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Building an AT Toolkit for Young Children: Enhancing Inclusive Education and Communication

This study focuses on constructing an assistive technology toolkit for young children, addressing challenges in AT training, knowledge and access. It explores the usefulness of AT tools in communication, movement, and learning, emphasizing the need for practical and functional devices. The integration of technology, literacy tools, switch-activated toys, and access to computers are highlighted. Evidence of effectiveness is discussed, highlighting the importance of providing meaningful activities for children. Relevant

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Building an AT Toolkit for Young Children: Enhancing Inclusive Education and Communication

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  1. Constructing an Assistive Technology Toolkit for Young ChildrenSharon JudgeOld Dominion University

  2. Challenges to Using AT • Lack of AT training at the preservice level • Professionals have inadequate knowledge and skills • Accessing equipment and related services in timely manner • Cost of AT • Training of professionals in AT

  3. AT Toolkit Approach • Proactive strategy that equips each classroom with technology tools • Rather than following an individual child, AT tools are available as needed to support many children • Equipping classrooms with an assortment of tools affords seamless approach to technology integration

  4. What should be included in an AT Toolkit for Young Children?

  5. Suggested AT Toolkit Items • Respondents rated on 5-point Likert scale (1 = never; 5 = always) the usefulness of 16 AT tools for communication, 11 AT tools for movement, and 22 AT tools for learning. • Range of both low- and high-technology devices were included.

  6. Top 10 Devices Rated as “Always Useful”

  7. Movement and Sensory Tools • Positioning Devices (sitting, standing, etc.) • Adaptive Equipment • Weighted Products

  8. Positioning Aids • Bean bag • Bolsters • Wedges • Mobile Standers • Prone Stander • Sidelyers

  9. Adaptive Equipment • Adaptive seating • Adaptive tables and chairs

  10. Weighted Products • Weighted vests • In Your Pocket • Weighted Belts • Miracle belt

  11. Communication Tools • Exploring the learning environment is more than just a physical act • Practitioners echo the importance of communication • Need to be both practical and functional

  12. Infusing Technology • Proactive planning • Choice making • Picture communication • Schedules • Calendars • Visual supports

  13. Visual Communication • Visual Representation provides supports for • Auditory memory needs • Auditory processing speeds • Active engagement • Problem solving

  14. Learning Tools • Essential for developmental growth • Allows for participation in learning, not just social, activities • Can be both commercial or adjusted for use with minor adaptations

  15. Literacy • Talking books • Highlighted text • Interactive • Animation • Allows for engagement and interactivity • Increased repetition with story reading • Demonstrates fluency

  16. Switch Activated Toys • Most battery operated toys can be modified • Adapted to be used with a variety of switches based on the child’s ability • Fosters independence • Begin with highly reactive toys

  17. Access to Computers • Highly motivating • Motor and cognitive abilities must be considered • Touch screens • Adaptive keyboards

  18. Various Switches • Light touch activation • Textured surfaces • Wireless • Kid friendly • Pressure sensitive • Auditory feedback • Plate switch • Saucer switch

  19. Evidence of Effectiveness • Provides children immediate access to meaningful activities • Effective way to get AT into the hands of professionals • Identify essential tools that would be accessible for use with the instructional tasks • Facilitates physical and social inclusion

  20. References • Campbell, P. H., Milbourne, S., Dugan, L. M., & Wilcox, M. J. (2006). A review of evidence on practices for teaching young children to use assistive technology devices. Topics in Early Childhood Special Education, 26(1), 3-13. • Dugan, L. M., Campbell, P. H., & Wilcox, M. J. (2006). Making decisions about assistive technology with infants and toddlers. Topics in Early Childhood Special Education, 26(1), 25-32. • Judge, S. (2006). Constructing an assistive technology toolkit for young children: Views from the field. Journal of Special Education Technology, 21(4), 17-24. • Judge, S., Floyd, K., & Jeffs, T. (2008). Using an assistive technology toolkit to promote inclusion. Early Childhood Education Journal, 36, 121-126.

  21. Favorite Links • Eyebox Tools (2009). Available on line http://www.fraser.org/products/Eye_Box.html • Mistrett, S.G. & Goetz, A. (2000). Playing with Switches. Available online http://letsplay.buffalo.edu/products/index.htm • Onion Mountain Technology. (2009). LOTTIE kit for little kids. Retrieved March 26, 2009 , from http://www.onionmountaintech.com/category.php?cat=12. • The Center for Best Practices in Early Childhood (2009). Available online http://www.wiu.edu/thecenter/onlineworkshops.php • Tots ‘n Tech (2009). Available online http://www.asu.edu/clas/tnt/

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