- "They Want My Child To Use a Picture Communication System!!?"
Authors: Carolyn Rouse, MAEd. CCC-SLP and Katera Murphy, M.S. July 1999. "I'd like to try an augmentative communication system with your child. That is, I want to try to use pictures or maybe a communication device to help your child communicate better." As a professional in the field, I've watched parent's faces as they hear these words, and have wondered what they must be thinking. The first discussion of whether or not to use augmentative communication usually takes place at the child's IEP (Individual Education Plan) meeting at school. Because of the educational focus, however, there is little discussion of how an augmentative communication system might impact the family and the way the family currently communicates with the child.
(Added: Tue Oct 23 2001)
- Assistive Technology for Students with Mild Disabilities
ERIC EC Digest #529. Author: Michael M. Behrmann 1995. Technology is bursting into the classroom at all levels, as a tool for teachers to develop, monitor, and provide instructions, and for students to access and engage in learning. P.L. 100-407, The Technology-Related Assistance for Individuals with Disabilities Act of 1988 (Tech Act) was designed to enhance the availability and quality of assistive technology (AT) devices and services to all individuals and their families throughout the United States.
(Added: Tue Oct 23 2001)
- Assistive Technology: A Parent's Perspective
Author - Julie Fleisch. Last year my son, Colin, lost a tooth at school as the speech therapist was feeding him his lunch. She told him he should take it home and put it under his pillow for the tooth fairy. The conversation continued with the therapist asking Colin about the tooth fairy. "Does the tooth fairy come to your house?" Colin pointed to YES on his wheelchair tray. "Does the tooth fairy come to visit your sister?" YES. "Has the tooth fairy ever come to see you?" NO. When the speech therapist related this conversation to me, I felt so neglectful. I know my son so well yet I had assumed he didn't understand the whole tooth fairy concept. Colin has surprised me many times with his understanding and observations of his world; a world he has trouble interacting with.
(Added: Wed Jul 18 2001)
- Effective Use of Technology With Young Children
Author - Mary L. Wilds.
NICHCY News Digest Number 13 1989 Resources Updated, April 1996. Computer technology for young children has only recently been recommended for use in the home and applied on a large-scale in early childhood special education programs. Available technology and information about its use with young children has lagged behind that available to other groups for a variety of reasons, such as: the high cost of hardware, a limited amount of developmentally appropriate software, limited funds to investigate the potential of computers as a teaching tool, lack of skill on the part of professionals in creating a range of response modes, lack of training and skill in computer use by early childhood special educators and parents, and the fear that technology would overshadow the human aspects of early intervention (Berhmann, 1988; Hutinger, 1986).
(Added: Tue Oct 23 2001)
- Integrating Technology Into a Student's IEP
Author - Ruth Bragman. NICHCY News Digest Number 13 1989 Resources Updated, April 1996. The use of technology must play an integral part in allowing the handicapped student access to his/her environment. It is the responsibility of educators to see that advanced technology is used to maximize student potential and allow the handicapped student full access to society.
(Added: Tue Oct 23 2001)
- Starting the Funding Process
Author - Suzanne Ripley. NICHCY News Digest Number 13 1989 Resources Updated, April 1996. Computer technology for young children has only recently been recommended for use in the home and applied on a large-scale in early childhood special education programs. Available technology and information about its use with young children has lagged behind that available to other groups for a variety of reasons, such as: the high cost of hardware, a limited amount of developmentally appropriate software, limited funds to investigate the potential of computers as a teaching tool, lack of skill on the part of professionals in creating a range of response modes, lack of training and skill in computer use by early childhood special educators and parents, and the fear that technology would overshadow the human aspects of early intervention (Berhmann, 1988; Hutinger, 1986).
(Added: Tue Oct 23 2001)
- Technology: Becoming an Informed Consumer
Author: Elizabeth Lahm and Sue Elting. NICHCY News Digest Number 13 1989 Resources Updated, April 1996. Today, a nonverbal child speaks with the help of an electronic communication aid. A student with learning disabilities masters math facts using a computer game. A child with vision problems can benefit from an inexpensive device that enlarges printed words on the computer screen. And for more severe vision problems, there are speech synthesizers that can be used with computers to convert typewritten words or text into an electronic voice.
(Added: Tue Oct 23 2001)
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