I have used some low tech type of assistive technology devices to help the children with disabilities communicate, make choices, participate in activities and meet their individual needs in my classroom. The occupational and physical therapists who work with the children with disabilities in my classroom explain and demonstrate how to use some assistive technology for me to be able to help my students effectively. I had children with cerebral palsy and developmental delays in my More at Four classroom. I provided adaptive scissors with non-slip pad for my student with cerebral palsy. It helped him cut out papers using only his left hand. It helped him participate in activities with his peers.
I have used picture schedules to help my students with routines and help them get ready for transitions. I used pictures of the children themselves and placed Velcro on each picture. I had a button that was shaped like a child with Velcro on it. The child who was diagnosed with speech-language impairment and had a difficult time understanding our schedule and transitioning would move this child-shaped button from one picture or activity to the next. I used picture communication system to help my students with speech-language impairment. In one of my previous courses, I also used a talking photo album. I placed pictures and recorded stories, simple instructions, and food choices to help a child when reading stories and communicating her needs and wants.
To meet the individual needs of the children with disabilities in my classroom, it is important to know about their disabilities and how they can increase, maintain, or improve their functional capabilities by using appropriate assistive technology. I have gained useful information about assistive technology and I am looking forward to learning more and using them in my classroom to help children with disabilities communicate and participate in activities with their peers, become active and productive participants, and meet their individual needs.
You noted that, “The child who was diagnosed with speech-language impairment and had a difficult time understanding our schedule and transitioning would move this child-shaped button from one picture or activity to the next.” This is a great idea in order for him to independently either choose the next activity or observe what is coming next. With certain children I have given them cue cards which they then placed in the area of the next activity. For example, when it was Circle Time, I would give the child a picture of a boy sitting at a group activity. He then realized that it was time of a story, calendar, etc., and would travel to the carpet, where he would place this cue card on a Velcro square located in the area. He would then sit down and wait for Circle Time to begin. This didn’t always work, but it certainly helped!
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