Response a peer
Laura1990.
WEEK12AssistiveTech-ForCommunication.pptAssistive Technology for
COMMUNICATION
Compiled by Prof. Pierre
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Access to Print Material
- Large print books
- Audio Books
- Desk top magnifiers
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Access to print can be provided through large print books, Audio books (such as books on tape) or desk top magnification. This slide shows a comparison between a regular academic textbook and an enlarged print textbook. By enlarging pictures and text, a student with a visual impairment can have greater access to the curriculum.
Discussion Prompt:
- Does anyone in the audience have any questions or any experience with large print books?
- How does one go about acquiring large print books? Large print and Braille books can be obtained from Michigan School for the Blind 1(800) 622-6730.
Access to Writing for Students
with Visual Impairments
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The next slide illustrates a range of assistive technology tools for writing Braille.
Methods of writing braille can range from a slate and stylus or Perkins Brailler to the use of notetaking devices (personal digital assistants) that use either a Perkins-brailler style keyboard for data entry or a computer-style keyboard. PDA’s can have synthesized speech output, or can have both speech and refreshable braille output.
Tools featured on this slide include:
1. Perkins Brailler from Howe Press
2. Slate and Stylus from American Printing House for the Blind
3. Braille labeler
4. Type n’ Speak from Freedom Scientific
5. Braille n’ Speak from Freedom Scientific
6. Blazer Embosser from Freedom Scientific
7. Braille Notetakers: Braille note from Pulse Data, Braille Lite from Freedom Scientific, Elba form Papenmeier
Computer Access for Students
with Visual Impairments
- Lower screen resolution
- High contrast settings
- Screen magnification software
- Screen reader software
- Scan and read software
- Refreshable Braille output
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For accessing a computer there are settings that can be made in the accessibility features of a Window based computer. No-cost changes can be made to the screen resolution; the lower the screen resolution, the larger items will appear on the computer monitor. There are also "high contrast" screen settings which can be made.
If the items included in Windows are not sufficient, there are screen magnification programs such as MAGIC produced by Freedom Scientific, which can afford the user more options for adjustments.
If a user is totally blind, or doesn't have enough useful vision to utilize screen enlargement, there are screen-reading programs available. These programs allow the user to operate a computer independently, and use synthesized speech, and sometimes an optional refreshable braille display to provide output of the information presented on the computer monitor. Examples of screen reading programs might include JAWS for Windows, or Window-Eyes.
Another area where a computer has been extremely useful is to give access to printed materials through use of a scanning and reading system. These programs use a standard scanner connected to your computer to scan in printed material. These packages are self-voicing and have optical character recognition (OCR) integrated into them.
These programs can be rather expensive to purchase. It's possible to put together a package of a commercial OCR program and a screen reader to get similar results, but a person needs to be familiar with computers and configuring programs to work together. Examples of these integrated packages might include Kurzweil 1000 or OpenBook. An example of a commercial package might be OmniPage Professional
Items shown on slide:
1. Windows accessibility features
2. Jaws for Windows from Freedom Scientific, Open Book Window Eyes form GW Micro, Kurzweil 1000 from Kurzweil
Educational systems, and Accessibility Suite from Premier Assistive Technology.
3. Refreshable Braille from Freedom Scientific
Discussion Prompt:
- What is the difference between a screen reader and a scanning and reading system?
The difference between a screen reader and a scanning and reading system is that the screen reader is used to operate the computer independently, whereas, the scanning and reading system is used specifically to access written information.
Assistive Technology for
Students with Hearing Impairments
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This slide shows several tools that children with hearing impairments and other learning disabilities can use to help them participate more fully in educational activities. Pictured are amplification systems with hand held microphones to amplify a communication partner’s voice and other systems which specifically amplify the teacher’s voice and direct it into the student’s earpiece, headphones or hearing aid. Also pictured is a classroom amplification system can benefit all of the students in a classroom by amplifying the teachers voice and projecting it through speakers placed around the classroom.
In addition, there are adaptations that can allow students access to classroom materials and information via multimedia, telecommunication and interpretation services.
Objects pictured on this slide include:
On the left, Auditory Trainer by Phonic Ear
On the right,
- Sound Wizard by HITEC
- Speechmaker by Williams Sound
- Portable Wireless amplification system by LightSPEED Technologies
Accessing Communication through Augmentative and Alternative Communication
“Any device, system or method that
improves the ability of a child with
a communication impairment to
communicate effectively” YAACK
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Augmentative and Alternative Communication or also known as AAC is defined as (read definition from slide). AAC encompasses many means to communication. AAC can be broken down into two specific categories: Unaided and Aided. Unaided AAC refers to any means of communication that uses one’s body such as gestures, facial expressions, eye gaze, vocalizations, and sign language. Aided AAC refers to the use of something outside of one’s body such as pictures, symbols, printed words on paper boards and AAC devices. Aided AAC can be further divided into the categories of light or low tech, mid tech and high tech which will be discussed next.
Light-Tech AAC Options
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Low or light-tech communication tools are classified as those not having a power source. These Communication Tools are relatively inexpensive, easily made, quickly accessed, and easily replaced. Many are paper based using pictures, but communication boards can also be collections of real or miniature objects depending on the needs of the student. Light tech is not necessarily for just early communicators. These tools can be used as a person's primary or secondary means of communication and can enhance expressive or receptive language.
The tools on the slides are as follows:
1.Communication Vest/Apron from Mayer-Johnson
2.Homemade picture communication ring
3.Go!Board from Enabling Devices
4.Communication board/ Laminated Topic Board downloaded from Tinsnips.com
5.Flip 'n Talk from Mayer-Johnson
6.Velcro Choice Board from Creative Communicating with Laminated Boardmaker symbols from Mayer-Johnson.
Discussion Prompts:
- Who would benefit from using these Communication Tools?
Light technology is beneficial for all students with speech and language deficits that limit or prohibit the expression or comprehension of verbal language. Students with beginning communication skills would benefit from using light technology as a primary means of communication. Additionally, light technology would benefit students with organizational difficulties or who are visual learners.
2. Why would you use light-tech communication with a student already using a high-tech communication device?
People use a variety of means to communicate. Light-tech A student who uses a high tech communication tool might also use a variety of light tech devices for use in various environments and situations. An example is a plastic coated picture board that could be used in a swimming pool.
Mid-Tech AAC Devices
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For the purpose of this presentation, Mid-tech communication tools are classified as those that have a power source and speech output, but do not possess computer based features (such as dynamic display, or internal symbol libraries). The speech output is digitized, which means recorded speech. Mid-tech devices have various features including variance in the number of messages available to a student, button/cell size, the ability to use objects or photographs or pictures as the means of language representation, and various modes of access, such as auditory or visual scanning. These displays are always static. Mid-tech AAC gives students access to voice output and can be easily programmed to meet the needs of a variety of students and/or situations. Mid tech can be used as a primary or secondary means of communication and combines with other low or high tech means of communication. The devices shown on this slide are examples of mid-tech devices that have one to four messages, or the ability to sequence a variety of message for a set time frame.
Tools represented on this slide:
- Grooved Platform Communicator from Enabling Devices
- Take N’ Talk Go Board from Enabling Devices
- BIGMack from Ablenet
- Personal Talker from Attainment
- Step-By-Step Communicator from Ablenet
Mid-Tech AAC Tools
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These mid-tech devices illustrate the range of options a student can have within mid-tech AAC devices. These options include a greater number of messages, the ability to have messages on multiple levels, and alternative modes of access such as visual and auditory scanning.
Tools presented on this slide:
- Turn N' Talk from Frame Technologies
- Superhawk from Adamlab
- Chatbox from Saltillo
- Tech Scan from Mayer-Johnson
- Talking picture frame from Radio Shack
Discussion Prompts:
Who would benefit from mid-tech devices?
Mid tech devices are beneficial for students who need a simple means to communicate and who need objects or pictures as their language representation system rather than written words exclusively. In addition, these devices work well for students who need an additional device to supplement their high technology.
Handout: Voice Output Communication Devices Under $1,000
High-Tech Dedicated AAC Tools
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High Tech AAC devices have computer based features and offer a wide range of options. These devices on this slide are referred to as “dedicated” because the device will only run the pre-programmed communication software. One of the features that differentiates a high tech device from a mid-tech device is the use of dynamic display and/or text to speech capabilities. Dynamic display eliminates the need for paper overlays and a manual change of the levels.
The devices on this slide are as follows:
- DynaWrite from DynaVox Systems
- Lightwriter from Zygo Industries
- Springboard from PRC
- Pathfinder from PRC
- DynaMyte from DynaVox Systems
- DynaMo from DynaVox Systems
Discussion Prompt:
- Who would benefit from High Tech Devices?
High tech devices are beneficial for student whose communication needs cannot be met within the confines of a mid tech or low tech system. The reasons for this could include the need for a large vocabulary base, or physical deficits that limit the ability to handle frequent paper board changes.
High-Tech Non-Dedicated AAC Tools
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High Tech Non-Dedicated AAC devices offer the user additional features beyond voice output, such as access to word processing, educational software and connection to the internet. Examples of non-dedicated devices include laptop computers, Tablet PCs, and PDAs that utilize communication software, such as Speaking Dynamically Pro from Mayer-Johnson or Velocity from Enkidu
The devices on this slides are as follows:
- Mercury from ATI
- Gemini from ATI
- Palmtop EX from Enkidu
- Tablet Portable Impact from Enkidu
Discussion Prompt:
- Who would benfit from these devices?
High tech non-dedicated devices are beneficial for students whose communication needs include additional software products or need software support to participate in the classroom.
Handouts: AAC and Related Websites
Selected AAC Resources
Communication Software
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One commercially available communication software package is Speaking Dynamically Pro from Mayer-Johnson. The software comes pre-programmed with many communication pages, but it is easily customized to meet a particular student's needs. This illustrates some of the pre-programmed pages related to food choices.
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