I try to update word problems from our outdated textbook to relate to their lives today. For example, our textbook has a question about the probability that the number of songs stored on a random MP3 player will be greater than 50. I rewrote this problem to be related to Spotify and playlists instead.

When possible, I like to give my students examples of where the topics we are learning are used in real life, however, students are often learning only the surface content with little depth there is no real-life application, yet. More skills and concepts are needed than just what we will touch upon.

Often with practice activities, which there is very little time for unfortunately, I try to disguise their work in a fun way by having students complete an escape room or play a game such as Blooket or Quizlet instead of a worksheet.

I know engagement is so important and those that aren't engaged will not learn. However, I feel that this year more than ever I am fighting with cellphones and laptops to try to get their attention. Sadly, Instagram, TikTok, and Fortnite are often more interesting.

With direct instruction though, I provide printed guided notes (also available to students on our learning management system Schoology) for students to fill in at their desk as I project the same notes using my iPad to the projector. Students have all of the examples typed out and necessary figures/images (think Geometry) printed in front of them. Using the iPad, I use my Apple Pencil and Notability to mark up the notes in color and insert screenshots of the calculator work we complete. I then post these to Schoology at the end of the lesson so students can go back and view this copy. Additionally, during COVID, I had recorded YouTube videos to go along with these notes so I linked those as well so students have multiple methods of delivery.

Also, my district has paid for some of our textbooks to have interactive features, (though this truly depends on the course and the textbook company since some are simply just downloaded PDFs). For example, for my Geometry textbook, students can view the entire book digitally, watch premade videos, take short check-in quizzes, and view supplementary material. They can zoom in to provide larger fonts and larger images as well as click a button to add closed captions to the videos.

That being said, as a mini project I have had students use FlipGrid to record videos to explain math problems to each other. In the past, students have created, illustrated, and solved word problems. These have been allowed to be presented as a small poster, digitally, or using comic strip creators. While this sort of assignment is certainly fun, these methods are time consuming for both the teacher to grade and for the students to create so they aren't very practical ways of submitting work every day of class. Instant feedback is really ideal for daily homework in math so that students can self-assess.

A more practical option for daily homework, besides of course the good old paper and pencil method of homework submission, would be to use websites such as DeltaMath, Quizizz, Quizalize, etc. to submit homework answers digitally. These can provide instant feedback to students and sometimes include how-to videos for similar problems.

This makes perfect sense that an actual process needs to be completed to determine what tools to use. Just throwing money at a problem does not solve it. Sometimes districts just hand over an iPad without actually thinking about how the technology can and will be used in a way to help the student.

student environments tasks and tools

The pandemic and the return to in-person learning have introduced new challenges to the learning environment and how to make it effective for student learning and engagement. Many of the digital resources that teachers relied on were free at the time but now may require paid subscriptions that districts may no longer be willing to pay for. Students were used to being in front of a laptop the whole day and have learned to rely on many of these certain tools. Engaging students has become more challenging as well. In virtual learning, we were not allowed to force students to turn on their cameras and microphones (this even became an IEP and 504 accommodation). It was difficult to get participation from students and when they returned to in-person learning, many were used to being passive learners.

When returning to in-person learning, we spent a school year with plastic shields as a barrier at student desks in addition to masks. Students could not hear or be heard well, and this was a new challenge. Then, those who were quarantined were virtual while we had students in the physical classroom and they struggled to collaborate with others because we were not allowed to let other students know who was being quarantined because that was considered providing private medical information about a student to others.

Collaboration and group work became a struggle for a couple of years after returning to in-person as we needed to keep desks as separated as possible and students were no longer as engagement or impressed by virtual activities. Paper and pencil became more exciting. But again, students still needed to keep their distance from one another.

Effective learning environments no longer only involves strong student engagement and understanding but now also includes social-emotional learning and teaching students proper and appropriate behavior (not the typical classroom management that was previously required).

One of the most effective ways to engage my students is through music. My students and I come up with songs to highlight classroom rules/expectations, sight words, math rules, and much more. Creating songs as a class is effective because it allows my students to easily retain the information and it allows them to feel a sense of ownership in their song. I also try to create lessons that peek my students' best interests. My Kindergarten students enjoy Mario. For an addition lesson, I was able to create a Mario addition game where the students had to come to the board and add different Mario characters. I also created a Mario-Count the Room activity in which students where able to go on a scavenger hunt around the room and find different flashcards with Mario characters. They had to write down the number of characters on the card and represent the number in a five frame and with tally marks. By doing this activity, I was able to gather more data about each student, such as if they understood the material, if they are able to work independently, and areas of growth. I continue to use this data to differentiate for each student as well.

Throughout the day, I often use popsicle sticks or an online Wheel of Names to randomly call on students. My Kindergarteners are eager to be called on and answer. The random name selector tools help my students be prepared at all times, which increases self-motivation and interest in learning.

Every day, my class engages in math centers and sometimes literacy centers. In each center, different types of representations of the same learning goal are presented. For example, this month we are focusing on teen numbers. Students are grouped by levels.

At one station, students are on Chromebooks working on an online math program. This program was created to provide a personalized learning path for each student. At the second station, students are playing an independent board game in which they roll a dice and move to the corresponding space value. On the game board, there is a teen number that they will build by using unfix cubes. At the third station, students are rolling a number, saying the number and tracing/writing the number they rolled on. At the forth station, students are working with me at the teacher table with differentiated lessons for each group.

Each station presents a new representation that could accommodate to different types of learners, visual, auditory, reading/writing or kinesthetic.

One way I do this is by providing the students with many group discussions and/or turn and talk opportunities. In this time, every student is able to verbally express in a comfortable setting with a friend their learning. I walk around to hear their conversation and add my input to further their thinking.

I also provide students with in-school or at-home projects that pertain to a specific learning goal. It is interesting to see the different approaches each student takes in expressing their knowledge.

Rose emphasized the importance of nurturing individual potential. He talked about a teacher who was willing to go through a technology class to help a student, Billy, in her class. Billy was a lower reader, but with the technology she provided to him, Billy was able to grow as a learner. It took one small change to help that student learn more effectively than before. The teacher's simple solution left a lasting impact on Billy. As educators, it our goal to help students learn. The most effective way to help students learn is by nurturing the individual potential of every single learner.

Todd Rose and our course focus on the importance of assistive technologies to assist all learners. Assistive technologies are just the one of many simple solutions that can leave a lasting impact on every learner.

1. Use of videos to model examples of skills/standards we are currently working on. 

2. Step by step examples to model a specific type of strategy like “Order of Operations”.

3. The use of Blooket, Quizzes, and Quizlet to review concepts/standards for an assessment.  

4. Google Slides to re-teach a skill/standard and then assess student knowledge with a Google Forms. 

1. One common way for students to show what they have learned is through assessments; I use a mid-topic quiz and an end of topic test for every topic. 

2. Projects that can be completed using any Google Suite app and/ or multimedia websites/apps.

There is no such thing as an average learner and if we design learning environments on average, they will not nurture our students’ individual potential. We need to create flexible learning environments where technology is adjusted for each students’ individual needs. We have the technology, we just need to know how to get it into our classrooms and learn how to use it!  

1. My students have a very difficult time staying focused in a classroom environment. Task seem to take them much longer than what I have experienced in the past

2. They are lacking motivation to complete work and succeed in class.

3. They seem to be more immature in their behavior than my previous 6th graders.

Designing Accessible STEM Content: Extreme Makeover Edition Reflection: The Design Accessible STEM Content webinar, presented by Cynthia Curry and Luiz Perez, explores the use of AT and accessible tools within STEM classrooms. Perez and Curry discuss how people with disabilities do not enter STEM programs and fields compared to their counterparts. The main reason for this lack of inclusion is the lack of accessible material. Perez and Curry explore the various ways for people with disabilities and supports to enter the STEM field or classroom. This webinar highlights the importance of multiple means of representation using alternate text for images, graphs, and edited transcripts for videos. These models and methods encourage higher engagement and learning among students. It provides resources for teachers that help everyone have equal access to materials using CADET and PHET. As a high school STEM teacher, I believe it is important for all learners to have equal access to science materials. The use of descriptions for images and transcript of videos allows all students in the classroom to enrich their content understanding. By teaching using accessible educational materials (AEM), it provides higher engagement and more students to have positive connotations regarding STEM. It allows students to further grow within their environment to help develop transferable skills, including maintaining tasks.

P.S. I love PHET especially for topics/content where students are unable to physically see

Student: This refers to the individual with disabilities who will be using the technology. It involves understanding the student's strengths, needs, preferences, and goals.

Environment: This aspect considers the physical, social, and instructional environment in which the student will be using the technology. It involves assessing factors such as classroom setup, available resources, and support systems.Tasks: This involves identifying the specific tasks or activities that the student needs to accomplish using the technology. It includes considering both academic and non-academic tasks and determining how the technology can support the student in completing these tasks.

Tools: This refers to the various types of technology tools and solutions that are available to support the student. It involves exploring different options, considering factors such as the features, compatibility, and appropriateness of the tools for the student and their environment.

The SETT Framework provides a structured way for teams, which may include educators, therapists, parents, and other professionals, to collaboratively assess the needs of the student and make informed decisions about technology selection and implementation

Coaching parents and family is incredibly important so they can help the AAC user. This can make sure that the family is clear on how best to encourage use of the device, how to best introduce new words, and clarify what strategies are being suggested. eLearning is another beneficial way to coach and provide information whether it is self-paced or live. In the video they say that coaching includes joint planning, observation, action practice, reflection, and feedback. This reminds me of the SETT framework from last week's coursework. It is very important to make sure everyone is on the same page.

2) AAC-92: AAC Where You Are: Context-based Communication Anywhere

The HAAT framework stands for Human Activity Assistive Technology. This model is a way of looking at assistive technology overall. The HAAT model starts with the person and needs to be "human-centered". It is important to think about likes, dislikes, abilities, etc. The device and available words should be geared toward the user. What activities will the user be doing and how do these activities impact them? What are the AT considerations and needs? Additionally, there are five contexts for language learning that intervention strategies need to be considered for. These are physical, social, functional, language, and cultural. Later, several technologies are suggested such as making visual supports, NuVoice PASS, and ChatEditor for free software downloads.

I chose these topics because my 4 (almost 5) year old son is nonverbal autistic and in an ABA Preschool Disabled Program with an IEP through the public school district. I believe he may end up using an AAC device to communicate in the future. I would like to learn as much as possible about AACs and how to best utilize them should he need one.

I wish my family would have coaching available to show us how to better help my son so we can mirror what is being done in his ABA program, speech therapy, and OT. I hope that when/if the time comes that he needs an AAC there will be coaching available for us. Additionally, I hope that when he has an AAC the IEP team makes sure all considerations from HAAT are taken into account to ensure the best possible implementation plan is written for him.

This webinar by Therese Wilkomm provides unique and innovative ways to provide additional assistance while using a cell phone and/or IPAD. I was especially impressed with how little and inexpensive these solutions were. Many of the mounting contraptions were made with items you might find in your own home. For example they showed someone with Cerebral Palsy who would often slide their hand across an IPAD which would cause them to click on random icons. Their solution was to create a mit using a FedEx envelope. Instead of cutting out a hole in the bottom or the missile of the envelope, they only cut a small slit at the top so only fingers can fit through. While wearing this mit, the user’s hand would slide across the IPAD without accidentally clicking on a random icon. It was genius, and cost little to nothing to create! Another solution for hands free use of an IPAD was using some PVC piping and Velcro to mount the IPAD or phone to a wheelchair. 

2)AAC010104: The Writer’s Web: Completely Digitizing the Writing Process through AAC

The presenter of this webinar, Margret Moore, was born with Cerebral Palsy. Her case does not affect her cognitively, just  physically which has her using a motorized wheelchair. Throughout this webinar she explains how she explains that as a young student, she had to explore the writing process differently than her peers. She absolutely hated when teachers would ask the class to plan out their writing or use graphic organizers because this required her to dictate her thoughts so someone else could write it down for her. In high school she was introduced to her first  AAC device. Prior to watching this I had no idea what an AAC device was. AAC stands for Assistive and Augmentative Communication device. The one she uses is called the Accent 1000, and has been like changing for her, and I’m sure many others. By using her wheelchair joystick she can use it as a communication device, computer and windows tablet. Recently, she got the most updated version which has an eyegaze feature instead of using the joystick which is much slower. I am floored that options like this are even available. The only thing I wished she would’ve touched upon is the cost.

This webinar focused on the teamwork aspect of assistive technology services. Some initial factors the speakers considered when it comes to deciding required steps other than “What is the student struggling with” is “What have they been able to do so far?”, "What has the student proved so far?”, “What has been tried in the past?”, and “What has been successful or has not been?” They discussed how these types of questions should be a guideline to help lead the initial evaluation . There was also an emphasis on the importance of information gathering as an initial step when it comes to AT evaluation. I agree that data collection, especially consistent and frequent, allows for the opportunity for the maximum amount of progress as it allows for  reflection and change if needed. Additionally, there was also a discussion of the significance of having a clearly defined decision making process for AT that all members have access too. Connecting to what I mentioned previously, conscience is very important in many aspects of education, especially when it comes to decision making. In addition, I thought it was great how they encouraged and stressed the importance of working as a team when it comes time to decision making and creating an action plan. The speakers also discussed incorporating a trial period where after the team can come back together to discuss the results and make alterations if needed. Trial periods are so important as it closely monitors if the student is making progress, including what is working or not, all in a timely manner. Overall, I thought this was a great webinar that I would recommend as it emphasizes the importance of AT being a team process and how everyone needs to work together to help provide the student what they need to be successful.

UDL as a Framework for Collaboration Between AT & IT

One factor that was discussed in the webinar that stood out was the discussion of  the speakers’ core design principles, which were equity, innovation and coherence. They discussed these three concepts and how they affect factors, such as what is best for the students and creating opportunities for students in and out of the classroom. I would also consider equity, innovation and coherence as pillars of UDL as they all share a common thread of thinking outside of the box to provide what a student needs in order to be successful. They also implement the three types of multiple means (engagement, representation, and action/expression). Due to this webinar consisting mostly of AT specialists and administrators, I thought it was interesting taking on another perspective other than a teacher  when consider these concepts. Both speakers were AT specialists, which offered great insight into the all three multiple means from a different point of view. Another part that really stuck out to me was they discussed designing a pd with the steps being consider the goal/audience, model UDL, document and share, and reflect. This is the same structure that is followed when teaching. Whether it is a classroom fully of students or an online webinar, following a specific structure when teaching others  can lead to a maximum possibility of comprehension.

This webinar focused on identifying math skills are essential for students to understand, identifying the apps/resources that teachers can use to teach these skills to students with special needs, and identify the professional development resources that teachers can use to understand how to use these tools to teach these skills. Numeracy is a hugely important skill that is learned early on in education. Without this skill students cannot progress very far in math. Representation of numbers needs to be taught in various ways. Relating to the natural numbers and patterns in the world can be very helpful as well. The seminar is focused on early learners, so a lot of the tools discussed were very elementary for my students, but some examples were block play, Rekenrek, the Castle Block app, and geoboards. Another tool they focused on was creating student choice so that students are engaged and involved in their own learning no matter what they are doing.

2) ATP040103: Smells Like Teen Spirit: Using Gaming and Social Media to Increase Access

This webinar focuses on increasing student access and engagement using gaming and social media. Some of the access methods discussed will be eye-gazing, head- pointing and adaptive mice, and the use of devices such as Amazon Alexa, Google Home and iPad switches. Although this is more targeted to students with more severe disabilities than I have in my school or classroom I still found it very interesting. The presenter showed a couple of videos of young adults that were in wheelchairs and used these technologies to access their computers and play video games. It was really cool to see how they could access the computer by simply moving their eyes or pointing with their heads. They can also change their settings within the assistive technology to make it more accessible to them, such as updating what each facial expression translates to for their “mouse” movements. The presenter also showed some videos of how to utilize the adaptive mice and switches for access, and how scanning can be turned off so that those with slower reflexes can still access the technology.

Classes were held in a virtual environment. Gone were the opportunities to create a warm and inviting physical space and to great students at the door. Professors and students were forced to see each other on a computer screen. However, teachers were able to provide a positive atmosphere and offer varied formats of teaching to keep it interesting during these challenging times. Unfortunately, college students struggled. College counseling centers have seen an increase in over 30% of students seeking counseling sessions post pandemic.

1. “The AT Toolbox: Top AT Tools That Engage and Empower Complex Learners”

Here are couple of tools that the presenters went over that I think are wonderful help our complex learners. 

~ The first thing that I thought was wonderful was the “Teachers’ Gateway to Special Education” database which was created by the Ontario Teachers’ Federation.  This resource you can search the specific needs of your students, IPRC exceptionalities, or diagnosed conditions.   You simply click on the specific need or diagnoses and you will be able to see the characteristics of the need/diagnoses along with instructional and environmental teaching strategies, and ideas for assessments.  

~ Another tool was using the SETT framework which promotes team approach and  provides consistency for the learner.

It is so important to find the correct tool and task for our complex learners. 

2. Making UDL Connections to Empower Educators

By the end of the video:

~  I was able to identify at least one professional development strategy to support educators with UDL implementation. Professional development is very important for us to collaborate. 

~ Some UDL examples that can be used in middle school are live captioning, to make text accessible, options for text to be read out loud, and speech to text dictation. 

~ It is important to connect and collaborate with your district to build a network

that supports implementation of UDL goals.

Assistive technology is related to function, rather than to a specific disability, and focuses on an individual’s disability needs.  Some good examples are wheelchairs, speech to text software, and hearing aids. It provides personalized solutions, with a targeted approach. This term does not include surgically implanted devices.

Both technologies must follow IDEA regulations and should insure the access, participation, and progress of students.  

^{The webinar focused on the impact of Covid and its transformative effects on information dissemination methods. Throughout the pandemic, they effectively involved parents in various instances, which was both intriguing and enlightening. Witnessing their approach to pandemic management and parental involvement was insightful. I opted to attend this webinar due to its insights into integrating technology in the classroom, tailored to diverse student needs. Additionally, learning about the proactive involvement of parents during the pandemic, and their significant support to their children, was particularly engaging.}

^{50 new ways to adapt the IPAD for students with disabilities}

^{The webinar on utilizing iPads for students with disabilities was truly inspiring. It was fascinating to learn about the diverse ways in which technology can be adapted to meet the unique needs of these students. Ensuring that all students feel empowered to utilize technology is paramount. Providing support during their academic endeavors is essential. One aspect that particularly caught my attention was the stylus, which could greatly enhance student engagement and motivation. The accessibility of technology is immensely beneficial for students with disabilities, offering them valuable opportunities for learning and participation.}

^{The webinar focused on the impact of Covid and its transformative effects on information dissemination methods. Throughout the pandemic, they effectively involved parents in various instances, which was both intriguing and enlightening. Witnessing their approach to pandemic management and parental involvement was insightful. I opted to attend this webinar due to its insights into integrating technology in the classroom, tailored to diverse student needs. Additionally, learning about the proactive involvement of parents during the pandemic, and their significant support to their children, was particularly engaging.}

^{50 new ways to adapt the IPAD for students with disabilities}

^{The webinar on utilizing iPads for students with disabilities was truly inspiring. It was fascinating to learn about the diverse ways in which technology can be adapted to meet the unique needs of these students. Ensuring that all students feel empowered to utilize technology is paramount. Providing support during their academic endeavors is essential. One aspect that particularly caught my attention was the stylus, which could greatly enhance student engagement and motivation. The accessibility of technology is immensely beneficial for students with disabilities, offering them valuable opportunities for learning and participation.}

I chose this module because I was hopeful that it would be applicable for all students I work with and not just those that are either on the autism spectrum or have another disability. Students with autism specifically, have trouble transitioning, picking up on social cues, initiating tasks on their own, and organizing. Using rules and routines is a great way to combat these difficulties and keep students with ASD on task and engaged. I think that this is also important for general education students who maybe struggle with one or two of those things as well. Creating rules and procedures that limit the need for student redirection and prompting allows all students to become more independent in their learning, and potentially in their adulthood as well. Choosing sequences wisely and organizing them in a clear way is important for establishing procedures for all students. Rules for students define behaviors that are allowed in certain situations, while routines provide steps that should be taken in certain situations. For rules, it is very possible that students are juggling multiple rules from each of the environments in which they spend their day. This can cause confusion, so it is best to generalize rules as much as possible. Visual supports can also be helpful to post as reminders of rules or routines.

Modeling is an effective strategy that has been used to increase school readiness skills, social skills, communication skills, and play skills in all ages. Prior to using the modeling strategy the learner must first be taught to imitate actions of others, sustain attention and show some of the necessary skills within the skill that is going to be modeled. People with autism find verbal directions or instructions difficult, so when things are presented in a visual manner it is more effective. The two types of modeling discussed in this module are live modeling, also known as vivo-modeling, and video modeling. Live modeling is when the learner is shown a live demonstration of the behavior or skill that is trying to be taught. Video modeling is when the learner is shown a video clip of a targeted behavior or skill and then prompted to demonstrate that behavior themselves. 

Modeling is used as a primer and as a prompt. The difference is when it's used as a primer, the skill or behavior is taught and then the learner is asked to do the same thing. When it’s used as a prompt, the learner has already seen the model, but is either still learning or doing it incorrectly. It’s a way to reinforce what they’ve already been shown prior to  them getting frustrated or agitated. 

1. Screening: The assessment often begins with an initial screening to identify potential indicators of ASD. This may involve gathering information from parents, teachers, or other caregivers about the individual's behavior and development.

2. Observation: Trained professionals observe the individual in various settings to assess their social interaction, communication skills, and repetitive behaviors. These observations may occur in structured settings, such as during standardized tasks, as well as in more naturalistic environments.

3. Interviews: Interviews with parents or caregivers are conducted to gather detailed information about the individual's developmental history, behavior patterns, and any concerns or challenges they may be facing.

4. Standardized Assessments: The assessment may include standardized tests and measures designed to evaluate specific areas of functioning, such as communication abilities, social skills, and cognitive functioning.

5. Collaboration: Professionals involved in the assessment process often collaborate to review and interpret the findings from various sources, including observations, interviews, and test results.

6. Diagnosis: Based on the information gathered during the assessment process, a diagnosis of autism spectrum disorder may be made according to established diagnostic criteria, such as those outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5).

Overall, the Ocali Autism Assessment aims to provide a comprehensive evaluation of an individual's strengths and challenges related to ASD, with the goal of facilitating appropriate intervention and support services. It's important to note that the assessment process may vary depending on the specific needs and circumstances of the individual being evaluated.

I chose this module because I was curious to learn more about this topic and different way special interests can be applied in the classroom. Something that stood out to me in the module lesson was how a special interest should not be seen as a deficit, but as a tool. Also another fact that stood out was when it mentioned that students with ASD may have multiple special interest. Often, I think it is intercept that a student will only have one, but that might not necessarily be true. A preference tools  that was introduce in the module was the Multiple Stimulus Without Replacement. This is a data sheet that uses a trial layout to help determine the best special interest to use for a specific intervention. Another aspect of the module that I thought was interesting was incorporating special interesting into different subject matters including math and language arts. For example, allowing the student to research their interest or incorporating their interest in a math problem. The module also provided case studies that demonstrated real life situations which displayed how special interests can be used more specifically in the classroom. 

This webinar focused on using gaming and social media in order to engage teens with complex access needs. Some assess method technologies such as eye-gaze, head-pointing, and adaptive mice were very fascinating to explore. Although I have heard of these tools, I never realized how complex and useful its features were. I enjoyed how the presenter provided many video examples of how different individuals used these tools. When learning about head pointing, it was interesting to see how computer features such as left click, right click, drag and drop, etc., could be easily adjusted to fit the needs of the individuals’ ability. These accessible technologies also have many channels of engagement , as they could be used for motivation/entertainment, social and community engagement, environmental controls and medical/emergency concerns.

2) AT18-WEB12: 50 New Ways to Adapt the IPAD for Students with Disabilities

This webinar focused on utilizing iPads for students with disabilities. The features presented by the presenter were so interesting to view because they benefited the learner in so many ways. They offered such valuable opportunities for learners with disabilities to participate. The adaptability of each approach was so intriguing to view. Some of the tools were made with home materials. These creative and innovative tools were simple yet highly effective. One of the tools created was a iPad holder made out of fabric. The fabric attached to the iPad and extended along the user's neck in order for the user to access the iPad without holding it. The presenter explained how simple and easy it was for her to create.

The Music-Mediated Intervention module focuses on the use of songs/rhythm to help individuals develop non-musical skills. I chose this module because I believe music is a powerful tool that almost every single person enjoys. I was curious to read about the different ways that music has been implemented in helpful and not so helpful ways. Music is used as a tool to connect with a person’s interests, create predictable structures, and foster communication. In the module, many examples of musical experiences for individuals were described. One example of music being used as a tool was for a non-speaking girl named Sam. When Sam would become frustrated, she would ring a bell which signaled for her mom to start singing to her. This simple act of the use of an instrument and singing allowed Sam to express her needs in a way that her mother was able to understand and accommodate to. Because music is experienced differently by each individual, it is important to consider the individual’s preferences of music, strengths, and challenges in order to fit the specific needs of that person. 

The Music-Mediated Intervention module focuses on the use of songs/rhythm to help individuals develop non-musical skills. I chose this module because I believe music is a powerful tool that almost every single person enjoys. I was curious to read about the different ways that music has been implemented in helpful and not so helpful ways. Music is used as a tool to connect with a person’s interests, create predictable structures, and foster communication. In the module, many examples of musical experiences for individuals were described. One example of music being used as a tool was for a non-speaking girl named Sam. When Sam would become frustrated, she would ring a bell which signaled for her mom to start singing to her. This simple act of the use of an instrument and singing allowed Sam to express her needs in a way that her mother was able to understand and accommodate to. Because music is experienced differently by each individual, it is important to consider the individual’s preferences of music, strengths, and challenges in order to fit the specific needs of that person. 

Students with ASD will experience difficulty in the classroom due their specific needs.  Some of their needs may be differences in attention, organization and sequencing, independent initiation, transitioning, and interpreting social cues between activities. differences in attention, organization and sequencing, independent initiation, transitioning, and interpreting social cues between activities. Individuals with autism thrive in structured environments due to predictability, defined rules, routines, and known expectations. This frees up some of their brain power to deal with new information. Together rules and routines meet the needs of individuals with ASD, thereby promoting independence and success in many different environments.

Rules: 

When creating rules for individuals with ASD they should be observable and clearly illustrate what the student should do, rather than simply what not to do. It is also important to keep in mind that variations between individuals can cause confusion and limit the potential for the student to understand and follow the rules, so having one broad set of rules that applies across settings can help promote a student's success.  

Routines:

Routines are especially useful in supporting the development of functional skills. Activities related to independent living skills can easily be broken into individual steps and taught as routines. Creating a routine with visual supports helps minimize prompting and promotes independence.

I chose the Language and Communication module. My 4 year old son has ASD and struggles greatly with language. His delayed speech was what led us to his ASD diagnosis. It was nice to learn so much more about his world and be able to define things I am seeing with him. For example, what my husband and I referred to as "parroting" or mimicking is called echolalia. I found it interesting see learn the difference between language, speech, and communication. "Language is a formal symbol system that has structural qualities, including morphology, semantics and syntax." "Speech is one means used to express language." But not all communication is spoken. For those who do not struggle with communication, it is difficult to remember this. "Communication is an interactive exchange between two or more people to express needs, feelings, and ideas." I see my son communicate in many ways that don't involve speech or language. He will take your hand and drag you to and point to what he wants. He will give hugs and kisses to express love. He will giggle and smile when watching his favorite shows to express happiness.

The module I chose was Language and Communication. My 4-year-old son with Autism Spectrum Disorder.  His speech delay as a toddler led us to his eventual ASD diagnosis.  It was nice to be able to put the appropriate name to the things we see with our son.  For example, we have always referred to it as “parroting” or mimicking, but from the module, I learned the term is echolalia.  I also found it interesting the distinctions they made between language and communication.  “Language is a formal symbol system that has structural qualities, including morphology, semantics and syntax.”  “Speech is one means used to express language.”  Not all communication must be through language and speech.  We can communicate in different ways.  Those of us who do not struggle with communication often forget this.  “Communication is an interactive exchange between two or more people to express needs, feelings, and ideas. It is a fundamental social skill.”  I see my son communicating through more than just spoken words.  He will take your hand and drag you to what he wants.  He will request by pointing.  He expresses love with hugs and kisses.  He expresses happiness through smiles and giggles, especially when he is watching his favorite tv show or movie.

The module I chose was Language and Communication. My 4-year-old son with Autism Spectrum Disorder. His speech delay as a toddler led us to his eventual ASD diagnosis. It was nice to be able to put the appropriate name to the things we see with our son. For example, we have always referred to it as “parroting” or mimicking, but from the module, I learned the term is echolalia. I also found it interesting the distinctions they made between language and communication. “Language is a formal symbol system that has structural qualities, including morphology, semantics and syntax.” “Speech is one means used to express language.” Not all communication must be through language and speech. We can communicate in different ways. Those of us who do not struggle with communication often forget this. “Communication is an interactive exchange between two or more people to express needs, feelings, and ideas. It is a fundamental social skill.” I see my son communicating through more than just spoken words. He will take your hand and drag you to what he wants. He will request by pointing. He expresses love with hugs and kisses. He expresses happiness through smiles and giggles, especially when he is watching his favorite tv show or movie.

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Hearing: One of the AT devices for hearing loss that I was unaware of is telecoils. In the "Hearing Loss Technology: Leveling the Playing Field" video, the two presenters explained this hearing device as it device that picks up and uses a magnetic signal. This device loops around the ear and does not create any background noise. As soon as I heard this description, I immediately thought that this device is a solenoid, which is a coil of wires that creates a magnetic field. Before this video, I was unaware of this device. It interested me on a personal level because this is a great example to explain to my students who may not have hearing loss of an AT that uses physics principles and ideas. By discussing and learning about various technology devices, including tele-coils, it encourages the creation of a conversation about assistive technologies for people with disabilities. This might aid in bridging the gap between those who might not be aware of the technologies that help people.

1. It allows individuals to adjust the webpage by setting text preferences. The user can change the font size and color and also change the background color.  

2. There is also an option to remove any ads and “clutter” that may be on the webpage.  This is beneficial because it allows more room for text and less distractions on the page. 

3. Read aloud option.

1. If the technology is available?

2. Is the teacher, student and parent trained on the AT?

3. How often and when is the child using the AT?

4. Did it help the child do something they could not do before? Is it efficient?

5. Is the child comfortable using the AT?

6. Is it convenient for use in the child’s environment?

I found the electronic magnification devices for low-vision (Acrobat, Cloverbook, Jupiter, and MATT Connect) to be really interesting. Acrobat is better for elementary students who stay in the same classroom for the majority of their day. This doesn't look like it travels well and if dropped too often would likely break. But have a great camera and fewer buttons which is better for younger students to use. Middle schoolers and high schoolers need something more portable such as the Cloverbook, Jupiter, and MATT Connect. These have cameras built in that can magnify and project to the screen. A newer device, the Cloverbook has an external screen that can be attached to do both close up and distance at the same time. There is a discrete small camera on the side and folds up to a small laptop size with a carrying handle that really doesn't even require a case. The MATT Connect is android based and has a detachable camera.

1. You can use Alexa devices as an intercom system within one home from device to device or you can even communicate between Alexa devices that are in different homes but on the same Amazon account. 

2. Alexa can connect to your cell phone or Skype and you can make phone calls or video chat through the Alexa device. 

3. “Tap to Alexa” and a setting that people who may be non-verbal can use to wake-up and use their Alexa device. 

4. “Routines” in Alexa allows you to perform one or several commands while minimizing the command itself to one word of phrase.