Proposal for Funding of Assistive Technology

1. Proposal for Funding of Assistive Technology Presented by: Annemarie Marr EDN 303 Summer 2013

2. Meet Seth Harper • Student background: Seth Harper is a ten year old 5th grade student. Seth was diagnosed with Asperger’s syndrome at age 5 and has had an IEP plan each school year since his enrollment in the county in Kindergarten. (Moodymom, 2009) • The IEP team has outlined Seth’s needs to be social, organizational, and problem solving deficiencies along with sensory issues of sensitivity to light and noise. (Shenberger, 2013) • Seth loves to play on his computer, the beach, Star Wars, and Science. (Moodymom, 2009) • He is also an avid reader, reading two books at one time routinely. (Shenberger, 2013)

3. The IEP team will use the following definitions of Social Stories and Visual Supports as defined by NC Public Schools to be: • “Social Stories- interventions that describe social situations in some detail (highlighting relevant cues and offering examples of appropriate responding) and are aimed at helping the individual adjust to changes in routine, adapt their own behavior based on the social and physical cues of a situation, or to teach specific social skills or behaviors. They are individualized and typically are quite short, perhaps including pictures or other visual aids. Sentence types used in constructing social stories include descriptive, directive, perspective, affirmative, control, and cooperative.” • “Visual Supports- tools that enable a learner to independently track events and activities. Visual supports may include any tool presented visually that is used to support an individual throughout his or her daily routine. Visual supports include the use of pictures, written words, gestures, objects within the environment, arrangement of the environment or visual boundaries, schedules, maps, labels, organization systems, timelines, and scripts.” (North Carolina Department of Public Instruction, 2011) (North Carolina Department of Public Instruction, 2011)

4. IEP Findings: • Seth’s deficiencies in the development of social skills is causing him to loose instructional time because of the time it takes to get him back on task after a breakdown. It is also causing him difficulty in making friendships and hindering his ability to work collaboratively with his peers. His performance on the End of Course testing has decreased from a 4 to a 3 in reading and math as a result. To address his needs of developing social skills the team has decided on the use of Social Stories to help in his understanding of appropriate and inappropriate interactions with his peers and teachers and how to handle transitions and changes in routines.

5. IEP Findings Cont. • Like many students with Asperger’s Seth has difficulties with social understanding, literal interpretation, and with differentiating between teasing and bullying. He cannot differentiate between these incidents and perceives them to be of equal severity. (The National Autistic Center) • Seth, can come across as being rude as he struggles with making inappropriate comments, interrupting and speaking inappropriately to his teachers and peers. (The National Autistic Center) • Research shows that persons with Asperger’s Syndrome can excel academically but can then tragically fail in life because they have not developed good social skills. (http://www.yourlittleprofessor.com/schools.html)

6. Social Stories, a Necessity for Seth • For all these reasons, Seth requires individualized training in social and emotional competencies in order to break down barriers that are affecting and will continue to affect his educational outcomes along with those around him. • The use of social stories with “emo faces” will help teach Seth to recognize facial expressions thus allowing him to better understand the emotional reactions he faces from his peers and teacher’s. (Denning, 2007) • Another advantage of Social Stories are their ability to give behavioral solutions in a more definitive and portable way. (Denning, 2007) • Finally, they will be used to prepare Seth for transitioning to new activities. (Denning, 2007)

7. IEP Findings Continued: • Visual Supports will continue to be used to provide support in day to day tasks and transitions. Previously, the use of a flip chart has been a successful tool for Seth as he can flip from one task to the next independently to prepare for the next lesson or transition thus giving him confidence and security. The flip chart was created by his EC teacher. (Shenberger, 2013) • However, this year an electronic assistive technology tool has been recommended in his IEP so as to be more discrete in the classroom and portable as he moves throughout the school. • This decision is also in response to Seth’s recently expressing an awareness of not wanting to live in a world that discriminates or is prejudice against those having disabilities. He feels the flip charts draw attention, questions, and even teasing from the other children. (Moodymom, 2007)

8. Seth…..the most important member of the IEP team was asked, “What do you need?” He states, “I just want to be treated like the other children, have friends, and to learn.” (Roberson, Asperger's Puzzle)

9. For all students, technology makes things easier. For students with disabilities, technology makes things possible. (McCulloch, 2004) (Verus Solutions)

10. The NC Department of Public Instruction states: “Many children entering schools today will live into the 22nd Century and will be required to adapt to many changes in work and society. Students whose experiences are positive and whose social and emotional needs are met will have a better chance of academic success at every level of their journey through the educational system. Other potential outcomes of successful transition planning are: lower retention rates of students; higher graduation rates; more students from underrepresented populations being placed in higher-level courses; fewer behavior problems and expulsion rates and more satisfied parents. There are many ways to evaluate the success of individual strategies or activities but the most important outcome, ultimately, will be how students and their parents view their school experiences and whether they believe that they can succeed at the next level.” (Gale)

11. What Assistive Technology will best help Seth break down barriers in order to meet his educational goals? The IEP team recommends:

12. The Integration of an iPad (www.carpatys.com, Spec Iguy)

13. Why is an iPad Necessary? Social Stories Visual Supports The iPad has the capability to create lists and visual aides to replace the flip chart that Seth needs in order to progress through his day. Every transition for him requires a look at this list in order to remain focused and on task. • There are a proliferation of social story APPs, many of which are free, that can be downloaded by Seth’s teachers that he can work through to help him learn how to communicate positively and appropriately with his peers and teachers.

14. Why is an iPad Necessary? (Cont.) Sensory Benefits Social Benefits The IPad is a product that may of his peers have and enjoy. The iPad can work as a common bridge to close social gaps between Seth and his peers giving him the much needed aid to being treated like everyone else. Instead of sticking out as different he will be integrated. • Seth is sensitive to light and noise. The iPad offers controls to dim or brighten the backlight. It is also extremely quiet unlike his desktop that emits a humming sound that can be problematic for him. It is also light weight and portable, fitting into his backpack nicely which he finds comfort in. (Shenberger, 2013)

15. Why is an iPad Necessary? (Cont.) Functionality Education through Gaming The teacher can also load preselected games onto his iPad that can be used to augment his learning and be used as a reward system for demonstrating good social skills. • Seth as stated before is an avid reader, however, he does not function well with clutter and a heavy backpack. Given that the iPad works as an E-reader as well his teachers can download countless books and create reading lists. (Shenberger, 2013) • The need for an agenda would be alleviated as all communication between home and school can be done through the device. • This streamlining of materials fits into the requirements of his IEP as well.

16. Research Based Support • Seth was given a loaner iPad through the county assistive technology department as recommended before the request for purchase to ensure that this is the right intervention for him. After careful review of the reported results from his classroom teachers and family this recommendation is being made. (Shah, 2011) • The fact that the iPad is simple and easy to use along with having features that can be customized are important especially for students who have special needs like Seth. The touch screen also offers instant gratification and for Seth who struggles with limited patience, this tool has made a tremendous impact on his frustration levels. (Shah, 2011) • The iPad is a multisensory device that can be customized to Seth’s specific needs by offering many different APPS that can be downloaded to help him with scheduling, telling and learning through stories, learning lessons, and reinforcing positive behavior. (“The ipad-breaking new,” 2011)

17. Research Based Support • Children on the autism spectrum process visual information easier than auditory information. When allowing Seth to use the iPad as an assistive technology aid he is receiving information through his strongest processing area. It is a tool that will be used to improve his functional capabilities and learning outcomes far beyond the classroom. He will be able to learn life skills that will follow him through college, family and employment. (Fan, 2012) • Researcher Tin Fan states that “based on observations, an interview, and previous research gives us some evidence that the iPad is worth the investment for most students with autism.” (Fan, 2012)

18. Cost and Where to Purchase While the iPad can be purchased at most local stores buying directly from Apple may entitle the school for an educational discount. http://store.apple.com/us/buy/home/shop_ipad/family/ipad2?product=IPAD2 Cost: $399 with Free Shipping http://store.apple.com/us/buy/home/shop_ipad/family/ipad2?product=IPAD2

19. Please follow this link to meet Seth more personally….. http://www.teachertube.com/viewVideo.php?video_id=99056&title=IEP_Video (Moodymom, 2009)

20. Thank You

21. The National Autistic Society. (n.d.). Retrieved from http://www.autism.org.uk/working-with/education/educational-professionals-in-schools/breaking-down-barriers-to-learning/social.aspx Works Cited • Denning, C. (2007). Social skills interventions for students with asperger syndrome and high-functioning autism: Research findings and implications for teachers beyond behavior.Beyond Behavior, 16(3), 16-23. doi: ISSN:10742956 • Fan, T. (2012). Enhancing learning with the use of assistive technology for children on the autism spectrum. Unpublished manuscript, School of Education and Counseling Psychology, Dominican University of California, SAn Rafael, CA, http://www.eric.ed.gov/PDFS/ED531866.pdf • Gale, M. (n.d.). http://www.dpi.state.nc.us/docs/curriculum/home/transitions.pdf • http://store.apple.com/us/buy/home/shop_ipad/family/ipad2?product=IPAD2 • http://www.yourlittleprofessor.com/schools.html • McCulloch, L (2004). http://opi.mt.gov/pdf/SpecED/guides/AssistiveTechGuide.pdf • Moodymom. (2009). Iepvideo.http://www.teachertube.com/viewVideo.php?video_id=99056&title=IEP_Video • North Carolina Department of Public Instruction. (2011). http://ec.ncpublicschools.gov/disability-resources/autism-spectrum-disorders/evidence-based.pdf • Roberson, K. (Website Owner). Asperger's Puzzle [Web Photo]. http://www.google.com/search?q=asperger • Shah, N. (2011). Special education pupils find learning tool in ipad applications. Education Week, 30(22), 1,16-17. http://0-ehis.ebscohost.com.uncclc.coast.uncwil.edu/ehost/detail?sid=ea4bdb79-0e4c-4596-abf2-

22. Shenberger, A. (2013, July 12). Interview by AK Marr []. Personal experiences with assistive technology and asperger's. • The ipad—breaking new ground in special education. (2011, Novem). District Administration , 46(10), 16. http://0-ehis.ebscohost.com.uncclc.coast.uncwil.edu/ehost/pdfviewer/pdfviewer?sid=ea4bdb79-0e4c-4596-abf2-f8490dc1bf7a@sessionmgr12&vid=25&hid=8 • The National Autistic Society. (n.d.). http://www.autism.org.uk/working-with/education/educational-professionals-in-schools/breaking-down-barriers-to-learning/social.aspx • VerusSoluntions.[Web Photo]. http://www.google.com/search?q=technology&source=lnms&tbm=isch&sa=X&ei=H5XhUf7BFvet4AOI1YHoAQ&ved=0CAcQ_AUoAQ&biw=1366&bih=673 • www.carpatys.com. (Photographer). Spec Iguy [Web Photo]. http://www.google.com/search?