· Key questions should be considered when selecting educational applications to meet students goals and objectives
o What is the intended outcome of the use of the educational application?
o Is the educational application likely to fulfill its stated purpose?
o Can the educational applications be used as an alternative to traditional classroom activities to enhance student participation?
· Kinds of educational applications that can be used to address automaticity/math fluency
o FASTT Math (Fluency and automaticity through Systematic Teacher with Technology) a math intervention program that helps students acquire math fact fluency
o Timez Attack (Big Brainz) focuses on multiplication facts, teaching the 2 to 12 times table.
o ArithmAttack is an online game that students can practice basic math skills.
· Kinds of technology tools can be used to address visual-spatial or motor control difficulties
o MathPad (Cambium Learning) A talking math worksheet program
o Virtual Pencil is an educational application designed for students who are pencil impaired.
o Number Navigator (Oats Progect) Serves as a simple math processor.
o Scientific Notebook (MacKichan Software) A high-end application that is designed to do more than allow users to write equations on the computer but to solve equations.
· Kinds of educational applications can be used to teach math concepts, math skills, and problem solving
o Math Playground- provides wealth of recourses to support learning math concepts.
o Conceptua Math-focuses on fractions and offers a variety of tools for teachers to use to enhance their whole class instruction.
o Destination Math-targets the development of skills in math reasoning, conceptual understanding, and problem solving for students in grades K-12.
· Kinds of low-tech and mid-tech adaptations can assist students with disabilities in completing math assignments
o Fraction rubber stamps
o Number lines
o Multiplication tables
· Strategies teachers can use to overcome “learned helplessness”
o Build a daily expectation of communication through specific activities such as choosing the activity during recess, picking a book to read, or identifying where to eat lunch
o Construct a brief daily report to parents that is communicated by the student
o Allow natural consequences to occur and provide avenues for repair.
o Provide for choice making whenever possible that requires the student to use his or her augmentative communication system.
o Provide powerful phrases on the device for students to reject or protest something.
· Integrating augmentative communication into the IEP
o Important that student’s use of system is integrated within and across the school day, including instructional and noninstructional periods.
o Once a system is determined the components of the system should be outlined in the IEP.
o IEP should also include the use of the augmentative communication system within the students educational program to ensure that fundamental opportunities are provided for the student to practice communicational skills.
o IEP must clearly state student’s communication needs.
o List of augmentative communication services to be provide by related service personnel and identification of the party responsible for device maintenance and operations.
· Importance in supporting the use of augmentative communication systems at home and in the community
o Reinforces the communication skills learned in school and helps generalize them to other settings.
o Critical to success of augmentative communication.
o Both environments reflect different and varied communication demands, and coordinated efforts can significantly increase the likelihood of effective communication.
o Using augmentative communication systems in the community make it easier for the individual to communicate with unfamiliar people.
· Designing a students augmentative communication system to meet the communication demands of home and the community
o Appropriate vocabulary needs to be added to the augmentative communication system.
o Use of board maker can help to create and collaborate different materials for every activity and lesson to allow the student to communicate with those individuals around them.
o Clear organization is mandatory for easy access and navigation.
o Progress must be monitored to make sure the child is progressing appropriately.