunities to grow and learn, but children with disabilities can face barriers to their participation in classroom activities. To lower those barriers, teachers can access a set of tools-collectively called assistive technology-that have been designed to help these students participate fully and naturally in inclusive learning environments.

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 functional capabilities of individuals with disabilities." AT includes a wide variety of no-tech, low-tech, and high-tech tools. Some assistive technology tools cost nothing, and others can be fairly inexpensive. Many teachers are using some tools that function as AT-even if they don't think of them that way.

Simple Ways to Incorporate Assistive Technology

Closed-captioning in videos: Adding or turning on closed-captioning in all videos, including YouTube and GoNoodle, assists students in making connections between text and audio representations of language. Captioning is an assistive technology tool that is free and easy to use: simply push the CC button underneath a video.

Closed-captioning provides missing information for individuals who have difficulty processing speech and auditory components of visual media. It is crucial for students who are hard of hearing and can support students' reading skills.

Graphic organizers: Graphic organizers are a no-tech AT tool that offers a simple, effective way to provide writing support to elementary, middle, and high school students who have dysgraphia, executive function challenges, and other learning challenges.

Students with executive function challenges who struggle with organization, for example, can benefit from the visual organization of their thoughts and ideas, and graphic organizers "clarify implicit relationships contained in the text in a way that text alone may not." Likewise, students with dysgraphia -which affects handwriting and fine motor skills, word spacing, and the general ability to put ideas and thoughts onto paper-can benefit from graphic organizers.

This tool can help struggling writers show what they know and organize their thoughts before they start to write, which can make writing less intimidating. Having printed graphic organizers available in your classroom for all students is an easy way to provide an assistive technology tool to struggling writers of all ages.

Classroom seating: To help students focus their attention in order to learn, it's helpful if teachers are able to provide a variety of seating options in the classroom. Examples of supported seating include beanbag chairs, yoga balls, wobble stools, carpet squares, and wedges for active sitting, which is "seating that naturally encourages us to stay in motion, rather than passively relaxing into a slouch or attempting to rigidly hold a 'correct' pose."

My daughter's fifth-grade classroom has a variety of seating options, and one of her favorite seats looks like an old wooden train bench with pillows. Her third-grade classroom had a reading corner with beach chairs. Metal chairs arranged in rows don't need to be the only seating choice in our classrooms, and involving students in the seating design process-by having them help arrange the room or develop the norms for using the options, for example-can create excitement and engagement.

Visual timers: Time can be abstract for students with executive function challenges or autism. Students may become anxious when a teacher says, "You have 10 minutes left to work on this test." Using a visual timer-a device that makes the concept of time easier to understand and monitor by providing a clear indication of the time remaining and elapsed for tasks-can help students prepare for transitions and ease test anxiety as they are able to see at a glance how much time is left.

Teachers can place a physical visual timer on their desk or elsewhere at the front of the classroom, or project one on their interactive whiteboard during timed class activities, projects, or tests.

Speech-to-text software: Students with print disabilities such as dyslexia can struggle when producing written assignments. However, if your classroom uses Google Docs, all of your students-those with and without disabilities-have access to an important free tool called voice typing, which is found under the Tools tab. (Dragon Dictation and VoiceNote are similar tools that are also worth trying.)

Speech-to-text is a form of assistive technology that allows students-and teachers-to dictate into their computer and watch their words appear as text on the computer screen, without typing. I've found that students with and without disabilities like using this tool.

Teachers may want to create a space for voice typing in a corner of the classroom, where classroom sounds won't be picked up by the computer microphone. If all students have the opportunity to rotate through this area, voice typing should not carry any stigma.

# data[].attributes.attachment_link.title
Easy Ways to Bring Assistive Technology Into Your Classroom

# data[].attributes.attachment_link.description
Free or low-cost tools can help all students-with and without learning differences-better access course content. Teachers put a lot of time and effort into designing classroom activities that encourage students to read, write, communicate, play, move, and socialize.