Inclusive Education, Innovative Technology

Posts tagged Hope Technology School

The Secret to Success with Assistive Technology

Aug29
2011 1 Comment Written by Morgan Brown

When we set out to write Hope Technology School’s Assistive Technology Manual, I have to admit, all of us were completely overwhelmed! As the Hacking Autism intiative has documented, we’ve seen students make phenomenal breakthroughs in communication, but finding a way to compile the innovation, techniques, and expertise of the therapists and teachers at HTS into a manual that others could follow seemed impossible. The teachers at HTS who had been most successful at using assistive technology to help their students seemed to come by their approach naturally so that simply identifying the secret to their success was difficult enough, let alone the task of communicating it to others. We wanted to help other parents and teachers of students with autism to make progress in communication. And while the Wisconsin Assistive Technology Initiative had a particluarly helpful free web publication, we found no other assistive technology “how to’s” focused on communication.

After months of collaborating with teachers and therapists, working with students and parents, and collecting activity ideas, we’ve published the Hope Technology School Assistive Technology Manual, and I believe we could shrink the whole thing into 2 basic secrets of success:

1) Believe each student has something valuable to communicate.

2) Just go for it - whether you’re an expert or not, just try, who knows what you’ll discover.

Posted in Assistive Technology - Tagged , , ,

Learning to Speak Without Words

Aug26
2011 Leave a Comment Written by Andrew Weger

Today I was given the idea by some friends of mine that I should use an AAC app to help me speak more fluently.

See, I have been stuttering since about first grade and I am now going into my junior year of college. I have a pretty severe speech impediment and I also have Tourette syndrome. Speaking is very difficult for me and most of the time I get really exhausted from talking and end up just not wanting to talk anymore.

I must admit, I was very resistant to the fact of using an app on the iPad that speaks for me. We’ve covered touch screen apps before on this blog, but I had yet to use one for myself. I felt as if I were quitting on myself and taking the easy way out.

If I have a voice, I should use it, I shouldn’t have to use a device to speak for me. I didn’t want to think of myself as being that disabled.

It was then I realized just how humbling it was to even think about using an AAC app to speak for me.

I work at Hope Technology School and help with teenagers who are nonverbal and have to use AAC apps on the iPad, such as proloquo2go and assistive chat, to help them speak and communicate. When I started thinking about them, I started trying to understand what they must feel having to use an AAC device to speak for them.

It was from that moment on that I got inspired to want to use a device to speak for me, to help me with my weakness. I also wanted to understand and feel what it’s like to be nonverbal and not be able to express anything at all, except through using an AAC device and what that must feel like. All of this made me wonder just how many people there are out there who are just like me? Not willing to use an AAC device to help them speak.

Posted in Assistive Technology, Inclusion at Hope Technology School - Tagged , ,

Why Are You Doing That?

Aug05
2011 Leave a Comment Written by Adelaide Cheng

By Jynette Oji

“Why are you doing that?”  From one kid to another, this question comes up all the time in the world of inclusion as they try and make sense of some of the behaviors of their friends with special needs.

The conclusion I have made with children with special needs is that they are “doing that” because that’s all they know how to do. They break the barrier of personal space just to say hello because that is what they know. They pull away or walk away when you try to say hello or get them to play because that is what they know.

Do they WANT to get so close to you that you can touch noses or walk away when you say hello? Not at all, but often, this is the way they acknowledge you. This is the way students in the realm of special education play.

So what’s one way to bridge the world of play? Try a good old game of “Simon Says”. Start with individual tasks, like “Touch your toes.” Move on to group tasks: “Give a friend high five.” Then move on to social skills, such as, “Say hello to your friend.” Of course, to make any game successful, you’ve got to throw in some silly things to do, the more the better.  It is great for everyone. The title of this entry illustrates that kids without special needs have to learn social communication as well!

Posted in Social Learning - Tagged , , ,

Social Learning Starts Young

Aug02
2011 1 Comment Written by Adelaide Cheng

By Jynette Oji

 

“Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.”

- Albert Bandura, Social Learning Theory, 1977

 

The point Bandura makes applies to learning (and teaching) social behaviors.  Many students with special needs require additional support to be able to engage socially.  You may recognize some of these students. They are the ones that wander around the classroom or playground.  They zone out while kids are playing and or talking around them.  They have no concept of personal space as they put their face nose to nose with yours or that of a classmate’s.  They obnoxiously interrupt play and often get into trouble for their effort to join in. These are the kids that don’t know the social rules of engagement.

For a student on the Autism Spectrum, with ADD or ADHD, and many other disabilities, being social is a very difficult task. Throw in the challenge of being a young learner between the ages of 5-10 – overwhelming! This is where educators come in handy. Many organizations are realizing the huge social deficit children with special needs can have and are working to meet that need.  Some of these programs include Social Thinking, founded by Michelle Garcia Winner, Social Stories by Carol Gray, and Sandbox Learning (a site that allows you to personalize social stories that have already been created). Schools like Hope Technology School are working to equip students with the tools they need to be able to effectively engage in various social environments.

So how do I do this in my class?  Any way I can.  For younger students, short stories, plays, and skits about social behaviors work the best.  With so many media outlets today, there are numerous possibilities. Doing something as simple as recording students and allowing them to watch and observe themselves is eye-opening.  I have my Kindergarteners create short skits demonstrating social behaviors while paying attention to details (eye contact, body movement, and body position).

The students’ absolute favorite activity is when I demonstrate inappropriate behaviors such as how NOT to sit or stand or how NOT to greet someone. One example is role-playing talking to someone without looking at the person.  Well, some of us actually do this as we multi-task but kids haven’t graduated to that level yet!

Another successful activity in my classroom has been play groups.  I pair up students who work well together. This pairing usually is a typically developing student who is patient and outgoing with a student who is working on social skills.  I then establish a goal for each student and take note: these goals do not have to be complicated.  For the typical child, a goal can be learning to be understanding, learning to value the other student for a talent he has, or just learning to appreciate a quality about the other student, like her sense of humor.  For the student working on social skills, the goal may be as simple as making eye contact with his classmate for a certain amount of time. The next goal may be to respond to a question her classmate asks her.

I have also found that structured activities like board games work very well for learning social skills and the rules of social engagement. Try it out in your class and let me know how it goes.

Posted in Social Learning - Tagged , , , , ,

Touch Screen Apps Help Kids with Autism

Jul18
2011 Leave a Comment Written by Morgan Brown

An article written by Brandon Bailey featured in the San Jose Mercury News highlights the use of touch screen technology to help kids with autism. Bailey notes that programers from parents to professionals to major technology corporations like HP, Google and Apple are realizing the potential for touch technology to help individuals with autism.

Apple CEO, Steve Jobs, recently commented on the unforseen appeal of touch technology to the autism community. Bailey also highlights Hope Technology School’s role in inspiring HP through our innovative use of their TouchSmart computers. Inspired by the progress of a number of Hope Technology students with autism, HP launch Hacking Autism and plans to host a “hackathon” in October.

Posted in Assistive Technology, Featured - Tagged , , , , , , , , , , , ,

Inclusion Helps Typical Learners Academically

Jun30
2011 Leave a Comment Written by Morgan Brown

By Christine Jones, M.A. Special Education

The benefits of inclusion on peers without disabilities is not limited to improved acceptance of individual differences and respect for all people, but has great effects on all students academically. At Hope Technology School students are frequently placed in groups of two to four to work with peers with and without disabilities. It is assumed that the student without disabilities is doing all the teaching, however, there are students with disabilities that are stronger in certain subject areas, so the benefits go both ways.

I have several students in my Algebra class that have a difficult time in math. One student in particular frequently asks for help when working on problems. After being taught how to do his problems he will partner up with another friend who is having a difficult time and teach that student. The student who frequently asks for help has been improving in his Math skills as he has been teaching his peers the concepts. I recently read a case study from the Journal of Applied Behavior Analysis about the Academic Effects of Providing Peer Support in General Education Classrooms on Students Without Disabilities. In the study, the peers chosen were those who were infrequently academically engaged. They were paired with students with disabilities. The students were given some training to help make adaptations for their peers with disabilities. The students were required to listen to lectures, so they could help take notes, adapt in-class and homework assignments. All the peers without disabilities chosen had made progress in their own academic skills & engagement. There are many personal learning benefits to teaching and sharing what you know.

Here are some of the advantages:

  • When teaching you review content which refreshes your memory of the content
  • You get asked questions so need to understand it in order to respond
  • Teaching it often makes you ask questions and research or study things in more depth
  • Its wonderful to have others appreciate your help and to see them learn
  • Makes you feel great to share with others
  • Teaching and learning exercise your memory which keeps the brain healthy longer in life
  • Commit things to your long term memory to increase your knowledge

Through first hand observation at the Hope Technology School and through reading this article, I see many academic benefits of inclusion to students without disabilities.

Cushing, Lisa S., & Kennedy, Craig H. “Academic Effects of Providing Peer Support in General Education Classrooms on Students Without Disabilities.”Journal of Applied Behavior Analysis
30.1 (1997): 139-151
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1284027/pdf/9103989.pdf

Posted in Inclusion and Typical Learners - Tagged , , ,

Preschool Open House!

Jun03
2011 Leave a Comment Written by Morgan Brown

Join us on Monday, June 6th at 3pm to see our preschool program and meet our teachers! Our licensed, fully inclusive preschool program supports academic and social development for students aged 3-5. Preschool hours: 9-2:30, year round program. Prices range from $350-725 monthly. Now accepting applications for Fall 2011. Please contact morgan@hopetech.org with questions.

Posted in Inclusion at Hope Technology School - Tagged , , , ,

Teaching Teaches Kids

May27
2011 Leave a Comment Written by Morgan Brown

By Christine Jones, M.A. Special Education

The benefits of inclusion on peers without disabilities is not limited to improved acceptance of individual differences and respect for all people, but has great effects on the students academically. At Hope Technology students are frequently placed in groups of two to four to work with their peers. You might assume that the typically functioning student is doing all the teaching, however, there are students with disabilities that are stronger or can grasp concepts more quickly in certain subject areas, so both groups can benefit. For example, I have several students in my Algebra class that have a difficult time in math. One student in particular has some learning differences and auditory processing challenges. He will frequently ask for help when working on problems. After being given further direct instruction of the concepts, he will partner up with a couple of his typically functioning peers and teach those students the concepts that he has learned. The student who frequently asks for help continues to improve in his Math skills as he re-teaches his peers.

I also often have typically functioning students teaching/helping the students with disabilities. The benefits of these interactions go both ways because teaching what you’ve learned reinforces the concepts and improves understanding. I recently read a case study from the Journal of Applied Behavior Analysis about the Academic Effects of Providing Peer Support in General Education Classrooms on Students Without Disabilities. In the study, the peers chosen were those who were infrequently academically engaged. They were paired with students with disabilities. The students were given some training to help make adaptations for their peers with disabilities. The students were required to listen to lectures, so they could help take notes, adapt in-class and homework assignments. All the peers without disabilities had made progress in their own academic skills & engagement. There are many personal learning benefits to teaching and sharing what you know.

Here are some of the advantages:

  • When teaching you review content which refreshes your memory of the content
  • You get asked questions so need to understand it in order to respond
  • Teaching it often makes you ask questions and research or study things in more depth
  • Its wonderful to have others appreciate your help and to see them learn
  • Makes you feel great to share with others
  • Teaching and learning exercise your memory which keeps the brain healthy longer in life
  • Commit things to your long term memory to increase your knowledge

I see many academic benefits of inclusion to students without disabilities through first hand observation at Hope Technology School as described in the journal article.

The benefits of inclusion on peers without disabilities is not limited to improved acceptance of individual differences and respect for all people, but has great effects on the students academically. At Hope Technology students are frequently placed in groups of two to four to work with their peers. You might assume that the typically functioning student is doing all the teaching, however, there are students with disabilities that are stronger or can grasp concepts more quickly in certain subject areas, so both groups can benefit. For example, I have several students in my Algebra class that have a difficult time in math. One student in particular has some learning differences and auditory processing challenges. He will frequently ask for help when working on problems. After being given further direct instruction of the concepts, he will partner up with a couple of his typically functioning peers and teach those students the concepts that he has learned. The student who frequently asks for help continues to improve in his Math skills as he re-teaches his peers.

I also often have typically functioning students teaching/helping the students with disabilities. The benefits of these interactions go both ways because teaching what you’ve learned reinforces the concepts and improves understanding. I recently read a case study from the Journal of Applied Behavior Analysis about the Academic Effects of Providing Peer Support in General Education Classrooms on Students Without Disabilities. In the study, the peers chosen were those who were infrequently academically engaged. They were paired with students with disabilities. The students were given some training to help make adaptations for their peers with disabilities. The students were required to listen to lectures, so they could help take notes, adapt in-class and homework assignments. All the peers without disabilities had made progress in their own academic skills & engagement. There are many personal learning benefits to teaching and sharing what you know.

Here are some of the advantages:

  • When teaching you review content which refreshes your memory of the content
  • You get asked questions so need to understand it in order to respond
  • Teaching it often makes you ask questions and research or study things in more depth
  • Its wonderful to have others appreciate your help and to see them learn
  • Makes you feel great to share with others
  • Teaching and learning exercise your memory which keeps the brain healthy longer in life
  • Commit things to your long term memory to increase your knowledge

I see many academic benefits of inclusion to students without disabilities through first hand observation at Hope Technology School as described in the journal article.

Cushing, Lisa S., & Kennedy, Craig H. “Academic Effects of Providing Peer Support in General Education Classrooms on Students Without Disabilities.”Journal of Applied Behavior Analysis
30.1 (1997): 139-151

Posted in Inclusion and Typical Learners, Inclusion at Hope Technology School - Tagged , , , ,

Creating Everyday Heroes

May25
2011 Leave a Comment Written by Morgan Brown

By Nadia Lopez

“The highest result of education is tolerance.”  – Helen Keller

I am privileged to know a group of everyday heroes here at Hope Technology School. I’ve been observing a group of them at recess the past several months who have grown from disagreeable and not so flexible during  their four square antics, into kind, flexible and helpful students making allowances for others who may be different. One student, Drake, has a hard time participating in outdoor sports with difficulty in hand-eye coordination as well as learning the social rules of a game was happily invited into the game by a few of those students in his class. The students made allowances for that Drake’s challenges by helping him with lighter passes, teaching him the game rules and showering him with encouraging words as he played. It was such a joy to hear, “nice try,” or “great job on the playground!” These kids overlooked Drake’s abilities and differences and encouraged him so much that he is now seen playing four square most days of the week!I’m not so sure exactly how it happened, but it seemed like magic. It took some time, but the students finally got what inclusion means. They came back to class feeling like heroes because they discovered that helping someone learn the skills they have is a great reward.

Posted in Hero Stories - Tagged

Jordan’s Story with the HP TouchSmart at Hope Technology School

May25
2011 Leave a Comment Written by Morgan Brown

Cincopa WordPress plugin

By Jen Straw, MA Special Education

Jordan attends Hope Technology School’s Vocational Education Program. He is considered to be nonverbal and comunicates through the use of various augmentative and alternative communication (AAC) devices. One of these devices is the HP TouchSmart. One program Jordan has used to aid his communication is the TouchSmart program “Notes”. This program allows the user to make either an auditory only or auditory and video ‘note’. These notes are stored on the programs front page and can be activated with a touch. The original goal of using this program was to give Jordan an opportunity to communicate short sentences in his own voice and use them to make requests or declarations, for example, ‘I need to go to the bathroom’. When Jordan first began using the program it would take him quite sometime to record a 3-word sentence like ‘I am hungry’, sometimes up to 15 minutes. As he worked on phrases and sentences more and more, he was able to read the phrases quicker and quicker. With the immediate play back, Jordan was able to hear and see himself speak. This lead to clearer and clearer articulation. He was able to go from reading 3-word sentences to read short paragraphs. To learn more about Jordan please visit Hacking Autism.org and watch “Jordan’s story” as told by his mother, Gail Ewell.

Posted in Assistive Technology - Tagged , , , , , , , , , ,
« Older Entries