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Early Intervention Technical Assistance Portal

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Augmentative and Alternative Communication - Early Intervention Technical Assistance Portal

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Featured Professional Development & Resources View library of courses Trialing and Acquiring a Device in Pennsylvania Navigating how to trial and acquire an augmentative and alternative communication device in Pennsylvania is a multi-step process. Check out this great resource that outlines each step that professionals and families take together, in addition to providing easy-to-use, immediate ...

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Early Childhood Assistive Technology

The Benefits of Screen Time for Young Children

Before the increased use of computers, smart phones, and tablet devices, screen time was defined as passively sitting in front of a television. Today, newer technologies are evolving and advances happen quickly. There is anecdotal evidence showing that screen time can have a positive impact for all children. However, it should always support positive parent-child relationships.

Apps Reinforce Learning

For some children with disabilities, technology can give them a voice in the form of an augmentative and alternative communication (AAC) system and open new doors of possibility. For others, it can provide resources that help children anticipate what is coming next and what is expected of them.

Additionally, there are countless applications that enhance and reinforce learning, social skills, play, and language and communication.

Technology Can Be Motivating

Digital, interactive media - such as applications or devices - can be highly motivating. It can boost skill development when used in appropriate amounts and with appropriate supervision.

PACER's Simon Technology Center provides guidance for early childhood educators on the use of technology in ways that support young children's cognitive, social, emotional, physical, and linguistic development.

Balance is Key

Face-to-face interaction between parents and children is very important. All children should have many opportunities to play and explore when tablet or smart phone screens are turned off.

Finding a way to balance the use of technology may be challenging for some families. Below are a few tips to try:

Use technology purposefully for learning.

Choose apps or devices based on the content. Contact PACER's Simon Technology Center for information about those that can support your child's development.

Connect the content in apps and activities to a child's real life experiences. If your child enjoys an app with the ABCs, point out letters while at the store and sing the songs played in the app.

Create rules and structure around technology use. Have technology-free areas and limit technology use to certain times of day. (An exception to this would be for children who use technology as their method of communication or to reduce anxiety.)

Model responsible technology use by following the same rules! If your children aren't allowed to use technology during dinner, make sure you put your devices away, too.

Maximize the time you already use technology to connect with other parents online, or follow blogs of parents or professionals using similar technology. Search Facebook or Pinterest for activities to enjoy with your kids when the screen turns off.

Technology is One Tool

Mobile devices contain features that provide children and adults a wealth of educational and engaging material to which they may not otherwise have had access due to physical, behavioral, or social limitations.

These devices can do things as complex as providing a way to communicate and as simple as being a conversation starter between children. Technology is a tool, and like any tool its effectiveness and value is determined by how it is used.

Take It Out for a Test Drive at PACER's A.T. Lending Library

For children and young adults with disabilities, discovering the right assistive technology (AT) can be life-changing. Thanks to the resources of the Lending Library at PACER's Simon Technology Center (STC), families and professionals can learn about the latest technology and take it home for a trial run. Lending library members can borrow as many as six items at a time for as long as four weeks.

An online catalog - AT Finder - enables members to search items available for loan. Categories include software for reading, writing, math, independent living skills, apps, and more. AT devices include touch screens, switches, alternative keyboards, and communications devices.

The library has a wide range of mobile AT apps, and members can borrow an iPad to try these applications at home including AudioNote, which Augsburg College student Sam Graves uses to record lectures. "It has been extremely useful to me since it takes me a while to write," said Graves, who has cerebral palsy. "I have been coming to the STC since I was 3 years old and have had great experiences there."

The STC has recently added some exciting new technology, including the VGo Robot, the UbiDuo Wireless Face-to-Face Communicator, and the Tobii Eye Mobile, state-of-the-art devices that can dramatically improve the quality of life for individuals with a broad range of disabilities.

Lending library members are encouraged to provide feedback and submit reviews. "Because of the library I bought a Livescribe smart pen and was able to access the Co:Writer app. What a wonderful resource!" one parent wrote. A professional who uses the lending library said, "I appreciate the efficiency of the loan and the availability of the devices. My client loved the new features (of the device) and Medicare covered the cost!"

For more information, visit PACER.org/stc or call 952-838-9000.

Resources

Project KITE - Kids Included through Technology are Enriched
A free assistive technology training and coaching program for Minnesota parents and educators designed to increase the independence and inclusion of young learners with disabilities.

TIKES - Technology to Improve Kids' Educational Success
Assistive technology, whether something as simple as a pencil grip or as complicated as a communication device, has the power to change lives and opens doors of opportunity for people with disabilities. The TIKES Project helps to open these doors for parents and providers by educating them on and promoting the use of assistive technology with children and students with disabilities ages birth to 5. Assistive technology can support young children in building skills, increasing participation in activities, promoting development, enhancing learning, and boosting self-esteem.

Introduction to Assistive Technology for Early Childhood

Do-It-Yourself: Assistive Technology Devices Made at Home

Assistive technology doesn't need to be expensive or sophisticated to make a positive difference in the life of a child with a disability. Sometimes the most effective devices can be built at home by do-it-yourself moms and dads. Here are a few examples worth exploring.

Object Calendar

Transitions from one activity to the next can be difficult, especially after preferred activities like playtime and story time. When it's time to clean up or start a new activity, help make the transition easier with an object calendar. The object calendar will help your child anticipate what activity comes next. Divide a small shelf or a board into sections using masking tape. You can place objects representing an activity on a shelf or board divided into sections using masking tape. The number of sections depends on how many activities will be in your child's schedule. Find small objects that represent those activities. For example, toy food could represent lunch time, or a doll's pillow could represent nap time. Put the objects in the correct sequence on the appropriate section of the divided shelf. Once the activity has ended, your child can place a dish towel over the object to show that the activity is "all done."

Communication Key Chain

Electronic communication devices can't always be taken everywhere-like to the pool or to a park-but without a way to communicate, your child may become frustrated and throw a tantrum. This communication key chain will allow your child to share food and activity choices without having a problem. First, create several picture communication symbols, print them out, laminate or place them in a clear key chain, and attach the key chain to your child's belt loop or backpack zipper.

Adapted Grip

Some crayons, markers, or utensils may be hard for your child to hold. This adaptation can be used in coloring activities and to help make mealtime less messy. Use empty prescription bottles or an old 35 mm film container and remove the bottom of the container with a scissors. Insert the utensil or crayon into the hole and anchor it by placing playdough or modeling clay inside the container.

iLearn, iGrow, iPlay: New Technology Benefits Young Children with Disabilities

Until six months ago, 5-year-old Leo Foley, who has Down syndrome, communicated primarily through sign language. When his mother, Brenda, couldn't understand a sign, he would become upset and start having tantrums. The situation was frustrating for both Leo and the entire family, Brenda says.

"We just could not always figure out what he wanted," she says. "Sign language was working, but we didn't always know the signs that he knew. One night he was really, really upset, and we just could not figure out what to do."

That's when she decided to purchase Leo an iPad to help him communicate. Now, when Leo needs or wants something, he uses his iPad, customized with pictures and phrases such as "I'm hungry" or "I need to go to the bathroom," to tell his parents. Because his parents can easily understand him now, Leo's behaviors have become more positive.

"It has improved his ability to let us know what he needs," she says. "With the iPad, there are so many communication possibilities that it's almost unlimited."

Although the iPad has been on the market for less than two years, it's become a very popular device for people with disabilities. Some of its factors-such as its easy-to-use touch screen and thousands of inexpensive applications ("apps")-make it a quality assistive technology device for young children with disabilities as well.

In addition to the iPad, there's also the smaller iPod touch or iPhone, both of which offer similar features and apps, as well as other smart phones, such as the Android or Blackberry. All of these devices offer apps for young children, with many specifically for children with disabilities. E-book readers, such as the Kindle or Nook, also have educational games for young children.

These devices offer many benefits for young children with disabilities, especially for children with speech or language delays, autism, or developmental delays. They are customizable, lightweight, and appealing to all children, both with and without disabilities. They can also help increase a child's independence and participation in early childhood settings, such as home or child care. Certain apps, such as Proloque2Go for the iPad, help children communicate through pictures on the screen. Other apps use videos to teach children social skills.

For Minnesota parents looking into the iPad or iPod touch, PACER's Simon Technology Center (STC) Lending Library has both devices available for families to check out before purchasing. Parents can make an appointment with the STC by visiting PACER.org/stc or calling 952-838-9000. The STC also holds workshops throughout the year on iPod/iPad apps for children with disabilities.

"Before we had the iPad, I used the STC Library several times," Brenda says. "They gave us such great ideas. They really understand what kids like, and they know so much."

Deciding on a Device

Because there are so many assistive technology devices available, it's important to consider all options before acquiring an iPad, iPod touch, or other similar device. Families should ask:

What is my child's need?

How will my child use the device?

How will my child access the device?

How much memory do I need?

Who will own the device, the family or the school? If the school obtains the device for your child, discuss this question with the Individualized Education Program (IEP) team.

Mike and Carolyn Thomson's 5-year-old son Finn has Cornelia de Lange Syndrome, a rare genetic disorder. They have been considering the iPad for several months as a communication device for Finn. Because he also has poor motor skills, Mike and Carolyn believe the iPad's larger size and sensitive touch screen would work best for him.

"For Finn, the larger tablet would be most conducive to his learning and would also help him communicate," Mike says. "He could show us when he's hurt or hungry, and we could respond immediately. Communication is our biggest challenge by far, and I think the iPad will greatly improve his quality of life."

Tonya Hilyard, whose 3-year-old son Sam has speech apraxia, is also thinking the iPad could replace Sam's choice board as his main method of communication.

"I'm waiting until we write his IEP and we can see exactly where the need is," Tonya says. "I believe the iPad would help him communicate better and help everyone understand him better."

Sam already uses the Nook Color, Barnes & Noble's e-book reader, to play educational games. "I have puzzles and apps for learning colors and letters," Tonya says. "If he answers a question correctly, there are fireworks on the screen. It's great to see him receive praise for doing it correctly." To make sure the iPad will be the best choice for Sam, Tonya plans to visit PACER's Simon Technology Center and compare similar assistive technology devices.

"I want to rule everything else out before I decide on something," Tonya says. "I just want to find what will work best for him."

What works best will vary from family to family, depending on a child's needs. Katie Duff has found that her 4-year-old daughter Macy benefits from using Skype, a website that offers free video calling through computer webcams. Macy, who has a visual impairment with subsequent motor delays and apraxia of speech, didn't like to talk on the phone to her grandfather, who lives in Houston, Texas. While her receptive language was good, she had trouble expressing herself and would "just mumble on the phone," Katie recalls.

Using Skype, however, Macy can see and talk to her grandfather at the same time, making it a much different experience. "On Skype, she's so lively and interactive," Katie says. While they talk, Macy's grandfather also includes some learning exercises, such as holding up flashcards and asking her to spell the object on the card.

"She probably wouldn't have the relationship she has with her grandfather if it weren't for Skype," she says. "The sky's the limit with what you can do on Skype."

The Sky's the Limit

Like Katie Duff, many parents and professionals are realizing the sky's the limit with these new technologies, particularly for young children with disabilities. "The way technology is going, it's making it easier for kids who wouldn't have learned to communicate otherwise," Mike Thomson says. "Many parents understand the desperation of trying outlets that come up short. That's why this technology is so inspiring."

Katie, who has used different devices with Macy, including Skype and the iPad, predicts that technology will play a big role in Macy's life for years to come.

"This technology is empowering for kids with disabilities," she says. "They need something they can do themselves and be proud of. I don't want anything to stop my daughter, and I know technology will be a big part of that throughout her life."

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Assistive technology (AT), whether something as simple as a pencil grip or as complicated as a communication device, has the power to change lives and opens doors of opportunity for people with disabilities. Assistive technology can support young children in building skills, increasing participation in activities, promoting development, enhancing learning, and boosting self-esteem.

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Early Intervention Technical Assistance Online Learning Portal

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Assistive Technology and Young Children - Early Intervention Technical Assistance Online Learning Portal

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Tots 'n Tech Research Institute's Pinterest Board: Looking for simple ways to enhance the participation of young children within everyday routines and activities? Check out the DIY adaptations and assistive technology to support young children. Check out AT for Early Childhood: A Family-Centered Approach to Assistive Technology in Early Childhood for strategies for EI and Preschool ...

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PEAT’s Suite online was developed by Pennsylvania Early Intervention Technical Assistance with funding from the Pennsylvania Office of Child Development and Early Learning.

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Practice Guides with Adaptations

These guides make it easier for young children with disabilities to participate in early literacy learning activities. Written for both parents and practitioners, the practice guides describe everyday home, community, and childcare learning opportunities that encourage early literacy learning.
The below pages require the Adobe Reader®.Download Here You may want to uncheck the Google Tool bar option.

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About CELL | Center for Early literacy Learning : CELL

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These guides make it easier for young children with disabilities to participate in early literacy learning activities. Written for both parents and practitioners, the practice guides describe everyday home, community, and childcare learning opportunities that encourage early literacy learning. The below pages require the Adobe Reader®.Download Here You may want to uncheck the Google Tool bar option.

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This collection of visual supports and other resources provides examples of various strategies that can be used to support students with Autism Spectrum Disorder, as well as others with and without disabilities. These visuals and strategies can be used in a variety of settings, including at school and in the community. Families will find many of these resources helpful to use to assist their son/daughter at home. This collection includes supports for both children and adults.

These visual supports can be printed and are ready to use. They can also be used as an example to be modified to fit the individual needs of a person. Some of these examples demonstrate how a strategy may be used at school or home, such as a schedule, work system, or structured task.

For more visual supports and resources:
Follow us on Pinterest at https://www.pinterest.com/IRCAIU/

If you have further questions about this collection or a specific visual support, please contact Amy Gaffney, Education Consultant, at amgaffne@iu.edu or (812) 855-6508.

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This collection of visual supports and other resources provides examples of various strategies that can be used to support students with Autism Spectrum Disorder, as well as others with and without disabilities. These visuals and strategies can be used in a variety of settings, including at school and in the community.

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Shelley Chapin: schapin@pattan.net

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Looking for a fun way to integrate more emergent literacy into your AAC work? You're in the right place! Today, SLPs Maggie Judson and Jeanna Antrim share one of their many ideas for engaging therapy sessions. Maggie and Jeanna who work in the Assistive Technology Department for the Belleville Area Special Services Cooperative (BASSC) in southern Illinois. They are AT/AAC facilitators and provide evaluations, direct therapy, consultations, and trainings with school teams. You can see a previous guest post that Jeanna wrote here. Let's hear how they make and use squishy books in their therapy sessions.
AAC, Literacy and Squishy Books
If you've done any reading or research around the topic of AAC and literacy, you know that students with complex communication needs do not typically get the same kinds of experiences with literacy activities as do their peers (Light & Kent-Walsh, 2003). So we are always on the lookout for fun and functional activities that can target reading and writing skills for our students who use AAC. Especially activities that are age respectful and take into account the interests of our students. Cue the squishy book!

Students are typically more engaged and demonstrate increased participation during shared reading and writing activities when interacting with literacy materials that are motivating to them (Light, 2012). Students with complex communication needs may demonstrate sensory-related interests and the desire to explore books physically. However, finding appropriate books that are age-respectful, hands-on, and that address sensory interests can be difficult. So what is an AAC SLP to do? Our answer was to create sensory experience books that meet the literacy needs of our entire caseload!

A squishy book is a book you make that capitalizes on the sensory interests of your students. The concept is simple: plastic bags filled with a variety of squishy materials to create 'pages' that are attached together to create a 'book'. Now that is an extremely basic description of a very creative and motivating activity, so let's look at it in more detail!
How to Create a Squishy Book: Materials:

Plastic Bags. We have found quart-sized bags work well. We suggest double bagging liquid materials.

Squishy Materials. Examples: hair gel, shredded paper, sand, lotion, gak, foam beads

Fun Extras! Spice up your squishy materials by adding food coloring, glitter, or beads.

We like wood, plastic, and foam letters.

Packing Tape and/or Binding Rings

Assembly:

Fill the bag with squishy material.

Add in any fun extras (e.g., food coloring, glitter, or beads).

Add one letter (e.g., random or specific to material in the bag), or add multiple letters that spell a specific word (e.g., turn).

Repeat - We like to create a book with 4-6 pages to really give it that feel of a book, so students can experience a front, a back, and turning pages.

Attach the pages together. We have used packing tape, duct tape, and binding rings to do this.

So now that you have the basics down on the squishy book let's kick it up a notch! When creating squishy books, there are so many possibilities. Pretty much anything you would use to create a sensory bin, sensory bottle, or a sensory bag can be turned into a squishy book. And what is great is that you can tailor it to the specific interests of your students. If one student really likes play-doh, make a book with a different color of play-doh in each bag. If another student likes things that make noise, fill a book with little jingle bells, googly eyes, and bubble wrap. You get the idea! And to step up your squishy book game, even more, try adding a title page and a back cover to really drive home the fact that a squishy book is just that - a book!
More ideas to try out:

1. Cereal Book: A variety of different crunchy cereals were used to create a book around the topic of breakfast.

2. Plant Growing Book: Each page represents the steps needed for plants to grow: seeds in dirt, sunshine, clouds, rain and a rainbow (because who doesn't like rainbows?) and then finally, green plants. Great for spring!

3. Beach Book: We used different colored sand and put a variety of beach items on each page. Perfect for summer!

4. Minecraft Book: This is an example of a squishy book that capitalizes on a student-specific interest.

When creating squishy books, consider making them with your students! We have found that students are typically more interested, proud, and invested in activities that they had a hand in creating. Let them help pick the topic or theme of the book and the materials. There are so many language concepts and core words to target while making the book - open up, put in, get more, add colors, find letters, close tight, tape together, this one, that one. You can get a whole crafty lesson out of it!

Now that your book is created, the real fun begins. Use your new squishy book to engage your students in a shared reading experience. Explore, interact, and talk about the book as you do a picture walk through of each page. Let your students grab, squish, pinch, push, and get hands-on with the book. Help foster their experience with different literacy concepts, such as holding the book, finding the front and back of the book, turning pages, and interacting with a communication partner during shared reading.

And of course, to really make it a book, add text to the pages. Come up with words, phrases, and/or sentences that are appropriate for your students. Or as your students make comments, add that text to each page. You can do this by writing the words or phrases on a post-it note or index card and taping it onto the page. In order to make it easy to provide aided language input and to provide our students with quick access to AAC supports during this literacy experience, we attach a manual communication board to the last page of the book with velcro. This way each communication partner can easily access core vocabulary while interacting with the book!

Squishy books are great for reading, but are equally as awesome for writing! We know that providing our students with meaningful and fun writing topics to structure emergent writing activities is essential (Light, 2012). And what can be more fun for students than writing about a book that they helped create?!
Ways to provide writing opportunities:

1. You can write down ideas and thoughts your students generate during shared reading/writing activities.

2. You can let your students do their own letter-by-letter generative writing during independent writing.

3. You can flip that manual communication board around to the blank page, so that students can write with a dry erase marker.

4. Another idea is to add in a pre-planned writing page to the end of the book.

We are loving the squishy books we have made and are having a blast using them with our students! They make for a great multi-sensory experience that creates accessible and interactive literacy opportunities in our therapy sessions. We have found that all of our students enjoy the squishy books and as such, we are enjoying lots of talking, reading, and writing interactions. A total win-win!

To see a step-by-step squishy book tutorial check out our YouTube video: https://youtu.be/zrv5pENWSKA

To see more ideas and tips for squishy books check out our YouTube video here: https://youtu.be/5GKAX4eipz8

Follow us on Instagram @basscAAC and subscribe to our YouTube channel basscAAC for more AAC implementation ideas!

To learn more about squishy books check out this resource from the Nevada Dual Sensory Impairment Project.

References

Light, J. (2012, March). Improving Literacy Outcomes for Students with Complex Communication Needs. Presentation at Pennsylvania Department of Education Annual Conference, Hershey, PA. [Handout]

Light, J. & Kent-Walsh, J. (2003, May). Fostering Emergent Literacy for Children Who Require AAC. The ASHA Leader, 8 (10), 4-29. doi.org/10.1044/leader.FTR1.08102003.4

This post was written by Carole Zangari

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AACtual Therapy: AAC, Literacy and Squishy Books

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Looking for a fun way to integrate more emergent literacy into your AAC work? You're in the right place! Today, SLPs Maggie Judson and Jeanna Antrim share one of their many ideas for engaging therapy sessions. Maggie and Jeanna who work in the Assistive Technology Department for the Belleville Area Special Services Cooperative (BASSC) in southern Illinois.

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What is the purpose of this website?

This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including:

The website provides guidelines for early intervention specifically designed for children with complex communication needs, including children with:

Autism spectrum disorders

Cerebral palsy

Down syndrome

Multiple disabilities

The website provides:

Step-by-step guidelines for early intervention to build language and communication skills

Photographs and videotaped examples of intervention with young children with special needs

In this picture, Emma is communicating with her mom and Janice.
Copy or use of this photo outside of this website is prohibited.

Meet one of the kids

We always smile when we think of Genevieve.

She has such an infectious love of life!

Genevieve has Down syndrome.

We first met Genevieve when she was 8 months old.

Of course, she wasn't talking yet and she did not know any signs.

We started intervention with Genevieve right away so that she would learn to interact with others and start to develop early language concepts.

In the video below, Genevieve is 2 1/2 years old.

She is using speech, signs and the computer to communicate.

She is a very active communicator and has learned hundreds of words and concepts already!

She is starting to combine words to communicate more complex ideas.

In this video, she is playing with her younger brother, Ben.

She is telling Ben about their grandpa. She touches the photo of grandpa on the computer screen and activates the speech output, "grandpa." She signs and says, "Grandpa!" as well.

It is their sister's birthday so Genevieve and her brother use the computer to sing "Happy Birthday."

First, Ben selects the "book" page on the computer. Genevieve says the word book and shows her brother the sign, "book".

Genevieve selects the birthday book specifically from the page of books on the computer in order to sing the "Happy Birthday" song.

Then she selects the appropriate pictures from the computer to retrieve the lines of the "Happy Birthday" song on the computer.

Genevieve loves to sing along!

Explore the other areas of the website to learn more about the early intervention that helped Genevieve develop her language and communication skills. Although she is only 2 1/2 years old, she is already computer savvy!

Last Updated: February 4, 2019

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This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including: The website provides guidelines for early intervention specifically designed for children with complex communication needs, including children with: Autism spectrum disorders Cerebral palsy Down syndrome Multiple disabilities The website provides: Step-by-step guidelines for early intervention to build language and communication skills Photographs and videotaped examples of intervention with young children with special needs In this picture, Emma is communicating with her mom and Janice.

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It's exciting to see so many graduate student SLPs and new graduates who are interested in working with people with AAC needs. We hear from them frequently with questions about how to be effective in their therapy and the practical aspects of running a good therapy session. Here are some tips we frequently share with those who are starting to implement AAC with young children.

Use a visual schedule for every session. The operative word there is 'use.' Making a schedule for our therapy is a great start, but unless we really use the schedule all throughout the session, it's unlikely to provide many benefits. Go to it as soon as you get into the room, AND before and after every activity. (For those who are interested, there is more on making and effectively implementing visual schedules here.

Trust the process. You will need to do this at least 4-8 times before your kiddo starts to get the hang of it but eventually, this will help all the sessions run more smoothly.

Just keep at it. Make changes to the schedule, when needed, as you put it into practice and begin to spot where improvements would be helpful. For example, if the child really struggles with putting an activity symbol in the 'finished' envelope, we might swap that out and use a basket or bin instead.

Start and end with the same activity every time. This builds predictability and understanding, both of which help children grasp what to expect and what is expected of them. For example, when working with little children, we can do a hello/goodbye song with interactive components. We might find or make up a SIMPLE song like this: Hello (name). Hello (name). Hello (name). It's time to say hello. Music is powerful, fun, and family-friendly!

When you sing, have a visual support with the lyrics to the song. You also need some way to 'say' the names of the people in the session (e.g., photos of the child, mom, dad, and you in their AAC system or, if that isn't possible, use a choice board).

Give the child a choice of who to sing to first. Sing to that person, then repeat with additional choices. (If the child, mom, and I are all in the session, we sing three verses of the song.)

Pause as you sing so that we can elicit the name/picture of the person we're singing to. Hello [pause while child and you point to the picture]

Substitute goodbye for hello and you have your goodbye song. (See? This doesn't need to be complicated.)

Have lots of short activities (3-5 min). For a 30-min session, you might have the hello and goodbye songs (every time) and 4-5 other activities. Each activity has a picture on the schedule, and you should aim to start and end every single activity at the schedule. Make sure there is a clear way for the kid to indicate when the activity is finished.

It's usually better to have materials on hand for 2-3 more activities than you think you will have time for. That way, if a planned activity doesn't interest the child, you can wrap it up quickly and add one of your backup activities. You may never need those backup materials, but it will reduce your anxiety and give you the freedom to abandon things that don't engage the child when that seems appropriate.

Activities: Choosing or developing activities depends on what the specific goals are. Often, we choose to have some activities that repeat every session and some that are new or less familiar. This helps build their tolerance of new things, which is a challenge for some learners, but also builds enough familiarity so that children understand the expectation and can focus on the target skills.

Toy suggestions: bubbles, wind-up toys, books (every session even when this is not preferred by the kid b/c we have to teach him how to like reading with adults), a SIMPLE iPad game (e.g., Peek A Boo Fridge/Barn, Stop and Go ), toys where you release a car, ball, or something at the top and it goes down a track or tunnel and comes out at the bottom, a simple version of corn hole, Nerf basketball. Remember that if you are using a play or learning app on an iPad or other mobile device, that should be on a different device and not on the one that you or the child are using for communication.

Create a session that has a balance of experiences: easy and hard, sitting and moving.

Easy and Hard: Sessions that require children to work at the top of their skill level for the whole time will be frustrating. Sessions that only allow the student to practice what they already know aren't powerful.

Sitting and Moving: Children are made to move but lots of good AAC learning can also happen with tabletop activities. Alternate activities where children are sitting on the floor/in a chair with those where they are using their bodies and moving around. This honors their physiology and also builds their tolerance for sitting, attending, and learning.

1. Whenever possible, include the family in all sessions even though you may not feel confident in your AAC teaching. Make them a partner in your problem-solving. Some may tell you that the child 'does better' without them but that completely misses the point. The point of therapy is not to perform but to learn. You and mom/dad will figure out together how to maximize the learning. You may feel nervous at first but the gains that you will make in using this approach will give this kid the best chances for real progress.

2. The #1 most critical strategy for you to consistently implement is aided language input. It will take awhile. but without that learning will be very, very limited. More on aided language input here.

Once you are comfortable with that and are implementing it throughout the session, then challenge yourself to add more strategies. For now, though, give yourself as many opportunities as possible to become proficient at using aided language input.

1. Consider giving the child access to a robust AAC system. There are many of them to choose from and often these children need and can handle more than most people think. Do what you can to help the team not underestimate their potential.

2. Share resources with families and other service providers. Children will be most successful when we can influence others to use supportive AAC strategies. In addition to our direct work with families, most will also benefit from specific guidance as to what sorts of things they can do at home to extend the AAC learning throughout the week. Here are some great parent handouts and home activities to explore,

3. Learn to be gentle with yourself. Accept that it will take awhile to become proficient in the AAC strategies, behavior management, and clinical/educational skills that you'll need to be effective. It takes time. How much time? That depends on how often you practice these skills. The more you do, the faster you'll get good at it. So don't let fear of looking silly or not doing it right hold you back. Make a commitment to your own clinical/educational growth and just keep at it. Ask for feedback when you feel brave and encouragement when you feel low. Keep reminding yourself that it's all worth it in the end. You went into this field to make a difference and these are critical steps in that journey. Be gentle with yourself and just keep taking the next steps. You are not the only one who has struggled (we ALL have and many of us STILL DO). You are not alone.

Do you have top tips for new therapists and educators? We'd love to hear about them.

This post was written by Carole Zangari

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10 Tips for Starting AAC Therapy with Little Ones

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It's exciting to see so many graduate student SLPs and new graduates who are interested in working with people with AAC needs. We hear from them frequently with questions about how to be effective in their therapy and the practical aspects of running a good therapy session.

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What is the purpose of this website?

This website provides guidelines for teaching literacy skills to learners with special needs, especially learners with complex communication needs (CCN) such as:

Autism spectrum disorders

Cerebral palsy

Down syndrome

Developmental apraxia

Multiple disabilities

This website provides information on:

What skills to teach

How to teach these skills

Videotaped examples of instruction with learners with special needs

Meet one of our students
Krista

Krista has multiple challenges, including a hearing impairment, a visual impairment, and a motor impairment. She also has a tracheostomy.

Krista has a dynamic personality. She makes everyone smile.

Like many of her peers, she loves Zac Efron from High School Musical and Zack and Cody from the Suite Life of Zack and Cody.

She uses sign approximations and a computer with speech output (a Mercury with Speaking Dynamically Pro software). Because of her hearing impairment, she does best when others sign as they talk.

We started to work with Krista when she was 8 years old. At that time, she was in a special education class at school and was not receiving literacy instruction.

Watch this video of Krista at 9 years of age. She is independently reading a personalized book about a summer adventure with Zac Efron.

She is so excited to be a reader!

Visit the rest of the website to learn more about how Krista learned to read stories independently.

Krista reading about Zac Efron from AAC Learning Center - Penn State on Vimeo.

Last Updated: August 31, 2012

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Research-based guidelines for early intervention designed to maximize the language and communication development of young children with complex communication needs including those with autism, Down syndrome, cerebral palsy and multiple disabilities.

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TechOWL PA (@techowlpa) on TikTok | 6.3M Likes. 209.9K Followers. TechOWL PA Part of the Institute on Disabilities at Temple U Assistive Tech.Watch the latest video from TechOWL PA (@techowlpa).

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Trialing and Acquiring a Device in Pennsylvania

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AAC Community is a resource for and about people who communicate without speaking.

TechOWL's AAC Community empowers people to communicate.

AAC community is an effort to unify all individuals with communication rights for Pennsylvania with intellectual disabilities, autism, movement difficulties, and other disabilities that create complex communication needs. Augmentative and alternative communication (AAC) is any form of communication other than spoken/oral language used to express thoughts, needs, wants, and ideas.

Join the conversation in this AAC Community!

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AAC Community AAC Community is a resource for and about people who communicate without speaking. TechOWL's AAC Community empowers people to communicate. AAC community is an effort to unify al...

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Welcome to the AAC Learning Center Moodle!

This site provides resources for learning about augmentative and alternative communication (AAC), and is a joint offering of the RERC on AAC and the AAC program at Penn State University.

If you would like to participate in the learning activities at this site, please register (we do not share this registration information with anyone). Click on Access to enroll in the course.

Skip available courses

Alternative access provides methods and strategies to enable people with disabilities to access technology

AAC systems should be based on the knowledge, skills, and interests of the individual child, and support participation in a wide variety of activities.

The use of family-centered skills, including active listening, result in positive relationships with family members and improved outcomes.

This course provides information on funding for AAC systems and services for school age children in the United States.

The ability to read and write has a powerful impact on everyone's educational and vocational opportunities, and our ability to communicate with others.

Literacy is key to education and participation for all individuals. This module focuses on teaching letter-sound correspondences

This is an an area for course instructors to view resources related to AAC Learning Center courses, and to participate in a forum on AAC instructional activities. If you are an instructor, please complete this survey (you will be taken to a Google Doc) to request access to these materials.

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aac learning center moodle: an educational resource for the aac community

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AAC Learning Center Moodle: An Educational Resource for the AAC Community

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The AAC Learning Center Moodle provides resources for learning about augmentative and alternative communication (AAC).This moodle contains interactive learning and assessment activities, including discussion groups and quizzes, and an opportunity to earn certificates of completion. Please register on the course and activity page (see below).

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PaTTAN Short Term Loan - Assistive Technology

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PaTTAN Short Term Loan - Assistive Technology

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Assistive technology, whether something as simple as a pencil grip or as complicated as a communication device, has the power to change lives and opens doors of opportunity for people with disabilities. The TIKES Project helps to open these doors for parents and providers by educating them on and promoting the use of assistive technology with children and students with disabilities ages birth to 5. Assistive technology can support young children in building skills, increasing participation in activities, promoting development, enhancing learning, and boosting self-esteem.

Trainings on Demand

The TIKES Project provides hands-on trainings to parents and professionals on a variety of early intervention/early childhood and assistive technology topics. These trainings are being developed into training materials of value to both parents and professionals. Professionals can use the materials in peer-to-peer or teacher-to-parent trainings. Parents can use any of the materials to learn more about how assistive technology can help their child. Additional materials for each set, including handouts and short videos, are also being developed to support parents' and educators' understanding and use of assistive technology.

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TIKES - Why Assistive Technology Matters

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Assistive technology, whether something as simple as a pencil grip or as complicated as a communication device, has the power to change lives and opens doors of opportunity for people with disabilities. The TIKES Project helps to open these doors for parents and providers by educating them on and promoting the use of assistive technology with children and students with disabilities ages birth to 5.

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TechOWL has many programs that can help you get assistive technology for different needs. Please check out our services to learn more.

TechOWL has a statewide lending library with over 1500 devices that anyone in the Commonwealth of Pennsylvania can use. We offer free demonstrations and consultations to help in the trial process. Connect with us today!

TechOWL provides free presentations and trainings for Pennsylvania organizations, universities, schools, groups, and more. Check out our pre-recorded and asynchronous learning opportunities.

Who We Are

TechOWL is Pennsylvania's designated Assistive Technology Act Program. TechOWL is one of 56 programs in the nation.

Not in PA?

Not from Pennsylvania? Find your state's AT Act program here -> State AT Act Directory

Office Hours

Monday - Friday 8:30 am - 4:30 pm

Phone - 800.204.7428

Email - TechOWL@temple.edu

Chat with the icon on the bottom right corner of your screen

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Individuals with Disabilities Education Act

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Except as otherwise provided, in this chapter:

(1) Assistive technology device

(A) In general

The term "assistive technology device" 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 a child with a disability.

(B) Exception

The term does not include a medical device that is surgically implanted, or the replacement of such device.

(2) Assistive technology service

The term "assistive technology service" means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. Such term includes-

(A) the evaluation of the needs of such child, including a functional evaluation of the child in the child's customary environment;

(B) purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by such child;

(C) selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;

(D) coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;

(E) training or technical assistance for such child, or, where appropriate, the family of such child; and

(F) training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of such child.

(3) Child with a disability

(A) In general

The term "child with a disability" means a child-

(i) with intellectual disabilities, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance (referred to in this chapter as "emotional disturbance"), orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and

(ii) who, by reason thereof, needs special education and related services.

(B) Child aged 3 through 9

The term "child with a disability" for a child aged 3 through 9 (or any subset of that age range, including ages 3 through 5), may, at the discretion of the State and the local educational agency, include a child-

(i) experiencing developmental delays, as defined by the State and as measured by appropriate diagnostic instruments and procedures, in 1 or more of the following areas: physical development; cognitive development; communication development; social or emotional development; or adaptive development; and

(ii) who, by reason thereof, needs special education and related services.

(4) Repealed. Pub. L. 114-95, title IX, §9215(ss)(1)(A), Dec. 10, 2015, 129 Stat. 2181

(5) Educational service agency

The term "educational service agency"-

(A) means a regional public multiservice agency-

(i) authorized by State law to develop, manage, and provide services or programs to local educational agencies; and

(ii) recognized as an administrative agency for purposes of the provision of special education and related services provided within public elementary schools and secondary schools of the State; and

(B) includes any other public institution or agency having administrative control and direction over a public elementary school or secondary school.

(6) Elementary school

The term "elementary school" means a nonprofit institutional day or residential school, including a public elementary charter school, that provides elementary education, as determined under State law.

(7) Equipment

The term "equipment" includes-

(A) machinery, utilities, and built-in equipment, and any necessary enclosures or structures to house such machinery, utilities, or equipment; and

(B) all other items necessary for the functioning of a particular facility as a facility for the provision of educational services, including items such as instructional equipment and necessary furniture; printed, published, and audio-visual instructional materials; telecommunications, sensory, and other technological aids and devices; and books, periodicals, documents, and other related materials.

(8) Excess costs

The term "excess costs" means those costs that are in excess of the average annual per-student expenditure in a local educational agency during the preceding school year for an elementary school or secondary school student, as may be appropriate, and which shall be computed after deducting-

(A) amounts received-

(i) under subchapter II;

(ii) under part A of title I of the Elementary and Secondary Education Act of 1965 [20 U.S.C. 6311 et seq.]; and

(iii) under part A of title III of that Act [20 U.S.C. 6811 et seq.]; and

(B) any State or local funds expended for programs that would qualify for assistance under any of those parts.

(9) Free appropriate public education

The term "free appropriate public education" means special education and related services that-

(A) have been provided at public expense, under public supervision and direction, and without charge;

(B) meet the standards of the State educational agency;

(C) include an appropriate preschool, elementary school, or secondary school education in the State involved; and

(D) are provided in conformity with the individualized education program required under section 1414(d) of this title.

(10) Repealed. Pub. L. 114-95, title IX, §9214(d)(1), Dec. 10, 2015, 129 Stat. 2164

(11) Homeless children

The term "homeless children" has the meaning given the term "homeless children and youths" in section 11434a of title 42.

The term "Indian" means an individual who is a member of an Indian tribe.

(13) Indian tribe

The term "Indian tribe" means any Federal or State Indian tribe, band, rancheria, pueblo, colony, or community, including any Alaska Native village or regional village corporation (as defined in or established under the Alaska Native Claims Settlement Act (43 U.S.C. 1601 et seq.)).

(14) Individualized education program; IEP

The term "individualized education program" or "IEP" means a written statement for each child with a disability that is developed, reviewed, and revised in accordance with section 1414(d) of this title.

(15) Individualized family service plan

The term "individualized family service plan" has the meaning given the term in section 1436 of this title.

(16) Infant or toddler with a disability

The term "infant or toddler with a disability" has the meaning given the term in section 1432 of this title.

(17) Institution of higher education

The term "institution of higher education"-

(A) has the meaning given the term in section 1001 of this title; and

(B) also includes any college or university receiving funding from the Secretary of the Interior under the Tribally Controlled Colleges and Universities Assistance Act of 1978 [25 U.S.C. 1801 et seq.].

(18) Limited English proficient

The term "limited English proficient" has the meaning given the term "English learner" in section 8101 of the Elementary and Secondary Education Act of 1965 [20 U.S.C. 7801].

(19) Local educational agency

(A) In general

The term "local educational agency" means a public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary schools or secondary schools in a city, county, township, school district, or other political subdivision of a State, or for such combination of school districts or counties as are recognized in a State as an administrative agency for its public elementary schools or secondary schools.

(B) Educational service agencies and other public institutions or agencies

The term includes-

(i) an educational service agency; and

(ii) any other public institution or agency having administrative control and direction of a public elementary school or secondary school.

(C) BIA funded schools

The term includes an elementary school or secondary school funded by the Bureau of Indian Affairs, but only to the extent that such inclusion makes the school eligible for programs for which specific eligibility is not provided to the school in another provision of law and the school does not have a student population that is smaller than the student population of the local educational agency receiving assistance under this chapter with the smallest student population, except that the school shall not be subject to the jurisdiction of any State educational agency other than the Bureau of Indian Affairs.

(20) Native language

The term "native language", when used with respect to an individual who is limited English proficient, means the language normally used by the individual or, in the case of a child, the language normally used by the parents of the child.

(21) Nonprofit

The term "nonprofit", as applied to a school, agency, organization, or institution, means a school, agency, organization, or institution owned and operated by 1 or more nonprofit corporations or associations no part of the net earnings of which inures, or may lawfully inure, to the benefit of any private shareholder or individual.

(22) Outlying area

The term "outlying area" means the United States Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands.

The term "parent" means-

(A) a natural, adoptive, or foster parent of a child (unless a foster parent is prohibited by State law from serving as a parent);

(B) a guardian (but not the State if the child is a ward of the State);

(C) an individual acting in the place of a natural or adoptive parent (including a grandparent, stepparent, or other relative) with whom the child lives, or an individual who is legally responsible for the child's welfare; or

(D) except as used in sections 1415(b)(2) and 1439(a)(5) of this title, an individual assigned under either of those sections to be a surrogate parent.

(24) Parent organization

The term "parent organization" has the meaning given the term in section 1471(g) of this title.

(25) Parent training and information center

The term "parent training and information center" means a center assisted under section 1471 or 1472 of this title.

(26) Related services

(A) In general

The term "related services" means transportation, and such developmental, corrective, and other supportive services (including speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, school nurse services designed to enable a child with a disability to receive a free appropriate public education as described in the individualized education program of the child, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a child with a disability to benefit from special education, and includes the early identification and assessment of disabling conditions in children.

(B) Exception

The term does not include a medical device that is surgically implanted, or the replacement of such device.

(27) Secondary school

The term "secondary school" means a nonprofit institutional day or residential school, including a public secondary charter school, that provides secondary education, as determined under State law, except that it does not include any education beyond grade 12.

(28) Secretary

The term "Secretary" means the Secretary of Education.

(29) Special education

The term "special education" means specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability, including-

(A) instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and

(B) instruction in physical education.

(30) Specific learning disability

(A) In general

The term "specific learning disability" means a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

(B) Disorders included

Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

(C) Disorders not included

Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of intellectual disabilities, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

The term "State" means each of the 50 States, the District of Columbia, the Commonwealth of Puerto Rico, and each of the outlying areas.

(32) State educational agency

The term "State educational agency" means the State board of education or other agency or officer primarily responsible for the State supervision of public elementary schools and secondary schools, or, if there is no such officer or agency, an officer or agency designated by the Governor or by State law.

(33) Supplementary aids and services

The term "supplementary aids and services" means aids, services, and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with section 1412(a)(5) of this title.

(34) Transition services

The term "transition services" means a coordinated set of activities for a child with a disability that-

(A) is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

(B) is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and

(C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation.

(35) Universal design

The term "universal design" has the meaning given the term in section 3002 of title 29.

(36) Ward of the State

(A) In general

The term "ward of the State" means a child who, as determined by the State where the child resides, is a foster child, is a ward of the State, or is in the custody of a public child welfare agency.

(B) Exception

The term does not include a foster child who has a foster parent who meets the definition of a parent in paragraph (23).

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Section 1401 - Individuals with Disabilities Education Act

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§1401. Definitions Except as otherwise provided, in this chapter: (1) Assistive technology device (A) In general The term "assistive technology device" 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 a child with a disability....

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Dear Colleague Letter on Myths and Facts Surrounding AT Devices, 1/2024

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Dear Colleague Letter on Myths and Facts Surrounding AT Devices, 1/2024

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IDEA Part B: Supporting School-Aged Children with Disabilities

IDEA Part B mandates that states provide a free and appropriate public education (FAPE) for all children ages 3 to 21 according to their needs. Additional requirements include providing the Least Restrictive Environment (LRE),, Related Services (OT), and Individualized Educational Plans (IEPs). Share these graphics when sharing Part B requirements with educators, administrators, and families
Download the graphics for AT Requirements under IDEA (Part B)

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AT Guidance Myths and Facts Graphics - CITES

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The Myths/Facts graphics for the January 2024 Assistive Technology (AT) Guidance. Resources aiming to equip administrators, educators, and families with tools to dispel misconceptions about AT and showcase its use for children with disabilities.

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Test out assistive technology for free!

TechOWL uses a national AT program database called NATADS.

Use this system to add items to your cart and check out.

For more information about using the library, please see our Frequently Asked Questions page!

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Borrow from TechOWL Test out assistive technology for free! TechOWL uses a national AT program database called NATADS. Use this system to add items to your cart and check out. For mor...

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TechOWL has many programs that can help you get assistive technology for different needs. Please check out our services to learn more.

TechOWL has a statewide lending library with over 1500 devices that anyone in the Commonwealth of Pennsylvania can use. We offer free demonstrations and consultations to help in the trial process. Connect with us today!

TechOWL provides free presentations and trainings for Pennsylvania organizations, universities, schools, groups, and more. Check out our pre-recorded and asynchronous learning opportunities.

Who We Are

TechOWL is Pennsylvania's designated Assistive Technology Act Program. TechOWL is one of 56 programs in the nation.

Not in PA?

Not from Pennsylvania? Find your state's AT Act program here -> State AT Act Directory

Office Hours

Monday - Friday 8:30 am - 4:30 pm

Phone - 800.204.7428

Email - TechOWL@temple.edu

Chat with the icon on the bottom right corner of your screen

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Any system or device that facilitates communication for individuals with speech/language disorders, including low and high tech voice output communication devices.

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Watch our "About Us" Video

Call Us First

Need assistive technology but not sure how you'll pay for it? That's our job. We know the funding resources in Pennsylvania better than anyone else, and we'll work with you until you get what you need. [ Read Who We Are ]

We Help Pennsylvanians of:

All Ages

All Income Levels

All Disabilities and Health Conditions

All Communities

All Cultural Backgrounds

Para más información en español, contáctenos.

At a Glance

Our Work

PATF helps Pennsylvanians obtain the assistive technology they need to go to work, be active participants in their communities, and live in their own homes. [ Read What We Do ]

Programs:

Stay updated with Our Email Newsletter

Loan Calculator

Ready to apply for a loan but want to know the actual costs? Use our calculator to make sure you are prepared!

October 26th, 2022

How to Access Funding for Sports Equipment

All people, including people with disabilities, should have the opportunity, if they choose, to play sports. We recently reached out to Keith Newerla to talk about how to access adaptive... [ Read How to Access Funding for Sports Equipment ]

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Home | Pennsylvania Assistive Technology Foundation

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Need assistive technology but not sure how you'll pay for it? That's our job. We know the funding resources in Pennsylvania better than anyone else, and we'll work with you until you get what you need. [ Read Who We Are ] All Ages All Income Levels All Disabilities and Health Conditions All Communities All Cultural Backgrounds Para más información en español, contáctenos.

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Annotated Infant Toddler Evaluation Report

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Annotated Infant Toddler Evaluation Report

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adapted books Archives - The Autism Helper

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Learn how to target a wide range of literacy goals for early childhood students using interactive and hands-on adapted books. An adapted book is any book that has been modified in some way that makes it more accessible. Adding moveable pieces, simplified text, and visually based comprehension activities to your existing favorite books can help increase student engagement.

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Our most popular FREE resources for therapists, parents, and educators! Permission is granted for use in clinical or school-based practices only. Please

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Dear Colleague Letter and Myths & Facts Package, January 2024

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Dear Colleague Letter and Myths & Facts Package, January 2024

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Individuals with Disabilities Education Act

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Topic Areas: Assistive Technology

Summary

The Office of Educational Technology and the Office of Special Education Programs are pleased to share the below guidance in support of children with disabilities who need assistive technology (AT) devices and services for meaningful access and engagement in education.

Dear Colleague Letter

A Dear Colleague Letter on the provision of assistive technology devices and services for children with disabilities under the Individuals with Disabilities Education Act (IDEA).

Myths and Facts Surrounding Assistive Technology Devices and Services (PDF) is designed to increase understanding of the IDEA's AT requirements, dispel common misconceptions regarding AT, and provide examples of the use of AT devices and services for children with disabilities and to highlight the different requirements under Part C and Part B of IDEA.

Resumen

La Oficina de Tecnología Educativa y la Oficina de Programas de Educación Especial se complacen en compartir la guía de abajo para apoyar niños con discapacidades que necesitan aparatos y servicios de tecnología de asistencia (AT) con acceso significativo y participación en la educación.

Carta a los Colegas

Una carta a los colegas estimados sobre la provisión de dispositivos y servicios de tecnología de asistencia para niños con discapacidades bajo la Ley de Educación para Personas con Discapacidades (IDEA).

AT Mitos y Realidades

Mitos y Realidades sobre los dispositivos y servicios de la tecnología de asistencia está diseñado para comprender mejor los requisitos de la AT de la IDEA, disipar conceptos erróneos comunes con respecto a la AT, proporcionar ejemplos del uso de los dispositivos y servicios de la AT para niños con discapacidades y resaltar los diferentes requisitos bajo la Parte C y la Parte B de IDEA.

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Assistive Technology Devices and Services for Children With Disabilities Under the IDEA - Individuals with Disabilities Education Act

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The Office of Educational Technology and the Office of Special Education Programs released guidance in support of children with disabilities who need assistive technology (AT) devices and services for meaningful access and engagement in education.

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How does regulation develop?

The ability to regulate starts to develop when we are a baby. Long before we can self-regulate we need help from our caregivers. When babies start to show distress, their caregivers swaddle, carry, rock and feed them. Caregivers should provide what is required to help the baby to organise their arousal. As these needs are met the infant learns patterns and rhythms. They learn that when they hear mum or dad's footsteps, help is on the way.

Regulation develops over time and with experience. Each time a child experiences dysregulation and is able to regulate they learn what helps them. However, this process starts with co-regulation.

Co-regulation

Co-regulation is when someone else helps another individual to regulate. We usually think of adults helping children. However, adults help adults all the time. Think about when a friend or family member was upset and you gave them a hug. Or, a time when they were angry and you listened. One unique feature of mammals is that we frequently co-regulate. You will see a mother cat regulate its kitten through licking but you would never observe a snake or crocodile doing this with their off spring.

Toddlers need huge amounts of support from their caregivers to regulate and self-soothe. Whilst they are starting to be more a bit independent, the regulation centres of their brain are still developing. Sarah Ockwell Smith suggests that it isn't until after a child's fifth birthday that their brain is developmentally mature enough for them to start to self-soothe or self-regulate. Parents of teenagers would also argue that hormones severely disrupt this skill.

Regulation with the help of caregivers is what teaches children to self-regulate as they get older. They learn what they experience. Co-regulation helps them to develop the brain networks and strategies they need to self-regulate.

Self-regulation

Self-regulation is the ability to stay regulated without the help of others. It is the ability to use your own strategies to either calm down or energise. Some individuals need more help to learn how to self-regulate than others. Often individuals with ADHD and ASD need more support to learn to self-regulate. Sensory regulation strategies can help with self-regulation. As can cognitive strategies. We will explore these further below.

Emotional regulation

Emotional regulation refers to the ability to regulate our emotions. Toddlers and teenagers find this difficult. For toddlers this is because they haven't yet established the language and brain connections to enable them to regulate their emotions. Teenagers find this more difficult as their hormones and brain connections and changing. They need time to get used to these changes.

Neurologically the front part of our cortex (our frontal lobe) is responsible for emotional regulation. The connections to this part of the brain continue to develop into adulthood. The ability to regulate emotions improves as these connections strengthen. Again, some individuals, including those with autism, need more support to develop these connections.

What about sensory regulation strategies?

Sensory regulation strategies are strategies which use the senses to help with regulation. These are often used to support individuals with autism and those who experience sensory processing differences. But in reality, they can be helpful for everyone.

The goal when using sensory regulation strategies is to help the individual to regulate. They are often using the sensory strategy alongside them, so to support co-regulation, initially. The longer term goal would be that they could self-regulate using the strategy. Programmes like the Zones of Regulation can be helpful to teach emotional regulation and how to use sensory regulation strategies.

Sometimes the individual may need to increase their arousal level. This would mean using a sensory regulation strategy that would make them more alert.

Alternatively, sometimes they may need to decrease their arousal level. So, they will need a sensory regulation strategy to helm them to calm down.

What are some examples of sensory regulation strategies?

I will break this section into two parts. Firstly, I will give strategies that can help to increase arousal. Secondly, I will look at ideas to help to calm down. If you want to read more about sensory strategies you could also read this article.

Sensory regulation strategies to help to increase arousal (or alert)

Our sensory diet/brain break movement video playlist is a great place to start!

Movement! Go Noodle have some great songs to follow along with if you're stuck inside. Playgrounds, cycling, scooters and running are good options for being outside.

You can also create fun indoor obstacle courses. This video gives a great example.

Sensory regulation strategies to help to decrease arousal (or calm)

We have some great slow movement and breathing activities here in this playlist

Heavy work is a helpful strategy for calming. We explore this further our blog The Mystery of Heavy Work.

Yoga can be a great option. Cosmic Yoga has some great videos to follow. Each video includes a story which can help children to stay engaged.

Breathing exercises can really help to calm and organise the brains. The Smiling Minds app is free and also has good content for children. The charity scope has also published a product called Mindful Monsters, which includes breathing and relaxation activities designed for children. This monkey video gives a nice breathing sequence for children to follow. Koala goes through 2 minutes of breathing here.

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Sensory regulation strategies - how you can use them to help your child.

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The ability to regulate starts to develop when we are a baby. Long before we can self-regulate we need help from our caregivers. When babies start to show distress, their caregivers swaddle, carry, rock and feed them. Caregivers should provide what is required to help the baby to organise their arousal.

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This is the ultimate list of sensory diet activities for kids. Many ideas can be done with common household items and are easy to use and put into your routine!
I've been wanting to write this post for a while now, its a big one, filled to the brim with sensory diet activities you can use for your child or toddler. Heck, many of these ideas work for adults, too. So, no matter what your age, the following list will be a great jumping off point for creating a sensory diet or for adding some new activities into the mix. If the whole sensory diet thing is new to you, make sure you read What is a Sensory Diet first!

Before we get started on this incredible list though, I want to announce a brand new, FREE workshop that I'm co-teaching: How to Create a Successful, No-Stress Sensory Diet in 4 Simple Steps. This workshop is live and we've filled it with tons of sensory tips as we share our exclusive sensory plan. Not to mention that there'll be a live Q/A, too! If you think or know that your child has sensory needs, then this workshop is a must. I'll share some more details later in the post, but you can grab your spot now!

And, as promised, I'll also be announcing the winners to the Sensory Solutions Class scholarship! You'll also find this exciting news at the end of the post!

Whew, so much exciting stuff going on today, aren't you glad you stopped in? I am!

I'm thrilled for you to check out this mega list of sensory diet activities, but there are a couple of caveats that are incredibly important to pay attention to first. Please read these before trying any sensory activities with your child...

Sensory Diet Activity Guidelines

Never ever ever force your child to do any sensory diet activity. Sensory activities aren't homework or medicine, and they work best when a child is motivated to participate in them. It's really important to keep in mind that in many cases, kids may be refusing a sensory activity because it is overwhelming to their unique sensory system, even if it isn't to yours. The finger paints that you may think aren't so bad to touch, can actually be perceived as painful to your child.

That's not to say that you can't demonstrate, model, and encourage. That's what we OT's do, we want to push kids out of their comfort zone just a little and follow THEIR lead as much as possible. Experiencing new sensory input can have wonderful effects on their development, but when we force them to do so, its almost a guarantee that it will backfire.

2. This list is meant to inspire, not overwhelm. If you're just getting your feet wet with sensory diets, then take it slow and just pick a few activities that seem really manageable. Try them a few times and see if your child has a positive response. I have focused on keeping these activities simple, with little or no set-up.

3. Your child's sensory needs may change from day to day or even hour to hour, remember that just because a particular activity or strategy didn't work on this list today, doesn't mean it won't tomorrow. The idea is to have a toolbox full of sensory activities that you can pull from as you need to. However, not all activities will benefit your child. There will be some they don't like or seem interested in, ever. That's fine.

If you aren't quite sure what a sensory diet is or if your child needs one, then check out my last post where I explain what sensory diet's are all about. Understanding what they are and who they're for, will help you create a sensory diet that is easy to manage and that really makes a difference in your kid's life. And, if you're concerned your child with sensory "issues" needs more help then head over to sensory integration therapy to find out!

Sensory Diet Activities

You will find that all of the activities are organized into different groups, please note that there is some cross over, and duplications, as appropriate. Many of these activities give sensory input to several senses. While there are categories listed (calming, alerting, etc.), please note that these are generalizations. It is possible your child could have a different response, as everyone's sensory system is unique. Again, make sure you watch how your child responds during and after the activity:

Do they seem calmer?

More attentive?

Are they sleeping better? (Check out sensory tips for sleeping)

Or eating better?

Are they interacting and communicating more with others?

Did they follow directions more easily?

Were they able to learn something quicker?

Making these observations will help you determine how they are responding to a particular sensory diet activity, and when you should use that activity or one similar to it again! AND, if you want a little more guidance and a nifty free printable check out my sensory diet template, and you'll be able to hone in on those beneficial activities even better.

And, you can snag my custom set of sensory diet cards, that include the most powerful and versatile sensory diet activities, for yourself!

Sensory Activities that Improve Attention, Focus, & Engagement

Below, you will find many of the activities include a link to a DIY tutorial or an affiliate link, as some of these tools might be new to you. Everything on this list are sensory tools and toys that I love and use.

(Often called organizing activities because they typically allow kids sensory systems to become more balanced which leads to improved learning, communication, sleep, eating, etc.)

Jumping

Swinging

Riding

Pushing/Pulling Heavy Objects ( Heavy Work Activities)

carrying groceries

pushing empty garbage cans inside

raking leaves

pulling weeds

shoveling snow

pushing grocery cart

carrying a laundry basket

a rope tied to a door knob or heavy object (see image at top)

Vibration (is alerting versus calming when used in short bursts)

Playing active games

Drinking something cold

Swimming

Crashing and jumping into pillows (put all of your pillows or stuffed animals in a pile on the floor)

Playing with textures (Stimulates the tactile sense)

Blowing

Rolling on a large ball on back or belly

Sitting on a large ball

during meals

for homework/in school

Scratching their back vigorously for a few minutes

Spinning (***a very intense sensory experience, best for kids to spin themselves even if they love spinning. Be very cautious of spinning a child, and only do so a few times in both directions. This is important because it will help balance out their system.)

Sensory Activities that are Calming

Wearing Tight Clothing

Wearing compression or weighted vests for 10-20 minutes during difficult times of the day (i.e. transitions)

Quiet time in sensory tent

Playing in sensory bin (tons of ideas, the sky is the limit)

Kneeding playdough or therapy putty

Handling fidget toys ( a wide variety of options)

Squishing and squeezing

squeezing into tight spots or behind furniture

wrapping up tightly in blanket

sleeping in stretchy sheets that are tucked in on sides

laying under a large yoga ball

Sit or stand or a wobble cushion or wiggle seat (great for meals, homework, and crafts)

Using essential oils (different types of oils are used to calm or be alert, check out this get start guide)

Listening to rhythmic or soft music

Wearing noise cancelling headphones

Watching slow moving or soothing images

Drinking something warm

Sucking on a piece of hard candy or a lozenge

Slow rocking

Using heavy or weighed blankets or lap pads ( check out the whole guide for weighted blankets here and how and when to use weighted lap pads.)

Vibration (is calming rather than alerting when used for longer periods of time)

Now that you have this huge list of sensory diet ideas, what's next? How do you know which activities to use with your child and when? How often should you do them?

Those are all very important questions, and I'm going to answer them for you in next week's free workshops that I'm co-hosting (2 days/times available): How to Create a Successful, No-Stress Sensory Diet for Kids in 4 Simple Steps

As an OT, sensory is one of my specialties, in the workshop we'll be giving you our expert know-how with the practicality of real-life mom. This sensory stuff can get overwhelming pretty fast, and for good reason, in the workshop we're going to be putting an end to that! We aren't in the business of wasting time, we have been working hard for months on this for YOU, and it is worth every minute of your time because what you'll learn could be a total game changer for you and your child!

Make sure you save yourself a seat, we don't know when we'll be offering this opportunity again!

Sensory Solutions Class Scholarship

It's time now to announce the two winners of the scholarships for the simple but intensive sensory class I co-teach, Sensory Solutions, that opens in a few weeks!

First, we want to thank everyone that took time to submit an application, it was incredibly difficult to choose the winners, and we ended up extending it to three parents. For those of you that don't see your name below, we aren't going to leave you hanging! We do have the amazing consolation prize of the workshop next week, where we will teach you our four step plan for FREE.

Without further ado, the winners of the scholarship are:

Sara Earl

Dennae Turner

Brandy Millard

Thank you all again, it was a privilege to receive your responses, we hope to see you live in the workshop (remember there's a live Q/A at the end, you'll be able to ask us, your questions!)

More Sensory Diet Activities
Powerful Proprioceptive Activities that Calm, Focus, & Alert Everything Oral Sensory: The Total Guide Sensory Strategies for Wild Kids 13 Easy Sensory Strategies for the Classroom
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100+ Awesome and Easy Sensory Diet Activities - Your Kid's Table

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This is the ultimate list of sensory diet activities for kids. Many ideas can be done with common household items and are easy to use and put into your routine! I've been wanting to write this post for a while now, its a big one, filled to the brim with sensory diet activities you can use for your child or toddler.