Project Prepare
by Sally E. Pisarchick, Phillip Safford, Judith Stahlman,
Diane Wells, Denise Byo, Jeannie Defazio, Jan Smith and Joyce Davies

Technology: Applications of Technology for Young Children with Disabilties

TABLE OF CONTENTS

• Letter of Support
• Acknowledgements
• Module Development Teams
• Ohio SERRCs
• Project Prepare General Introduction
• Multi-Stage Process of Development and Review
• Module Introduction
  • Abstract
  • Overview
  • Goals
  • Matrices of Goals and Objectives
  • Glossary
  • References
• Leaders Planning Guide and Evaluation Form
  • Leader Planning Guide
  • Leader Evaluation Form
  • Participant Evaluation Form
  • Pre/Post Training Assessment (General)
  • Pre/Post Training Assessment (Staff)
  • Pre/Post Training Assessment (Administrator)
• GENERALAudience Training Materials
  • Goals: Goal 1, Goal 2, Goal 3, Goal 4, Goal 5, Goal 6
• STAFFAudience Training Materials
  • Goals: Goal 1, Goal 2, Goal 3, Goal 4, Goal 5, Goal 6
• ADMINISTRATORAudience Training Materials
  • Goals: Goal 1, Goal 2, Goal 3, Goal 4, Goal 5, Goal 6
• Reproduction Rights

Leaders utilizing the materials with General audiences will primarily provide awareness experiences. At the Staff level, activities are designed to encourage greater levels of realization of developmental benefits for young children when assistive technology is successfully integrated. Finally, activities at the Administrative level are designed to examine more carefully issues from a programmatic perspective and should encourage greater awareness of the benefits for all children when assistive technology is utilized.

In the spirit of the above context, six goals have been established as follows:Gain an overview of assistive technology and its integral role within curricular strategies for young children with disabilities.

1. Become familiar with switch applications as means of allowing young children greater opportunities for independent control and participation.
2. Gain introduction to basic use of computers and peripherals.
3. Explore how applications of computers and peripherals can be successfully integratedwithin the curriculum.
4. Gain an overview of augmentativefalternative communication (AAC) systems for young children with severe communication difficulties.
5. Gain practical information regarding obtaining funding for assistive technology devices and services.

Finally, the writers of this module wish to acknowledge two primary training materials which have been integrated within the compilation of this module: Preschool Integration Through Technology (Mistrett, S., Raimondi, S., and Barnett, M.; UCP of Western New York, Inc.) and ACTTive Futures: ACTT's Curriculum Guide for Young Children and Technology (Huntinger, P., Clark, L., Flannery, B., Johanson, J., Lawson, K., Perry, L., Robinson, L., Schneider, C., and Whitaker, K.; Macomb Projects, Western Illinois University). While these original training materials are strongly suggested as resources, they are not necessary for the successful implementation of this module, Those individuals who are interested in more comprehensive training information should contact their local SERRC centers or Ohio Resource Center for Low Incidence and Severe Handicaps (ORCLISH) for these and other valuable resources, as well as the assistance of appropriate SERRC personnel.

MODULE DEVELOPMENT TEAM from Mid-East Ohio SERRC

• JoAnn Ireland: Early Childhood Services Coordinator, MEO/SERRC
• Margo Seibert: Low Incidence and Technology Consultant, MEO/SERRC
• Beth May: IRC Coordinator, MEO/SERRC
• Linda Weber: Early Childhood Services Coordinator, NEO/SERRC

Madeline Rosenshein: Technology/Vocational Coordinator, Cuyahoga Special Education Service Center
Complied and edited by: Margo Seibert, Low Incidence and Technology Consultant, MEO/SERRC

ABSTRACT

While all young children have an inherent desire to play, explore and manipulate objects, and interact with others in their environments, young children with disabilities may be unable to attain these basic skills in traditional ways. All children need interaction within their physical and social environments. Without effective means of interaction, these natural desires to explore and team often become quickly diminished. The child, then, may demonstrate helplessness, passivity, and frustration.

While technological interventions play an important role in all early childhood classrooms, they are especially critical for those young children who otherwise have little way to effect change in their environments. With the addition of a switch to activate a toy or provide input to a computer, a child with physical limitations can actively participate in his or her environment, Use of an augmentative communication system allows the child with severe communication difficulties to express wants and desires within play activities. In order to provide successful experiences within a child's play development, technological applications must be developed within a trans-disciplinary team approach and be fully integrated within the child's normal activities. Parent participation within the process of implementing technological application is critical to the overall success of the intervention and the later transfer of the application into other settings. Assessment of social or cultural differences, which may bear on the process, yields important information for the trans-disciplinary planning process.

With a means of interaction and ability to effect change, the child's interest in further exploration of his environment is stimulated. With the introduction of assistive technology within the curriculum, a foundation for further learning and goal attainment may be established. (Robinson, 1986).

OVERVIEW

This module provides opportunity for general, staff, and administrative training for the purpose of establishing greater degrees of knowledge, skill, and sense of appreciation of the critical importance of applying assistive technology within educational service delivery for young children with disabilities. The module is designed to provide an introductory experience in various areas of assistive technology and is not intended to produce proficient users! It is suggested that the leader provide specific information and resources regarding further training opportunities for more intensive exploration of the topics introduced.

Given the critical need for greater awareness regarding successful integration of electronic and computer applications within an environment for young children, this module primarily addresses the appropriate use of these relatively "high tech" applications. It is highly suggested however, that the module be utilized only within a perspective which openly acknowledges the critical importance of "low tech" modification strategies within a child's learning environment prior to or in conjunction with consideration of such "high tech" solutions. Given that Apple II computers are presently the primary type found in public schools, this module has been designed within an Apple It framework. With Macintosh and IBM presently entering the preschool educational arena to greater degrees, a leader may need to adapt Goals 3 and 4 to reflect an alternate computer focus. Technical information regarding appropriate software and the compatibility of peripherals with Mac and IBM could be gained from the appropriate manufacturer(s) as listed within the module information, or sought from the local SERRC technology contact person. Issues dealing with integration methods in Goal 4 would remain highly appropriate regardless of computer choice.

GOALS

The goals for this module are as follows:

1. Gain an overview of assistive technology and its integral role within curricular strategies for young children with disabilities.
2. Become familiar with switch application as a means of allowing young children with disabilities greater opportunity for independent control and participation.
3. Gain introduction to basic use of computer and peripherals with young children who have disabilities.
4. Explore how application of computers and peripherals can be successfully integrated within a curriculum for young children with special needs.
5. Gain an overview of augmentative/alternative communication (AAC) system as a means of meeting the needs of young children with severe communication difficulties.
6. Gain practical information regarding obtaining funding for assistive technology devices and services.

GOAL #1 - Gain an overview of assistive technology and its integral role within curricular strategies for young children with disabilities.

AUDIENCES

GOAL #2 - Become familiar with switch application as a means of allowing young children with disabilities greater opportunities for independent control and participation.

AUDIENCES

GOAL #3 - Gain introduction to basic use of computer and peripherals with young children with disabilities.

AUDIENCES

GOAL #4 - Explore how applications of computers and peripherals can be successfully integrated within a curriculum for young children with special needs.

AUDIENCES

GOAL #5 - Gain an overview of augmentative/alternative communication (AAC) systems as a means of meeting the needs of young children with severe communication difficulties.

AUDIENCES

GOAL #6 - Gain practical information regarding obtaining funding for assistive technology devices and services.

AUDIENCES

REFERENCES

Behrmann, M. (1988). Integrating computers into the curriculum: A handbook for special educators. San Diego, CA: College Press.

Blackstone, S. (1986). Augmentative communication: An introduction. Rockville, MD: American Speech-Language-Hearing Association.

Blackstone, S., Cassatt-James, E., & Bruskin, D. (1988). Augmentative communication: Implementation strategies. Rockville, MD: American Speech-Language-Hearing Association.

Buckleitner, W. (1991). Survey of early childhood software. Ypsilanti, MI: High/Scope Press.

Burkhart. (1980). Homemade battery powered toys and educational devices for severely handicapped children. College Park, MD: Author.

Burkhart, L. (1985). More homemade battery devices for severely handicapped children with suggested activities. College Park, MD: Author.

Burkhart, L. (1987). Using computers and speech synthesis to facilitate communicative interaction with young andlor severely handicapped children. College Park, MD: Author.

Butler, C. (1988). High tech tots: Technology for mobility, manipulation, communication, and learning in early childhood, Infants and Young Children, 1(2),66-71.

Charlebois-Marois, C. (1985). Everybody's technology - a sharing of ideas in augmentative communication. Montreal, Quebec: Charlecoms Ent.

Enders, A. (1989). Funding for assistive technology and related services: Annotated bibliography. Electronic Industries Foundation, Rehabilitation Engineering Center, 1901 Pennsylvania Avenue, NW, Suite 700, Washington, DC 20006, 202/955-5822.

Goossens, C. A. & Crain, S. (1985). Augmentative communication: Assessment resource. Wacounda, IL: Don Johnston Developmental Equipment, Inc.

Goossens, C. A. & Crain, S. (1985). Augmentative communication: Intervention resource.Wacounda, IL: Don Johnston Developmental Equipment, Inc.

Gulbrandsen, C. & Grog,-, B. (1987 & 88). Lekotek plan book of adaptive toys - Volumes I & 2. Evanston, IL: National Lekotek Center.

Hanline, M., Hanson, M., Veltman, M., & Spaeth, D. (1985). Electromechanical teaching toys for infants and toddlers with disabilities. Teaching Exceptional Children, 18, 20-29.

Hoffman, A. (1982). The many faces of funding. Mill Valley, CA: Phonic Ear Inc.

Hohnmarm, C. (1990). Young children and computers. Ypsilanti, MI: High/Scope Press.

Huntin.ger, P. (1987). Computers, communication, and young handicapped children: A winning combination. Closing the Gap, April/May, 12-14.

Huntinger, P., Clark, L., Flannery, B., Johanson, J., Lawson, K., Perry, L., Robinson, L., Schneider, C. & Whitaker, K. (1990). Building ACTTive Futures: ACTT's curriculum guide for young children and technology. Macomb, IL: Macomb Projects, Western Illinois University.

Levin, J. & Schergenberg, L. (1987). Selection and use of simple technology in home, school, work, and community settings. Minneapolis, MN: ABLENET.

Mistrett, S., Raimondi, S., & Barnett, M. (1990). Preschool integration through technology systems (PITTS). Buffalo, NY United Cerebral Palsy Association of Western New York, Inc.

Musselwhite, C. (1986). Adaptive play for special needs children - strategies to enhance communication and learning. Boston, MA: College Hill Press.

Musselwhite, C. & St. Louis, K. (1988). Communication programming for persons with severe disabilities: Vocal and augmentative strategies. San Diego, CA: College-Hill Press.

Nordic Committee on Disability, World Rehabilitation Fund, Inc. (1985). The more we do together--adapting the environment for children with disabilities. New York, NY, Author.

Ohio Augmentative Communication Problem Solving Consortium. (1991). Steps to funding: General information and resources for obtaining augmentative and alternative communication aids and services in Ohio. St. Elizabeth Rehabilitation Center, 601 Edwin Moses Boulevard, Dayton, OH 45408, 513/229-6081.

Prentke Romich Company. (1989). How to obtain funding for augmentative communication devices. 1022 Heyl Road, Wooster, OH 44691, 800/262-1990.

Pressman, H. (1987). Funding technology devices: Ways through the maze. Exceptional Parent, 17(7), 48-52.

Retting, M., Shaklett, E., & Wyrsch, M. (1987). Microcomputer applications with visually impaired preschool-aged children. Journal of Visual Impairment and Blindness, 81, 102-122.

Robinson, L. (1986). Designing computer intervention for very young handicapped children. Journal of the Division for Early Childhood, Fall, 209-215.

SpeciaLink. (1990). Alternative and assistive funding of alternative and assistive technology in Ohio: A guide. 36 W. Fifth Street, Covington, KY 41011, 606/491-2464.

Trieschmann, M. & Lerner, J. W. (1990). Using the computer to teach children with special needs: A guidebook of effective computer strategies. Evanston, IL: National Lekotek Center UCLA/LAUSD. (1987). Microcomputer project resource guide for use with young special needs children. Los Angeles, CA: Author.

Watson, J., Chadwick, S., & Brinkley, V. (1986). Special education technologies for young children: Present and future learning scenarios. Journal of the Division for Early Childhood, 10, 197-208.

Wright, C. & Nomura, M. (1985). From toys to computers: Access for the physically disabled child. Wauconda, IL: Don Johnston Developmental Equipment, Inc.

York, J., Nietupski, J, & Hamre-Nietupskil S. (1985). A decision-making process for using microswitches. Journal of the Association for Persons with Severe Handicaps, 10, 214-223.

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