We just found out today -  thanks to those parents who let us know when they rang to have a chat about inclusive technology solutions for their children! 

Parents, families and caregivers may be eligible for an Education Tax Refund

This means you could get 50% back on a range of primary and secondary school education expenses.

For more information check out the website at http://www.educationtaxrefund.gov.au/home/default.asp?sid=42

This site will help you decide if you are eligible, what you can claim, how much you can claim and how you can claim it.

Remember to keep your receipts. They will help you calculate your refund and you may be required to show them as proof of purchase.

We hope this information will be useful to families.

At less than half the cost of ZoomText, iZoom is an exciting new option for people with low vision who need an easy-to-use program for magnifying text on their computer screens. Another big bonus is that iZoom speaks out the text using clear male and female Australian voices!

Other benefits of using iZoom?

• The USB version of iZoom does not require you to install any software onto the computer at all. Just insert it into the USB drive and you are instantly up and running. Other programs, like ZoomText, need users to install a small file, effectively locking them out of any public computers (like those in libraries) and school or Uni/TAFE computers where students do not have administrator privileges.
• Exceptionally easy to use interface.
• Zoom scroll-bars appear on the side and bottom of the screen to assist users to know where they are on the screen once it is enlarged.
• Font smoothing ensures clear, non-jaggy text when magnified.
• SmartAlign technology makes viewing web pages, emails and documents that don’t fit on the screen much easier. No need to continuously scroll back and forward horizontally to read the text. With just one mouse click, SmartAlign will realign the text so that it fits on the screen allowing you to be more productive and reducing eye-strain.

The Spectronics team have just finished a new Comparison Chart reviewing the features of several magnification software programs. If you have any questions about iZoom or other screen magnification programs, the best person on our team to answer your queries is Anita Raftery, our new teacher, with many years experience in supporting students with vision impairment. Anita can be contacted in our Brisbane office on phone (07) 3808 6833 or by email at anitar@spectronicsinoz.com

Want to try the program for yourself? A 30-day trial version is downloadable from the Spectronics website but at a hefty 388 MB, it takes a while to download! So please feel free to contact Spectronics to have a copy of the trial version sent to you on CD. If you have enquiries about site licence options and pricing, we are also happy to assist.

It includes 14 of your favourite Nursery Rhymes such as:

• Old MacDonald had a farm
• Wheels on the bus
• Baa Baa Black Sheep
• Hey Diddle Diddle
• Miss Polly had a Dolly
• Five Little Ducks

To accompany each of the nursery rhymes, you get:

• a picture song board featuring Picture Communication Symbols, developed using the Boardmaker Software Family
• a Key Word Sign poster (Makaton) for each Nursery Rhyme
• a song lyrics sheet highlighting the key signs

There is also a helpful handout available that talks about why you would want to use these visual supports with ALL children and how you should use them effectively to promote language development in children with communication difficulties.

A CD of the Nursery Rhymes, both with and without singing, is also available for purchase from hey dee ho music thanks to the Australian Institute of Music and Childhood Development.

A link directly to the resource can also be found on our Activity Exchange where there are lots of other resources you may be interested in. Make sure you check them out – they really are a great practical resource that will save you heaps of time!

The picture illustrations that appear on the Nursery Rhymes to Sing See and Sign resources are Picture Communication Symbols copyright 1981-2007 by Mayer-Johnson LLC. All Rights Reserved Worldwide. Used with permission. www.mayer-johnson.com.

Scope also thanks The Jack Brockhoff Foundation for this initiative.

A wordle containing rearranged words from this blog about inclusive technologies

http://www.Wordle.net/. Images of Wordles are licensed .

I used Wordle to create the “word cloud” above using some of the text from this blog. Wordle is a great online tool to display your text in a different way, simply copy some text from a document or website, open up the Wordle webpage and paste in your text. Wordle generates “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes. The images you create with Wordle are yours to use however you like. You can print them out, or save them to the Wordle gallery to share.

Ideas for using Wordle

• create and print out book covers for school, home or work
• Create a title page for a topic or assignment
• Create personalised wrapping paper or cards
• Display brainstorming ideas
• Use as a starter at the beginning of a lesson, display on a Interactive White Board
• Create a Wordle to check word frequency and the main ideas in a piece of writing
• Use as a vocabulary enrichment resource in your classroom

Who could use Wordle:

Students who have poor fine motor skills, irregular handwriting, learning difficulties, or who have a physical disability leading to difficulties with writing, teachers can use Wordle too. Anyone can use Wordle and they’re fun to create!

PSST…  Bloggers out there can be the first to hear…

Spectronics has new screen magnification software available called iZoom. To help you compare the features of iZoom with other screen magnification software we’ve decided to create a “comparison chart” so you can look for the features you need and check what software packages include them.

Even better still, all the magnification software we’ve compared on the chart is also available to download as a demonstration version, so you can spend some time evaluating it yourself before making a choice! Have a look at the comparison chart at  http://www.spectronicsinoz.com/article/magnification-software-comparison-chart

You might also like to have a look at comparison charts we’ve created for other inclusive technologies by using this link  http://www.spectronicsinoz.com/library/comparison-charts

Technology is a tool that serves a set of education goals, and if we don’t think about what we want the technology for first, we end up with technology driven solutions that have very little impact on the lives of children and in our educational system

Linda Roberts, U. S. Department of Education

Introduction

The last 10 years have seen a dramatic increase in the growth and development of inclusive technology tools (the term ‘inclusive technology’ is often used interchangeably with ‘assistive technology’ – see http://anzatresearch.wikispaces.com/What+is+Assistive+Technology%3F for a more detailed discussion). In 2003, for example, there were an estimated 25,000 inclusive technology products available (Edyburn 2005). This figure continues to increase as new technologies are released each year.

As Individual Education Plan (IEP) teams meet to consider inclusive technology options, team members are faced with either an overwhelming array of choices or face the assistive technology paradox, “How do I know what is available if I don’t know what is available?” (http://wiki.literacytent.org/index.php/AleAssistiveTechnology).

The SETT Framework helps us address these issues by providing a framework to discuss and analyse a student’s’ abilities and identify specific targeted areas where the student requires additional support in the form of inclusive technologies to participate.

SETT Framework

The SETT Framework, developed by Joy Zabala (2005), is an organisational instrument to help collaborative teams create student-centred, environmentally useful, and tasks-focused tool systems that foster the educational success of students with disabilities.

SETT is an acronym for Student, Environment, Task and Tools. Key questions are asked in each area to in order to guide teams in gathering data and information to support the consideration and implementation of appropriate inclusive technologies. These questions provide a framework and not a protocol, as they guide the discussion and provide a vehicle for the team to collaborate and form a consensus on ‘where to from here’.

STUDENT – Examples of guiding questions concerning inclusive technologies:

• What are the student’s current abilities?
• What are the student’s special needs?
• What are the functional areas of concern?
• What are the other students doing that this student needs to be able to do?
• What does the student need to be able to do that is difficult or impossible to accomplish independently at this time?

A useful resource to support these questions from a student point of view is Bowser, G., & Reed, P. (2001). Hey Can I Try That? A Student Handbook for Choosing and Using Assistive Technology. This is available from www.educationtechpoints.org/manuals-materials/hey-can-i-try-that

ENVIRONMENTS – Examples of guiding questions concerning inclusive technologies:

• What activities take place in the environment?
• Where will the student participate—classroom, home, community, therapy?
• What is the physical arrangement?
• What activities do other students do that this student cannot currently participate in?
• What assistive technology does the student have access to or currently use?

TASKS – Examples of guiding questions concerning inclusive technologies:

• What specific tasks occur in the environment?
• What activities is the student expected to do?
• What does success look like?

TOOLS – Examples of guiding questions concerning inclusive technologies:

Tools are devices and services—anything that is needed to help the student participate and access learning programs.

• Are the tools being considered on a continuum from no/low to high-tech?
• Are the tools student centred and task oriented and reflect the student’s current needs?
• Are tools being considered because of their features that are needed rather than brand names?
• What is the cognitive load required by the student to use the tool?
• What are the training requirements for the student, family and staff?

Having utilised the SETT Framework to identify an inclusive technology solution the collaborative team needs to consider a number of factors. Does this tool address the tasks the student is experiencing difficulty with? Does it reinforce least restrictive options? Is it simple to use and acquire? Will student, family, and peers accept it? Will the student require a range of strategies for an individual task? Were no/low-tech options also considered?

Finally, a trial and evaluation of the inclusive technology selected is undertaken.

____________________________________________________

The SETT Framework is not a one off event but an ongoing framework for collaborative teams to gather information and ensure that the most appropriate inclusive technology tools are being utilised by the student. As a result there needs to be ongoing Re-SETTing, where teams need to return to the SETT questions on a regular basis. The IEP meeting is the natural meeting venue for this to occur. Re-SETTing is a matter of keeping decision-guiding information accurate, up to date, and clearly inclusive of the shared knowledge of all those involved (Zabala, 2002).

The SETT Framework has been adopted at a local, state and national level around the world. In New Zealand, the Ministry of Education has embedded the SETT Framework into its national Assistive Technology Guidelines. These can be found at http://tinyurl.com/SETTNZ The Wisconsin Assistive Technology Initiative (WATI), a statewide initiative in the United States, has produced a document entitled Assessing Students’ Needs for Assistive Technology (ASNAT) 5th Edition which utilises the SETT format for group decision‐making. This can be found at http://www.wati.org/?pageLoad=content/supports/free/index.php .

Conclusion

The SETT Framework is an essential guide to ensuring informed decisions are made when considering and implementing inclusive technologies for students in schools. The framework of questions is intended to catch all the ideas and possible solutions provided by a collaborative team. The framework promotes a process that is student centred, flexible, allows for shared knowledge and collaboration, incorporates multiple perspectives and is ongoing. Getting SETT is just the beginning!

Resources and Web links

• Bowser, G., & Reed, P. (2001). Hey Can I Try That? A Student Handbook for Choosing and Using Assistive Technology: Available from www.wati.org/products/pdf/heycanitrythat.pdf
• Personal Choices: Finding Low and Mid Tech Tools That Work For You – http://www.onionmountaintech.com/files/PersonalChoices.pdf
• Zabala, J. S. (2005). Using the SETT Framework to Level the Learning Field for Students with Disabilities. Retrieved 26/02/08, from http://www.ode.state.or.us/initiatives/elearning/nasdse/settintrogeneric2005.pdf
• Assistive Technology Training Online Project (ATTO): Assessing Student Need – http://atto.buffalo.edu/registered/ATBasics/Foundation/Assessment/index.php
• SETT Framework – http://sweb.uky.edu/~jszaba0/JoySETT.html
• NZ Ministry of Education. Assistive Technology Guidelines: Supporting Students with Special Education Needs . A guide to support schools and specialists to provide quality assistive technology services. http://www.minedu.govt.nz/web/downloadable/dl7576_v1/7576-assistive-technology-guidelines-apr-08.pdf
• WATI – http://www.wati.org/?pageLoad=content/supports/free/index.php
• AT Cycle, MATN Online – http://olms.cte.jhu.edu/olms/output/page.php?id=9514
• TexhMatrix – www.technatrix.org
• IT for AT – http://www.paec.org/fdlrstech/itforat/start_here.html
• Onion Mountain Technology – http://www.onionmountaintech.com/assistive.php

References

Edyburn, D. (2005). Special education technology competencies. Special Education Technology Practice, 7(1), 16-27.

Edyburn, D. L. (2008). Assistive Technology Consideration. Special Education Technology Practice, 10, 1, 16-18.

Marino, M. T., Marino, E. C., & Shaw, S. F. (2006). Making informed assistive technology decisions for students with high incidence disabilities. Teaching Exceptional Children, 38(6), 18-25.

Peterson-Karlan, G. R. (2003). An administrative consideration of the AT “Consideration” mandate. Paper presented at the Fifth Annual Fall Conference of the Illinois Alliance of Administrators of Special Education, Tinley Park, IL. Available from http://www.seat.ilstu.org/resources/2003.shtml

Wissick, C. A., & Gardner, J. E. (2008). Conducting Assessments in Technology Needs: From Assessment to Implementation. Assessment for Effective Intervention, 33(2), 78-93.

Zabala, J. S. (2000). Setting the stage for success: Building success through effective selection and use of assistive technology systems. Retrieved 12/6/06 from www.ldonline.org/article/5874?theme=print

Zabala, J. S. (2002). A Brief Introduction to the SETT Framework. Retrieved from http://www.sbac.edu/~ese/AT/referralprocess/SETTUPDATE.pdf

Zabala, J. S. (2005). Ready, SETT, go! Getting started with the SETT framework. Closing the Gap, 23(6).

Zabala, J. S. (2005). Using the SETT Framework to Level the Learning Field for Students with Disabilities. Retrieved 26/02/08, from www.ode.state.or.us/initiatives/elearning/nasdse/settintrogeneric2005.pdf

Watts, E.H., O’Brian, M., & Wojcik, B.W., (2004) Four models of assistive technology consideration: How do they compare to recommended educational assessment practices? Journal of Special Education Technology, 19, 1. Retrieved 9/7/07 from: http://jset.unlv.edu/shared/volsmenu.html

This overview of the SETT Framework has been published in the Term 4 2009 edition of the SERU Update, a newsletter which supports the education of children and students with disabilities and learning difficulties published by the Special Education Resource Unit (SERU), a South Australian Department of Education and Children’s Services (DECS) support centre. For a copy of the update go to http://web.seru.sa.edu.au/SERUpdate.htm

For more information contact Greg O’Connor, grego@spectronicsinoz.com

Here at Spectronics we often get asked, “where can I go to find out more about inclusive learning technologies, particularly addressing the implementation of these technologies in the classroom?”

This blog is the first in a series of postings that will explore a range of resources available to support our understanding of how inclusive technologies can advance independent achievement in the classroom and beyond.

Assistive Technology Books

A number of assistive technology books are available to assist in our understanding and to promote good practice. For a good place to start check out the following books:

Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities by Dell, Newton and Petroff (2008), published by Pearson Education.

This book provides an overview of how assistive technology can be used in schools and in all kinds of classrooms to teach new skills to students and to provide access to the curriculum. Chapter headings include: Benefits of computer use in special education; Access to computers; Augmentative Communication; and Making it happen.

Available from www.amazon.com, www.booktopia.com.au

Handbook of Special Education Technology Research and Practice by Edyburn, Higgins and Boone (2005), published by Knowledge by Design.

An authoritative single-volume reference documenting the latest research and practice developments in special education technology. Featuring contributions from 100 authors, this handbook is essential reading for special education teachers, administrators, teacher educators, graduate students, technology specialists, researchers, and policy makers.

Available from Spectronics – http://www.spectronics.com.au/product/handbook-of-special-education-technology-research-and-practice

Differentiating Instruction with Technology by Smith and Throne, published by International Society for Technology in Education. There are two editions – in K-5 Classrooms (2007), and in Middle School Classrooms (2009).

While not specifically aimed at supporting students with disabilities and learning difficulties, the authors show educators the benefits of combining Differentiated Instruction with technology, encouraging educators to re-engage students by bringing lessons out of the past and into the student-centered reality of digital-age learning. For all students “educators have a responsibility to treat and teach them as individuals. Differentiated Instruction makes this possible, and technology makes Differentiated Instruction…..effective, and engaging”.

Available from International Society for Technology in Education – www.iste.org

The Illustrated Guide to Assistive Technology and Devices: Tools and Gadgets for Living Independently by Robitaille (2010), published by Demos Health.

This book is an illustrated guide to assistive technologies. The book examines assistive technologies in relation to mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information technologies. This book sets out to empower people with disabilities to use assistive technologies to overcome barriers encountered in their daily lives. It includes real-life examples about how people with disabilities are using assistive technologies to assist them in daily tasks, and discusses emotional issues related using assistive technologies.

Available soon from Spectronics.

To download these new PCS symbols you need to be a member of Adapted Learning and login. Then you can search for the term “symbols”.

This helpful article has been written to assist you to find, download and use the symbols and activities of the month.

After you have downloaded the symbol file and unzipped it you will find three items: A PDF Instruction sheet, a Boardmaker file to show you the symbols that are included, and two files to add to your symbol library. You can start right now and find lots of new symbols from the past few months for animals, weather and seasonal activities such as Christmas or the Special Olympics.

In response to the recent tragedy that occurred in Haiti, some specific symbols such as Red Cross and rescue team have been created. This article has a link if you are interested in the Haiti symbols and step-by-step instructions to download and install them. Many of the symbols would also translate to other emergency situations.

]]> http://www.spectronicsinoz.com/blog/web-links/2010/02/free-monthly-boardmaker-pcs-symbols/feed/ 1 http://www.spectronicsinoz.com/blog/resources/2010/02/free-downloadable-alphabet-boards-for-people-using-aac/ http://www.spectronicsinoz.com/blog/resources/2010/02/free-downloadable-alphabet-boards-for-people-using-aac/#comments Fri, 05 Feb 2010 00:00:39 +0000 Katie Lyon http://www.spectronicsinoz.com/blog/?p=656 Hey there! I just wanted to let you know about some low-tech alphabet boards that we have developed that might be useful for some people using AAC.  They can be a great backup for someone when their communication device isn’t available – those times when it hasn’t been charged or if you are going for a swim and don’t want to take technology near the pool!

They are available from our Activity Exchange and you can choose between:

• An ABC layout in lowercase
• An ABC layout in UPPERCASE
• A QWERTY layout in lowercase
• A QWERTY layout in UPPERCASE

You can choose between the Boardmaker format or PDF format for those who don’t have access to the Boardmaker Software Family.

They were developed in collaboration with Scope Victoria and include instructions for use – but of course, if you download the Boardmaker version you can freely edit or individualise these boards using your Boardmaker Software.

Feel free to share them around also – and if you would like to contribute something to our Activity Exchange , please feel free to contact us through our activity exchange on activityexchange@spectronics.com.au.

The resource, entitled “Supporting communication through AAC (Alternative and Augmentative Communication)” is divided into 12 modules.  Overall the package “aims to help parents, teachers and professionals to support individuals who may benefit from using AAC” and can be downloaded as a series of PDFs. Each module is designed to stand alone or be used as part of the package.

The modules have been written on topics including “Introduction to AAC”, “FrequentlyAsked Questions”, “Software” and “Web Resources and Discussion Groups”.

I hope you find this resource as valuable as I have.  Thanks Scope UK

• Australian Rules Football
• National Rugby League
• Super 14’s Rugby

AFL Sample Pages

Just click on the code you are interested in to be taken to the link so you can download the Boardmaker package for your code.  Then you will be ready to begin tipping as soon as the season starts (and that’s just around the corner…)

By completing your tipping in Boardmaker Plus everyone in your competition can make their tips independently – using a touchscreen, mouse or switch.

This activity is supplied as a Boardmaker package in our Activity Exchange.  For help with loading a Boardmaker package please see the FAQ What do I do with a board package after I download it?

For more information about Boardmaker Plus and to see how it can be used to develop onscreen interactive activities – why not attend one of our free online training sessions?

Good Luck! And GO THE WESTERN BULLDOGS!!!