Tagged with 'Assistive Technology'

Several things happened at the end of January that helped bring clarity to the assistive technology landscape. Annually, the end of January brings us to the ATIA Conference in Orlando. This conference is a great opportunity to learn about the latest technology and the prevalent application of these from our colleagues across the country. We will get to the highlights of that towards the end of this piece. The bigger news was the fact that the U.S. Department of Education, in a document dated January 22nd, spelled out guidelines for the use of assistive technology as well as presented another document that addressed myth vs. fact looks at perceptions in education. Both can be found on our website. For those of you who have not had the opportunity to read the document, here is a synopsis of what it states, as well as some thoughts as to how you can proceed over the next few months with the end of ESSER III funding coming September 30th, 2024.

The first two myth vs. fact statements focus on the IEP and the need for AT. Assistive Technology should be a consideration in every IEP meeting, not just certain ones based on conditions. That does not mean that every child qualifies for AT. Instead, it is through the work of assessment during the IEP process whether there is a need. Stemming from that, recommended AT must be provided by the district or LEA under the guidelines of FAPE and cannot be dismissed by saying the funding is not available. What this means is that a quick assessment of tools which any district may be lacking could be conducted now so that while ESSER III funding is still open, districts can fill the gap of having AT devices for trial and/or usage by students. This is a perfect time to review what your district already has and create training for those devices with the teachers and therapists in the field.

The next two statements focus on the idea of AT devices and services. Simply providing a student an assistive technology device does not mean that other services need not be provided.  I think that most of us recognize that AT is the tool and what we can do with therapies and life skills add focus to the assistance of these individuals. It is nice to see this clarified for those outside of the Special Education realm to aid in the understanding that there is no “one-size-fits-all” device or approach that is available. The second part of that duo focuses on the AT evaluation. IDEA does not require a formal evaluation for each piece of AT before it can be implemented. I know some of our AT Specialists have a large caseload of evaluations that they are attempting to conduct. Other districts have enlisted third party groups to conduct these evaluations as well. In many cases, an AT evaluation qualifies what an individual needs. This statement refers more to the situations where the AT device that might be able to support that student is obvious. Therefore, the need to wait for an evaluation before implementation can be eliminated. If we know what will work, let us get that student paired with the device and not delay or cause other frustrations.

We then move to the fact that training must be a part of any AT implementation. Students do not have to learn these devices on their own. Keep in mind, we need to make sure that teachers and therapists are given training, so that they might be even better equipped to support the students. Reach out to the groups with whom you work to see what kind of training they can provide you. This training can be virtual or video presentations with time for questions at a later point after the support team has practiced with the devices.

The next two statements have been created for those outside of our community. They refer to the fact that any recommended assistive technology must be included in the IEP and formally reviewed and included in transition planning. I know that some districts prefer not to put specific manufacturers down in the IEPs when discussing AT, and that is fine. However, the definition of those products, e.g., a reading pen that does not need the internet and can be connected to earbuds, should be listed. Transitioning from elementary or middle schools into the secondary setting should also include these definitions and how the devices are best utilized for the next group of teachers.

Another statement addresses the usage of assistive technology with state-mandated assessments, and I am so grateful for this addition! AT is approved for these assessments if it is a part of the individual’s IEP and the way that they learn daily. The use of AT is NOT an unfair advantage or prohibitive for students who do not need it. AT is NOT cheating! With that in mind, districts do want to look at devices like reader pens and speech-to-text software while the ESSER III funds are available. Certain reader pens are also incredibly efficient for our ELL population and can help them to understand the questions in a manner that allows them to best answer like they do for our students with reading issues or dyslexia.

The next two statements address how AT is viewed. First AT is not simply technology that is high tech. AT in both mid-tech (speaking calculator, digital recorder, single message communicator, etc.) or low-tech (one of my favorite tools – pencil grips, communication boards, etc.), are by their definition AT and must be addressed. In that same thought, AT is also not for any specific condition or conditions. The DOE reminds us that assistive technology can be incorporated into the IEP of any student if it provides the support that the individual needs to succeed.

As we look at the next statements, we have defined for us that AT is for ALL environments and not just the classroom, must be individualized, and it cannot be assumed that a device which works for someone will work the same way for others. They then go on to spell out succinctly that AT is NOT the same as accessible technology. Nor are AT, UDL, and AEM all “the same thing.” They state that the purpose for each is different, and all should be reviewed considering each individual. There are many of us who have had to fight through situations where those from the outside were content to have something that was “good enough” recommended – often because it was cheaper. No more of that!

The next few statements look at the individual’s usage of the AT. We have heard from the outside that AT lowers motivation for students to learn and lets them get away with having to do the work. That is a myth, as the research has shown that student motivation improves when the AT assists them in sharing their knowledge and abilities. The next two statements look at a child who does not want to use the recommended AT or uses their own devices. The facts around these are that the district still needs to support the students and encourage them to use the devices that will help. Those students who are hesitant to use a device may simply be trying to fit in with their peers. That is another good reason to utilize the ESSER III funds for products like reader pens, unobtrusive switches, or simple communication devices to reduce some of the stigma of using these that students may be feeling. Training for everyone is also essential here.

The final set of myth and fact statements review the deployment of assistive technology. It is the decision of the IEP what technology should be employed, and then someone from that team can work with the district IT team to make sure it is implemented properly. Another statement focuses on how much time it takes to procure the devices. You always want to check with your provider on this as some devices may be experiencing production delays. The good news is that most devices like those by AbleNet, Enabling Devices, software companies like Widgit and ProStudy, and Cosmo, are in stock and can be shipped quickly in 30 days or less. Work with groups you can trust. Please be wary of companies like Amazon. I use Amazon for a lot of my purchases today for personal use. However, working with companies like School Health and Jodi Szuter will provide you with the confidence and support that you are getting the products you need that will help the team, as well as the individual.

The final part of this document focuses on infants and toddlers. AT, which includes items like helmets, cushions, and adapted seating are covered under the auspices of IDEA-C. This has been a contention with some of our Head Start/Early Head Start programs, as well as other specialized programs within some of our districts. The AT needs of these students, including AAC, are supported. Feel free to look at the documents from the government as we have also posted those.

ATIA was one of the best ones I have attended since pre-COVID days. The discussions were deeper, and the excitement of sharing ideas was palpable. There was focus as well on the sensory side of education. Hillary Goldthwait-Fowles and Jennifer Edge-Savage had a phenomenal session on sensory supports for everyone and people came out of it energized. The one caution I have from the conference is with some of the “new” technologies. Many of the groups who were there had long-established technologies with new models or great updates. Those are the technologies which are evidence-based and make a difference. I always worry about some of these newer technologies which have no direct research. Please do your homework and work with people you can trust for insights into what will best support you and your students’ needs.

As always, if you do have any questions, please feel free to reach out to me at rheipp@schoolhealth.com.

Access Angle: Cosmo by Filisia

Interactive and Multisensory Accessibility Switches

I recently had an opportunity to use Cosmo and the Cosmo Training Application activities. It took me a few trials to pair the Cosmoids at first, but once the firmware was updated and I learned how to switch between modes for the training application and the switch set up application, the connection worked great. I was on my way to exploring the games and activities. The application is a free download with access to 18 activities and a trial with the option to purchase several more. My favorite three activities were the ones named; Exercise, Whac-a-mole, and Cosmonaut. I enjoyed the challenge of reaching to touch the appropriate switch with either a physical stretch or trying to beat the clock. The vibrant colors and music helped keep things interesting. The ability to reposition the switches based on the activity, or to create a greater challenge, added to the versatility. I can definitely see this type of set up as being a motivating way to increase hand-eye coordination, response/ reaction time, and speed and range of movement for my upper extremities. There is much more to explore with Cosmo, I have only scratched the surface!

Two ways to use Cosmo:

• Cosmo Training Application (iPad only) – play activities and games
• Accessibility Switch Set Up Application – (iOS & Android to use third party applications and devices)

Key features of Cosmo:

• The switches are called Cosmoids
  • Shape and size: Round. 5cm radius. 3.5cm high.
  • Color: Semitransparent white and can light up in 9 available colors
  • Switch type: Mechanical
  • Activating force: Adjustable. Min. 50-grams. Max. 17.6 oz/ 500 grams
  • Battery: Lithium Polymer, 800mAh or 600mAh. Rechargeable via micro usb. Approx. 2-4 hours to charge. A full charge will last around 20 hours. When fully charged, the switch will be green.
  • On/off power button/mode button
  • Mounting holes are included on the Cosmoid and each comes with a magnet for mounting.

• Cosmo Training Application activities were co-designed by therapists and special educators with a focus on learning, play, and therapy. Cosmo offers a growing selection of activities that motivate learners to develop cognitive, communication, and physical skills through play and music. Multi-sensory activities work towards achieving skill-based, functional, and national curriculum-compatible goals.
• Switch Set Up Application has multiple configurations to customize the function of the Cosmoid, such as touch sensitivity, brightness, color, function, etc. Once configured, it can be paired to Bluetooth compatible devices such as laptops, tablets, phones that run iOS, OS X, Windows, and Android, Linux operating systems.
• Switching between Cosmo mode and Bluetooth controller HID mode is completed through a sequence of holding down the power button.
• There are three types of Cosmo Kits; Cosmo Excel, Cosmo Explore, and Cosmo Switch. The main difference in kits is the number of Cosmoids.

Cosmo has produced a few webinars on YouTube specific to inclusion, to learn more visit Inclusive Learning, Therapy, and Play and Technology for Inclusion.

SchoolHealth is a United States Cosmo distribution partner. The Cosmo devices can be purchased through the website at https://www.schoolhealth.com/cosmo-devices or reach out with any questions and the sales team will be happy to work with you.

 CSUN Assistive Technology Conference Highlights                                                                                                                  

California State University, Northridge (CSUN) held its 38th Annual Assistive Technology Conference March 13th through March 17th, 2023 in Anaheim, CA. This conference is focused on cutting-edge practices in the field of accessibility and assistive technology. The attendees typically are practitioners, educators, advocates, family members, individuals with disabilities, exhibitors, etc. This year the conference held hundreds of sessions, an exhibit hall, and many networking opportunities.

 On a personal note, it’s not every day you meet a famous pop-culture icon but look who snapped a photo with us at this year’s CSUN Assistive Technology conference! Stevie Wonder!!!

Getting the Assistive Technology and Sensory Supports You Need, with the Funding You Don’t Know You Have!

By Dr. Raymond Heipp

As we move into 2023, we recognize that our students need so much support as the aftershock of the pandemic continues to reverberate in our schools. We have been faced with a funding struggle for decades as we have tried to support our individuals with differing abilities. Now, it is exacerbated by the needs of the neuro-typical students, as they too, struggle with mental health concerns stemming from the pandemic. We have heard of ESSER funding, but still find that many districts have not fully tapped into how those funds can be used to a wider extent while staying within the legal guidelines of the requirements for the funding.

A recent report showed that around 50% of the roughly $122.8 billion in ESSER III funds provided had yet to be used by our schools. There are many reasons for this. The primary causes stem from the fact that the original set of funds were focused on the return of the students into classrooms and had strict guidelines for usage. This has caused districts to evaluate their needs and strictly review the requests for technology and other supports within the school settings. There has also been some confusion as the rollout of these funding programs have caused much questioning about the dates for when the funds need to be spent. To be clear, the first wave of these funds which was about $13 billion has already been spent and the final date for accessing them has passed. That is why some administrators may be telling you that they already spent their funds. ESSER II funding which included about $54 billion in funding has a deadline of September 30th of 2023. Finally, the ESSER III funds have a deadline of September 30th, 2024. That is another reason that much of that funding has not been touched.

As we take a look at the ESSER III funding, we learn that there is significant emphasis on technology, recovery from learning loss, and support for mental health. There have been cases where those making the decisions on this funding are focusing on the upper layers of needs for all of the students, and not drilling down to other supports for both our neuro-typical and neuro-diverse learners. Your insights and support on this can assist them as well as your students in making purchases which address the concerns for the students and operate within the proper guidelines of usage for these funds. In the next few paragraphs, I will take a look at how some districts are using these funds and the rationale that they are using for proper funding usage.

When we look at technology purchases, we have seen so many districts focus on 1:1 initiatives with Chromebooks or iPads. These purchases cover the surface level of providing technology to the students, as these are devices that can be easily adapted to both in-person and virtual environments. The issue is that it does NOT address the needs of our neuro-diverse learners who cannot access these devices without assistance. The argument for fair and equitable access applies to these individuals as well. Thus, we are able to include those assistive technology devices which allow for access to Chromebooks, iPads, and any other technologies used within the classroom. When we look at devices that would be supported through this argument by ESSER III funding, we see items like the Glassouse, Blue2 Switch, alternative keyboards (including those that are designed for those with Dyslexia), other switches based on the abilities of the individuals, like the Movement Sensor Switch or the Finger Switch. In all of these cases, the devices create fair and equitable access to the technologies being purchased for the classrooms.

Using the same argument of fair and equitable access, we see that AAC devices can also be included in this technology-focused funding. We recognize that some students have higher dependence upon AAC and so their insurance may cover items from groups like Tobii-Dynavox and PRC-Saltillo. However, there are those students who do not qualify under insurance, yet still need support in communicating their immediate thoughts and needs within a classroom setting. This example leads to the acceptance of the purchase of devices like the 7 Level Communication Builder, the GoTalk 9+, and the Big Mack. Each of these devices provides a student the ability to communicate and participate in the classroom and a fair and equitable manner.

When we look at the idea of technology and learning loss, one may want to focus on the area of Literacy. We have found that a number of students in the stages of early literacy have struggled as the directed guidance of in-person learning was not available during the pandemic. We also witnessed some regression on the part of those with Dyslexia as our therapists did their best in virtual formats but still faced limitations. As a support to those with Dyslexia or other reading processing issues, the Reader Pen2 offers an effective approach to reading support for any print documents. The outside world often forgets that many texts are still in print and therefore screen readers are not going to work. Being able to have the words read to you through earbuds and have access to a dictionary is huge in combating these types of issues. As we look toward notetaking, both the Livescribe Echo II and the ScanMarker platform can assist in the ability to learn and have things in both visual and auditory formats.

On the side of mental health, our students need to feel less anxious and be able to handle situations that can occur both inside of the school and in their community. When dealing with social situations, a software solution like The Social Express gives students real scenarios and suggestions for how to deal with those situations. School and classrooms can also create sensory areas, including calming areas for when students are escalating or over-stimulated. These areas can be simply made by creating an area in the back of the classroom with smaller products like a Cuddle Ball, Beanbag Chair, or Vibrating Pillow. Larger scale sensory rooms also support mental health and can be purchased. Ready-made kits like the Serene Scene Sensory Bundle can support larger numbers of students and become a place of respite from the heightened anxiety the students are facing today.

The critical piece for you is to know what products will best support your students, approach those who handle the ESSER funds and supply them with the correct rationale for their purchase with those funds, and be sure to use them with as many students as possible. If you have questions or would like to discuss your needs, feel free to reach out to either of our Specialists for Special Education, Jodi Szuter, at jszuter@schoolhealth.com or me at rheipp@schoolhealth.com and we will be happy to assist you.

May 2023 be a year of helping our students and ourselves continue on the road of recovery from the pandemic and assisting in the educational development of all!

Gabriel Ryan, School Health Blog Writer and Contributor 

The Orcam Read Handheld Reading Device

If you have difficulty reading text, never fear, the OrCam Read is here! The OrCam Read is a smart pen that converts text from any printed surface or digital screen into audio. This device is for people with low vision, reading fatigue, reading difficulties, including dyslexia, and for anyone who would prefer to listen to the text. This small portable assistive reading device uses Artificial Intelligence (AI) and Optical Character Recognition (OCR).

One of the newest features of OrCam Read is that it can be activated with voice commands by saying “Hey OrCam” followed by the command. Now, let’s talk about what is in the box! Inside you'll receive the OrCam Read device, User Guide, charger box, wired earphones, cleaning cloth, and lanyard.

The Dr. Phil show featured the OrCam Read with special guest, Schools Health’s very own Dr. Ray Heipp. Dr. Ray also created a few informational videos about the OrCam Read, such as this one, Talkin’ Tech: OrCam Read Handheld Reading Device. You can visit the School Health website to learn more about this product and to purchase the OrCam Read. Plus, for a limited time, you can try the OrCam Read for FREE! Check out this link to register for a two-week trial. 

by Dr. Raymond Heipp

The year 1922 brought two national treasures into existence. The first was Betty White. May she now rest in peace. The second was the Council for Exceptional Children (CEC) which is celebrating its 100th year as an organization. The celebration takes place in Orlando from January 16-19 at the CEC Conference. While it may be something to celebrate, the impact of the CEC goes well beyond just their annual conference.

During the summer of 1922, a group of twelve educators attending courses at the Teacher’s College of Columbia University came together to form the International Council for the Education of Exceptional Children. Elizabeth Farrell, aside from being a founder, was its first president. I highly recommend you purchasing a copy of Elizabeth Farrell and the History of Special Education, 2nd Edition from CEC. In this inspirational story, you’ll learn how Elizabeth Farrell devoted her life to making a difference in the lived on children in public schools. Not only did she begin the idea of teaching “ungraded” classes for students who had difficulties, but she developed the basic principles and concepts under which Special Education still operates.

Over the last 100 years, CEC has focused on making education for exceptional students the best it can be. During that first year, they committed themselves to the design and establishment of “professional standards” when it came to teaching exceptionalities. They have continually sought to take these standards and strengthen them along the way. The current name, “Council for Exceptional Children,” was formally adopted in 1958 and in 1962, they would convene a National Convention with the main focus on addressing the national standards around teaching these students. 

As CEC moved into the 1970s, they saw the changing landscape in the world outside of education and the need for support for those with exceptionalities. Taking that into account, they redoubled their efforts to make sure that teachers, and the students with whom they were working with, had the support needed for excellence in education. Many may not be aware of the impact that CEC had in the passing of The Education for All Handicapped Children Act, also known as Public Law 94-142.  This was significant due to the fact that most students with exceptionalities were not always able to receive the education and opportunity being provided to their neuro-typical peers.

As we moved into the 1980s, we began to see a shift in how exceptional individuals were being seen in the medical community. The publication of the DSM-3 demonstrated a movement toward better understanding of issues facing our individuals. For example, this manual was the first to formally acknowledge Autism as its own category and NOT a sub-category of Schizophrenia. Imagine the impact that had on the medical community. CEC took it upon themselves to focus on the legal aspect of supporting our exceptional students. With guidance and a focused approach, they helped to bring about multiple events and laws for the years to come. In the beginning, they joined with other groups to create the International Year of Disabled Persons. This event in 1981 was created to bring awareness, along with the hope, and helping to change the perspectives of those who did not understand the depth of what individuals with exceptionalities bring to the rest of the world. CEC was also instrumental in the passage of the Perkins Act as well as several other laws which focused on brining services to families with children who had exceptionalities from the time of their birth. These services were not required until a child turned three prior to this time. CEC’s role continued to grow after 1990 thanks to the implementation of the Individuals with Disabilities Education Act (IDEA) which brought grants, resources, and free appropriate public education to eligible children. 

For me, the CEC has always been the bedrock to what we as teachers, administrators, and therapists buil upon to make our classrooms and schools the strongest they can be for our students. Personally, I used the standards they discussed as I worked with individuals with autism in the 1980s. I then transitioned into working with students who had reading difficulties in the late 80s. It was often difficult to work with students facing those difficulties as the assessments were not always able to pick up processing delays or conditions like dyslexia. The CEC always provided a sense of hope as they were a group that spoke to what we did as educators and reminded us that we were making a difference no matter what “standardized tests” were saying about our students. Directing programs in the 1990s, I saw the rise of students with ADD (ADHD would be later identified as well). It was not easy to get teachers and parents to understand that attention issues were real and not simply because a child was lazy or bad. CEC guided us as to how to stay focused on the most important aspect of our role as educators, the education of that child. 

In the last two decades, we have seen CEC continue to lead the way globally as well as here in the United States. They supported the use of technologies as early as the 1980s and continued to shape policy so that the assistive technology was available for individuals who needed it. We, as a community, were already overcoming so many barriers in education when the pandemic hit in early 2020. CEC has been there as a guide the entire time by continuing to support educators and provide ideas needed to transition to virtual and hybrid settings. While we may not have been perfect, we did an amazing job with what we had. Now, as we face continued uncertainty, CEC continues to guide us through webinars, conferences and materials.

Good organizations are generational and support groups for a period of years. Great organizations maintain relevancy for multiple generations. The Council for Exceptional Children have been with us for 100 years now and still manage to evolve to the times. They are outstanding as an organization and have done so much for each and every one of our students.

Thank you, CEC, for all that you have done and here is to another 100 years of being a national treasure, supporting all of us along the way!

Gabriel Ryan, School Health Blog Writer and Contributor

Accessible Parking Spaces: “I’ll just park here for a minute!”

As businesses are re-opening across the country and people are increasing their activities throughout the day in the community, keep in mind that where you park matters. Parking in handicapped/accessible parking spaces with the International Symbol of Accessibility and without a valid disabled parking placard, disabled license plate, or if you are blocking access aisles (striped cross-hatched areas next to disabled space) can impact your wallet as well as create hurdles for people with disabilities. Sometimes people think, “I’ll just park here for a minute,” but that minute could turn into an expensive parking ticket! These tickets can potentially cost thousands of dollars and in some states the penalty can result in a suspended or revoked driver’s license. 

Why does it matter?

Access to accessible parking spaces can be critical for members of our communities with disabilities who may not otherwise be able to easily gain entry to a business or venue. The distance between the parking area and the entrance is not the only reason these spaces are important for many people who rely on them. Often, the extra room in the access aisles provides the needed space to unload equipment such as walkers and wheelchairs or to completely open the doors for entering and exiting the vehicle. When these parking spaces are occupied, people who need the extra clearance to unload/exit the vehicle are left with the choice to find two consecutive open spaces, unload in a potentially busy high-traffic area or uneven surface, and sometimes leave the business or venue altogether and try again another day, if possible. 

Realizing that not everyone has seen how these accessible spaces are utilized by people who use wheelchairs, I decided to create a short video clip to demonstrate how I use the van accessible parking space. My van has a ramp that extends to just under four feet from the passenger side of the vehicle when deployed. Notice how the access aisle provides just enough space to maneuver onto the ramp. This video example shows how this space allows room to safely navigate entering and exiting a vehicle. It is common to see delivery trucks, cars, and motorcycles obstructing the access aisles. The number one item randomly placed in the access aisle or accessible parking space is the shopping cart. This may be from someone just not wanting to put the cart back where it goes, or it may have been left by someone with a disability not able to return the cart. Either way, obstacles like these could pose a risk or hazard, which could lead to catastrophic damage or injury.

Spread the word:

·         Accessible parking spaces are reserved only for those with valid placards and plates. Remember, the person with the disability must be in the vehicle.

·         Obstructions in the access aisle create barriers for people with disabilities.

·         Do your part, take back the cart! Return shopping carts to the store or cart return area if you are able to.

Accessible parking spaces are just one part of the extensive Americans with Disabilities Act Federal civil right law. For more information check out the Americans with Disabilities Act – ADA Update: A Primer for State and Local Governments publication.