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Michael could use this to get used to AAC. The raised shapes help with his low vision. There are a few, simple phrases to start with to see if we can gain some consistency.

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Designed especially for the visually impaired user, this communicator features brightly colored plates with raised designs and adjustable activation time (1-12 seconds) that gives users time to recognize and activate their message. Features 6 levels for a total of 36 messages and a total record time of 300 seconds, 7 seconds per message. Comes mounted on a Lazy Susan.

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Totally Tactile Communicator | Enabling Devices

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Designed especially for the visually impaired user, this communicator features brightly colored plates with raised designs and adjustable activation time (1-12 seconds) that gives users time to recognize and activate their message. Features 6 levels for a total of 36 messages and a total record time of 300 seconds, 7 seconds per message.

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When Michael is using his ipad we can use text to speech technology. For example, he can read independently during class with headphones and the words are read to him.

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Csapó, Á., Wersényi, G., Nagy, H., & Stockman, T. (2015). A survey of assistive technologies and applications for blind users on mobile platforms: a review and foundation for research. Journal on Multimodal User Interfaces, 9(4), 275-286.

Cunningham, R. T. (2011). Understanding Synthetic Speech and Language Processing of Students With and Without a Reading Disability (Unpublished doctoral dissertation). University of Toronto, Toronto.

Dalton, B., & Strangman, N. (2006). Improving Struggling Readers' Comprehension Through Scaffolded Hypertexts and Other Computer-Based Literacy Programs. In M. C. McKenna, L.D. Labbo, R. D. Kieffer, & D. Reinking, International handbook of literacy and technology (Vol 2) (pp. 75-92). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

Draffan, E. A., Evans, D. G., & Blenkhorn, P. (2007). Use of assistive technology by students with dyslexia in post-secondary education. Disability and Rehabilitation: Assistive Technolog y, 2(2), 105-116.

Forgrave, K. E. (2002). Assistive technology: Empowering students with learning disabilities. The Clearing House, 75(3), 122-126.

Meyer, N. K., & Bouck, E. C. (2014). The impact of text-to-speech on expository reading for adolescents with LD. Journal of Special Education Technology, 29(1), 21-33.

Montali, J., & Lewandowski, L. (1996). Bimodal reading: Benefits of a talking computer for average and less skilled readers. Journal of learning disabilities, 29(3), 271-279.

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Learn the basics about text-to-speech, what the research says about how well it supports comprehension, tips on how to get the most out of the technology, and a short list of recommended text-to-speech tools.

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This is a short demonstration of a student and teacher using the Totally Tactile Communicator. I think we will start with recording Yes and No and see how that goes with Michael.

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Watch Totally Tactile Communicator #2046, Special Education, Elementary, Language Arts, Speech Videos on TeacherTube.

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I LOVE this Apple Orchard idea! We can work on something like this for Fall. It's a great example of multi-sensory learning and helping Michael to access the material in a fun and tactile way.

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Innovation in Teaching Competition: Jamie McFarland from Rock Springs Elementary School, Day 2