SPED 427/527

1. SPED 427/527 Assistive Technology for Play, Communication, and Educational Opportunities

2. Play • Exploration through play • Learning through play • Play is “occupation” of children • Play to interact • Play to “distract” • Play to build essential skills • Play to learn life skills

3. Discussion on Play • Why do children need opportunities to “play”? • What are the essential attributes of “play” that allow children to explore and learn? • How can educators ensure that “play” opportunities are accessible to all? • How is development impacted when play is not accessible? • How can educators use play as a means of teaching acceptance and tolerance? • What can educators do to increase accessibility of “play”?

4. Natural Settings • Play occurs in all settings • Home • School • Community • Parents explore child’s interests and abilities • Access to play is essential for all children • Focus on “ability” rather than “disability”

5. Consideration of Play for Disability Areas • Physical disabilities • Visual impairments • Hearing impairments • Learning disabilities • Speech/language deficits • AD/HD • Autism http://www.eparent.com/toys/playpower.htm

6. Play for Children with Physical Disabilities • Suction-cup-based toys to aid stability • Variety of textures for exploration and stimulation • Enlarged handles for easier grip/grasp • Attachment straps • Sustained action • Adjustable height to meet the child’s needs

7. Play for Children with Visual Impairments • Varying auditory cues, vibrations and noises • Open-ended activities • Bright, high-contrasting colors • Tactile exploration and interest • Imaginative and creative play • Large or easy to activate knobs and handles

8. Play for Children with Hearing Impairments • Wide variety of visual attraction with bold and fun colors • Tactile interest and exploration • Differing scents and smells • Adjustable sound or music levels • Variety of sensory stimulation, like lights, vibrations, and sounds

9. Play for Children with Learning Disabilities • Simple design • Short game duration • Concrete as opposed to abstract pretend play • Clear cause and effect • Simple instructions • Versatility • Repetition

10. Play for Children with Speech/Language Deficits • Social interaction or group play • Pretend play activities that are similar to daily life • Concrete or familiar concepts and ideas • Responses/interaction required • Creativity • Matching or pairing games

11. Play for Children with AD/HD • Bold and contrasting colors that stimulate visual interest and exploration • Controllable or adjustable sound levels • Open-ended activities with no right/wrong way of doing • Partnering toys • Physical activities

12. Play for Children with Autism • Singing and rhythm activities to encourage social skills • Fine motor skills • Realistic pretend play • Cause and effect learning or visual tracking activities • Problem-solving activities • Turn-taking or cooperative activities

13. Communication • Responding to environment • Initiating response to environment • Interacting with environment • Expressing wants and needs • Multiple methods • Expressing pain or discomfort • Sharing joy or contentment http://www.sesa.org/newsltr/Fall03/ref_AAC/SrvcDlvry.html

14. Selecting Communication Systems • Augmentative/Alternative Communication System (AAC) • An AAC system involves multiple communication techniques - a device is only one part of an AAC system. • Different aspects of a system will be easier for different purposes and situations, and there is no single “best” answer. By Cynthia J. Cress , Ph.D., CCC-SLP, University of Nebraska-Lincoln

15. AAC Impact on Vocal Development • Children will use the quickest, most effective, and most accessible means available to communicate: Speech beats any other AAC system, if it is available to the child. • Since AAC includes all communication methods, intervention also addresses improving functional verbal skills. • Available research indicates that AAC facilitates spoken language by increasing interaction, language skills, and/or providing a voice output model for speech. By Cynthia J. Cress , Ph.D., CCC-SLP, University of Nebraska-Lincoln

16. AAC Impact on Vocal Development • Talking isn’t an either/or question, and labeling a child as “non speaking” does not indicate that they cannot use speech for any type of communication. • The more severe a child’s motor limitations, particularly in initiating and controlling fine movements, the more likely that children will experience continued difficulty in controlling the fine coordinated movements necessary for speech. By Cynthia J. Cress , Ph.D., CCC-SLP, University of Nebraska-Lincoln

17. AAC Impact on Vocal Development • Children’s motor systems are still developing in ways that cannot be predicted, and early intervention is too early to give up on further improvement in speech skills. • • The ability to vocally imitate may play a role in a child’s ongoing progress in speech development, and the rate at which children learn new sounds may help predict continued changes in children’s vocal skills. By Cynthia J. Cress , Ph.D., CCC-SLP, University of Nebraska-Lincoln

18. AAC and Cognitive Development • Communication starts with interaction and the earliest behaviors of children - there are no prerequisites. • Previous research that attempted to assign prerequisites to AAC were only considering symbolic forms of communication • Basic AAC intervention includes behaviors, gestures, cooperative actions, and sounds. It does not depend upon controlling complex systems or devices. These early skills do facilitate the gradual development of more complex skills. By Cynthia J. Cress , Ph.D., CCC-SLP, University of Nebraska-Lincoln

19. AAC and Cognitive Development • It’s difficult to tell how much any child understands language, because all we can judge is their performance. • Available research suggests that the language an AAC user understands and produces may be differently organized and context-related. The important question is how well AAC users can communicate across tasks, partners and contexts. By Cynthia J. Cress , Ph.D., CCC-SLP, University of Nebraska-Lincoln

20. Educational Opportunities • Developmental stimulation in all areas • Motor, sensory, communication, etc. • Cognitive skills • Problem-solving • Critical thinking • Pre-academic skills

21. Show and Tell • New activities for Caroline • Expectations for Caroline • In the classroom • At home • In the community • Potential for Caroline with AT

22. Quiz Review • 20 points - 10 M/C, 5 short answer • Topics included • AT considerations and process • IDEA provisions • Characteristics of early childhood • Developmental issues • Play, communication, education • Early childhood issues related to AT • Types of AT • Purpose of AT