What Do We Mean by Assistive Technology and Augmentative and

Volume 22, Number 1
Fall 2011
A Publication of The Pennsylvania Interagency Coordinating Council
Assistive Technology and Augmentative
and Alternative Communication
What Do We Mean by
Assistive Technology
and Augmentative
and Alternative
Communication?
Simply put, assistive technology (AT) in Early Intervention means
devices and services. Devices and services are defined as follows:
Device: “Any item, piece of equipment, or product system, whether
acquired commercially off-the-shelf, modified, or customized, that is
used to increase, maintain, or improve the functional capabilities of
individuals with disabilities.”
Services: “Any service that directly assists a child with the
disability in the selection, acquisition or use of an assistive
technology device.”
Assistive technology (AT) is sometimes seen as meaning only a
device, such as a communication system, that is expensive and
difficult to obtain and use, or something that may not be needed
by a child who is under three years of age. But “high tech,”
The mission of the Governor appointed Pennsylvania
State Interagency Coordinating Council (SICC) for Early
Intervention is to advise and assist the Departments
of Health, Education and Welfare to ensure that a
comprehensive delivery system of integrated Early
Intervention programs and services is available in
Pennsylvania to all eligible infants, toddlers, and
young children, and their families.
complex AT devices represent only a small portion of the assistive
technology that may be used to help infants, toddlers, and young
children to participate in activities and routines in their homes and
in community settings. An object or symbol used by a child to ask
for “more,” Velcro placed on a toy so that a child can easily grasp
and play with the toy, or using a non-slip surface, such as dycem,
are all considered AT. For infants, toddlers, and young children
with disabilities, AT has been defined as devices or services that
allow children to engage in everyday activities that promote
participation and learning.
continued on page 6
What’s Inside
Message From the Chair • Tots and Tech: Making Children’s Lives Fun and Productive • My Communication Evolution • Assistive Technology: A Family Affair • Ken Hayashi: A Preschooler with a Mission to Communicate • Professional Perspectives: The Value of Assistive Technology and Augmentative and Alternative Communication in Practice • iPads and iPods for Wee Learners of all Shapes, Sizes, and Abilities • Digging Deeper: Resources for Assistive Technology and Augmentative and Alternative Communication • Tuscarora Intermediate Unit 11 Early Intervention Program Assistive Technology Results
From the Chair
Communication is KEY!
Communication is defined as
“the expression to another of
information or thoughts through
speech, writing, or gestures.” From
the time a child is born they begin
communicating and processing
information around them. The
first noise a baby usually makes
when he or she enters this world is
crying, and this is a fundamental
form of communication with
which all parents are familiar.
Augmentative and alternative
communication (AAC) refers to methods of communication that
enhance or replace conventional forms of expression; and, the goal
of AAC is to promote the most effective communication possible for
individuals with communication disorders. All of us use AAC when
we make facial expressions or gestures, use symbols or pictures, or
when we write. Assistive Technology (AT) refers to any item, piece
of equipment, or product system that is used to increase, maintain,
or improve the functional capabilities of a child with a disability.
This can include picture and symbol communication boards and
electronic devices. During my daughter Chloe’s Early Intervention
years, our family, along with her awesome team of therapists,
taught Chloe basic sign language. This AAC greatly enhanced Chloe’s
expressive and receptive language and communication, as well as
her cognitive development. We have met many individuals who
benefit greatly from all types of AAC and AT. These communication
supports are crucial for full participation in all aspects of life
and a springboard for being included in typical environments.
Communication truly is the key to independence and inclusion in
schools and communities, and the work being done to advance and
implement AAC and AT is priceless! As Chloe so aptly illustrates in the
photo above, communication brings incredible “peace” to so many!
Tom Corbett
Governor
Gary D. Alexander
Pennsylvania Department of Public Welfare, Secretary
Ronald J. Tomalis
Pennsylvania Department of Education, Secretary
Dr. Eli N. Avila
Pennsylvania Department of Health, Secretary
State Interagency Coordinating
Council Members
Ms. Amy Powell Bolze, Esq.
Ms. Linda Carmona-Bell
Ms. Maureen Cronin
Dr. Beth DelConte
Ms. Kimberly Early
Ms. Jill Hrinda Patten
Ms. Sheila Hunter
Dr. Lorna Johns
Ms. Shirley Keith Knox
Mr. Kurt Kondrich (Chair)
Ms. Angie Logan
Dr. Marisa Macy
Dr. Barbara Minzenberg
Ms. Jane Mitchell
Ms. Anne Marie Reager
Ms. Pam Schuessler
Mr. Sheldon Winnick
For more information about the
State Interagency Coordinating Council contact:
Andrea N. Algatt,
Office of Child Development and Early Learning
at 717-783-5058.
Enjoy this issue of the State Interagency Coordinating
Council’s Newsletter!
Kurt Kondrich, M.Ed.
Parent Chairperson
State Interagency Coordinating Council
Email the SICC at pasicc@pattan.net
2
Tots and Tech: Making Children’s Lives
Fun and Productive
Dr. Pip Campbell, Thomas Jefferson University
Is AT for all children?
For all of us, technology makes things easier. But for people with
disabilities – even infants and young children – technology often
makes the seemingly impossible, possible. Remember what life
was like before we used cell phones, sent email, or quickly found
information on the Internet? We all depend on “assistants” – some
that involve computers and high technology, and others that are
just simple aids that make life easier.
Just as all adults can find technology helpful, all children can
benefit from its use. The same devices that help typical children do
something more easily or more safely may make it possible for a
child with a disability to do things in different ways. For example,
a car seat safely positions all children in the back seat of a car.
However, for a child with a disability, a car seat may also be used
to help a child sit independently to watch television or play with
siblings. The device is considered to be AT when the device is needed
for the child to perform independently.
Think about a child who cannot hold onto a thin crayon or marker,
but who can enjoy drawing when the crayons are larger than normal
or if the marker is held onto his or her hand with a simple strap
device. Consider a child who is unable to walk, crawl, or roll, but can
get around independently in a walker or a motorized car bought offthe-shelf in a toy store. Often a child who does not communicate
well with others can “talk” with a simple picture board or by
pointing to objects, using a picture exchange system or gestures or
sign language systems. Even the simplest of adaptations can help
children participate in routines and activities in all the different
places where they spend time during their early years.
At what age should technology be used with
children?
Most parents use technology automatically to keep their infants
or preschoolers safe and to care for them more easily. Strollers,
pads to gently hold infants’ heads when they don’t yet have head
control, non-slip mats that hold bowls to prevent tipping, spout
cups with lids, bath seats, plastic links to hold toys onto highchairs
or car seats – all of these are examples of technology that parents
often use with infants and young children. Children with disabilities
may need to use these same off-the-shelf devices for longer than
typically-developing children, or may use them in different ways
in order to participate in routines and activities. A child with a
disability may be able to participate in bath time with the same
off-the-shelf bath seat as any other infant or toddler, but may
need a specialized seat as they grow older, or a shower chair as an
adolescent, in order to bathe
independently. An infant or
toddler with a disability may
learn how to use crayons at
home or in child care with offthe-shelf, big crayons, but this
device may be replaced with
a special big-key keyboard
or with more complicated
computer interface devices to
access a computer as the child
grows up.
What is Assistive Technology (AT) for Young
Children?
Technology is a broad term that relates to the application of science
to a situation. When paired with “assistive,” the term generally
means that the technology is being used to help a person in some
way. The Individuals with Disabilities Education Act (IDEA) divides
the term “AT” into two categories: devices and services. Devices
are the things used by a child to perform a particular function or
participate more independently in a routine or activity. Examples
include: adaptations like adding a strap or thickening a handle,
switches on toys and materials, wheelchairs, walkers, special spoons,
covered cups, communication boards or talker toys.
AT services are the strategies used to help a child learn to use a
device effectively, determine the best device to try, or evaluate how
well the device works in helping a child participate. AT services may
be provided by anyone who is knowledgeable about how to select
devices that match a child’s abilities and needs, help train the child
to use them, and evaluate their effectiveness.
continued on page 5
3
My Communication Evolution
Jennifer Lowe
My disability is Cerebral Palsy. Technically, Cerebral Palsy is a birth
defect. I came out of the womb too quickly, and I was blue, which
meant I wasn’t breathing. The doctors worked on me for 15 minutes
to help me to breathe. As you may realize, the brain requires oxygen
to function properly. Due to those 15 minutes without adequate
oxygen, the severity of my Cerebral Palsy was determined. Therefore,
I can’t walk, I can’t control my extremities as easily as I wish, and, I
can’t speak with my natural voice at will. When I was younger, my
form of communication was a series of “yes” and “no” questions.
People literally asked me twenty questions. No, it was more like
1000! I indicated “yes,” either with a nod of my head, or by raising
my eye brows. For “no,” I just shook my head.
with words written under them, to Pioneer School. Once that I
learned to read, Pioneer eliminated the Bliss Symbols. Like The Home
for Crippled Children, Pioneer worked on getting me to walk. This
frustrated me because I realized that it was futile for me to attempt
to walk. I wasn’t ever going to walk. What was going to benefit me
more was to communicate because I felt that it would free the girl
who was always inside, waiting to emerge. One day, I managed to
express that concentrating on walking wasn’t most important to
me. Instead, what was important to me was communicating. I felt
my communication would be to my advantage. Therefore, from that
point on, that was what my speech and occupational therapists did…
work on my communication. My second communication board was
a letter and word board. Again, I pointed with my left index finger,
like I did with my Bliss Symbol Board, to what I wanted to say. This
was still painfully slow and physically exhausting! When I was 14,
I used an optical pointer to point to my communication board.
Using the optical pointer was absolutely great because I wouldn’t
get physically exhausted from talking. The bad part about it was
that it limited me to where and to whom I could talk. It had to be
indoors and with someone who knew how to read and spell. Then
when I was 17, my speech therapist wrote a grant for my initial
augmentative communication device. As you may know, that’s a
communication device with voice output. I received it a year later.
It was the Prentke Romich Company’s Light Talker. Initially, I resisted
using the Light Talker, because, the voice chip was unintelligible. As
soon as the voice chip improved, I justified learning how to utilize it.
What was the sense of using a communication device that people
couldn’t understand? The Light Talker enabled me to be included in a
regular high school, to get my high school diploma, to be accepted
into Edinboro University of Pennsylvania, and to earn a Bachelor’s
degree in the Liberal Arts. My Light Talker interfaced with my IBM
computer. There was a little apparatus that was called a transmitter.
The transmitter plugged into the serial port on the side of my Light
Talker. It had a switch that turned it on and off. When the switch was
turned on, everything that I said with my Light Talker, typed on my
computer. This was how I completed my work for high school and for
Edinboro University.
My disability didn’t prevent me from having a typical life. It was
just a little different, that’s all. Like anyone, I went to school. First,
I attended the Rehab Institute in Pittsburgh, at that time it was
known as the Home for Crippled Children. My time there was spent
on my physical strength. By that I mean, my trunk control, my head
control, and yes, my walking. Back then, that was the ultimate goal,
to get a person walking. Also, it was at this school that I first used
my initial communication device. It was a board of Bliss Symbols,
which was very primitive and very different from the sophisticated
communication that I use today. The symbols didn’t look like what
they were supposed
to represent at all.
Not only that, but
they didn’t have
any morphology.
I couldn’t say,
“drink, drinks,
drinking, drank, or,
drunk.” That was
not what I called
communication. I
pointed to what I
wished to say with
my left index finger.
This was slow and
exhausting. Then,
when I was 6 years
old, I took my
communication
board, comprised
of Bliss Symbols
Shortly after that, it came time for me to get a new augmentative
communication device. After investigating several of them, I chose
the Delta Talker, again from the Prentke Romich Company, which
is what I’m utilizing now. Here’s how I describe my Delta Talker. I’m
communicating by a sophisticated communication technique called
Semantic Compaction in the Delta Talker. I operate the device by
4
my communication skills have expressed who I am as a person. Not
only that, but there have been times when I provided directions to
a driver. My independence was something that I would never have
if it weren’t for my communication device and communication
skills. So you see, my independence has meant the world to me! It’s
true I couldn’t have achieved my level of independence without my
augmentative communication device. You have just read how my
communication evolved. My communication went from indicating
“yes” or “no,” to pointing to Bliss Symbols with my index finger,
to pointing to letters and words with my index finger, to pointing
to them with a light beam, to talking with a Light Talker, to talking
with my Delta Talker. As the mode of my communication improved,
the amount of people who I could talk to expanded. Only family
members could understand me when I was very young. The optical
pointer enabled me to communicate with people who could see,
read, and spell. The Light Talker and Delta Talker enabled me to talk
with children and people who were blind, and provided me with a
sense of independence that I otherwise wouldn’t have had. That was
a great feeling! What is my point? My point always was, and is, I’m
just like anyone else. Oh, I may look different on the exterior, but I
have the same educational experience that you may have had; my
goals are the same, and my desires and aspirations were, and, are,
the same as yours. I am no different from you on the inside. I would
like to someday get married and to have a family. Just because
someone sits in a wheel chair does not mean they are any different
on the inside.
a light sensor that is attached onto my glasses. The light sensor
has a cord, which connects it to the device. Infrared lights are on
the face of my Delta Talker. When I hesitate on a light for a split
second, it activates that particular key. Various symbols, the parts
of speech, and, miscellaneous computer commands are under these
lights. That’s significant because depending on what symbols and
what part of speech that I activate, it outputs what I say. Now, the
computer commands assist me in programming. I have customized
the vocabulary that’s in my Delta Talker for myself.
Like anyone, after I earned my degree, I wanted to gain employment.
It wasn’t easy for me to achieve this goal. There were so many times
when I heard, “Sorry, there are no positions available.” I just had
to persevere, and, I did. Now, I have been the Executive Director of
SHOUT for nine years. The acronym shout stands for: Sharing Helps
Others Use Technology. Like many people, I have more than one job.
My other job is as a consultant at PaTTAN. PaTTAN is the acronym
for the Pennsylvania Training and Technical Assistance Network.
I have been a PaTTAN consultant for six years. Neither of my jobs is
considered to be full-time jobs, but they allow me to be a productive
part of society, for which I have always had a strong desire.
Also, I attribute an immense portion of my independence to my
proficiency at utilizing my language. Without using my language
software, I wouldn’t have been independent at all! Every day that
I schedule transportation to go to work, to the grocery store, or a
shopping facility, I’m aware of how much my communication skills
have enabled me to be independent! When I’m picked up by ACCESS,
Tots and Tech: Making Children’s Lives
Fun and Productive
or complete important tasks (such as eating independently or
communicating) may not be automatically usable by the child, and
someone will need to teach the child to use the device. For example,
while a typical four or five-year-old may be able to figure out how
to drive the off-the-shelf Barbie car around the local park, a child
with a disability may have to be taught how to operate the car’s
switch and pedals or to steer the car. Just as typical children benefit
from being taught how to use a computer, a child with a disability
may need instruction in how to use the computer-access device.
Devices that depend on high technology – for example, electronic
switches, communication aids, computers, powered wheelchairs
or mobility aids – will require instruction for the device to be used
most effectively. Teaching a child to use a device is considered
an AT service and is an important component when judging the
effectiveness of AT.
continued from page 3
If an appropriate device has been selected, should
the child be able to use it “automatically”?
Many infants and young children can use simple adaptations and
off-the-shelf toys and materials easily if those devices have been
well matched with their abilities. Just as with typically-developing
children, trial and error may be required to find just the right stroller,
car seat, highchair or that perfect
toy that engages, challenges, and
matches a child’s interests. In these
instances, devices are helping a
child do something more easily
or safely. In other situations, the
device that works best for helping
a child participate in an activity
This article was reprinted, with permission, from the Connecticut
Birth through 5 News: Information for Families and Professionals.
Volume 5, Number 3.
5
What are some examples of Assistive Technology?
What Do We Mean by Assistive
Technology and Augmentative and Alternative Communication?
The following is not a complete listing, but rather some illustrative
examples of AT:
■
Switches and adapted interfaces that can be used to
adapt a toy to allow a child to activate the toy and play
by themselves or with other toddlers
■
Off-the-shelf feeding utensils, bowls, plates that allow a
particular child to eat independently
■
Toys that have been specially selected from those avail­
able at a local toy store or have been adapted for switch
use or modified by adding Velcro, magnets, or other
adaptations
When should AT be considered for a young child in
Early Intervention?
■
Paper towel rolls, rolled-up towels, or foam rubber that
when placed in a stroller allows a child to sit safely for
walks in the neighborhood or at the mall
AT can promote children’s participation and learning within
typical activities/routines in the home, child care, and community
settings. Professionals should work with the family and child to
identify the activities and routines that families do or would like
to do with their children or that occur in classroom situations.
They should discuss how children participate in those activities
and routines and what families feel that their children are
learning. Often, AT can help a child participate more fully in the
activity/routine or the activity itself may provide a context for
learning. For example, Trisha’s family said that Trisha participated
in mealtimes and that they felt that was important because she
was learning how to eat and socialize with her family. Trisha was
able to finger feed, but was not using a spoon, so her mother fed
her while eating her own meal. The Early Intervention (EI) team
suggested a non-slip surface so that Trisha’s plate would not move
around when she was trying to scoop, and they provided her with
a special plate that made scooping easier. In addition, Trisha was
able to hold a spoon for longer times when the team suggested
using Velcro to hold it onto
her hand. She was also able
to make choices about which
food or drink she wanted by
pointing to pictures provided
by the EI team. All of these
adaptations are considered
AT and, in this case, their use
allowed Trisha to learn to
eat and communicate during
family mealtimes.
■
Assessment to identify adaptations or devices to assist
a child to manipulate materials during structured play at
her preschool
■
Specially-selected and adapted chair that allows a child
to sit and play, eat, or participate in other activities and
routines at home and in community settings, such as
child care
■
Training for child care staff and parents in troubleshoot­
ing a communication device if it stops “talking”
■
Pictures cut out from magazines and pasted on a board
so that a child can make choices to communicate wants
and needs at home and in community settings, such as
child care
■
Big Mac or other type of switch device that when pro­
grammed allows a child to touch the switch to speak
simple words and phrases at home
■
Specially-purchased and programmed communication
device with several programmed messages that “talks”
for a child who has limited verbal communication
■
Adaptations such as switches, touch screens, trackballs,
alternate keyboards, or other ways to allow a child to
access a computer to use game or preschool learning
software programs
■
The work of an adult to fabricate AT, such as developing
schedule or sequencing boards
■
Assistance from early intervention or preschool staff so
that the family may locate potential funding sources for
an adapted van so that their young child’s power chair
may be transported
continued from page 1
AT is included as a service in the Individuals with Disabilities
Education Act Amendments of 1997 (IDEA) under PL 105-119, Part
B, Part C and the Pennsylvania Early Intervention Services System
Act, Pennsylvania Act 212-1990. AT must be considered along with
the child’s other developmental, educational, therapeutic, and social
service needs. In addition, each child’s need for AT services and
devices must be evaluated and identified on an individual basis.
6
What is the difference between an Adaptation and
Assistive Technology?
What is Augmentative and Alternative
Communication (AAC)?
Adaptations and AT both represent interventions that may be used
to enable a child to participate and learn successfully. AT devices
refer to items, products, or equipment, such as equipment used
to position a child with a disability (e.g., standing frame; adapted
seating) or items such as toys, communication devices, or eating
utensils. Adaptations are broader in scope, but encompass AT
devices and include environmental modifications made to address
situations in a child’s environment. For example, when a child
care teacher rearranges a classroom (e.g., room arrangement)
so that a child who is in a wheelchair can get around easily, the
environment has been adapted to promote independence. When
a teacher uses sign language to communicate with a child, this is
an example of an adaptation in activity requirement, but not an
example of AT. Knowing the exact differences between AT devices
and the broader group of adaptations is not important. What
is important is recognizing that both adaptations and AT may
promote children’s participation and learning in everyday
activities and routines.
AAC is any device, system, or method that improves the ability
of a child with communication impairment to communicate
effectively. AAC stands for augmentative and alternative
communication, referring to any strategy or device used to
enhance the expression and understanding of communication for
children with complex communication needs. This includes “aided”
approaches, such as systems that produce speech, and “unaided”
approaches that don’t require any external products, such as the
use of facial expression, gesture, or sign language. AAC is used
when a child does not develop communication in a typical fashion,
or experiences a significant delay in language development.
An AAC device or system is not merely a substitute for how the
child is currently communicating. Ideally, an AAC system includes
more than one mode of communication, with the child using
whichever is the most efficient given the activity/routine in which
the child is participating and the people who are involved in the
setting. Very often one of the modes of communication in an AAC
system includes the use of some natural speech.
(This article was adapted from the Assistive Technology Resource
Pack for Early Intervention Families and Professionals: Frequently
Asked Questions. September, 2009)
Assistive Technology: A Family Affair
She explained that she likes Proloquo2Go, an Apple application
for the iPhone or iPad. The app turns the iPhone into a handy
augmentative communication device. Claire can touch graphic
symbols that produce words or phrases. Claire seems to enjoy the
multimedia approach that the phone and its apps offers. Nicole
said, “We learned an invaluable lesson from Claire’s emerging
communication…not to be intimidated by technology.”
As 2-year-old Claire rolled up in her stroller, she seemed really
happy. And what child wouldn’t be happy with a new iPad! She
smiled while watching the colorful screen. Her mother, Nicole
said, “The iPad has been a real draw to other kids. They all cluster
around Claire.” Nicole is very up-to-date on the use of technology.
She uses children’s programming and songs on her iPhone as
a way to keep Claire engaged when in her stroller or car seat.
Claire and her family are no strangers to AT. Claire began Early
Intervention services with Strawberry Fields when she was
7 months old, after receiving a diagnosis of Schizencephaly.
Occupational therapist, Sonia Van Horn explained the many ways
AT has made a difference in this family’s life. “Claire has used
a variety of adaptations and assistive technology to promote
independence and interaction. Despite her physical challenges
with mobility and motor skills, Claire has always shown a desire to
interact socially and participate in all daily activities. She intently
observes peers and shares her beautiful smile with familiar adults.
continued on page 8
7
the family uses a Picture Exchange System. Her speech therapist
created about 200 words for her to pick from using Mayer
Johnson symbols. For instance, Claire can play simple games
and indicate “my turn.” Claire also uses a few signs, like “more”
and “eat.” Motorically, it is difficult for her to make signs, so she
vocalizes to let her family know if she doesn’t get what she wants.
And when she gets what she wants, she indicates accomplishment
through her big, beautiful smile. From Nicole, “At one year old she
was not letting us know what she wanted. At 2, she really lets
us know!”
Assistive Technology: A Family Affair
continued from page 7
Claire is now included four days a week in an Early Childhood
Center in Centre County operated by Easter Seals. Strawberry
Fields continues to provide Claire’s EI services at the Center. She
has a large team who support her and her family. As part of
the team, Claire has a physical therapist, Kathy Pons; a speech
therapist, Michelle Welliver; a developmental specialist, Leslie
Richenderfer; as well as an occupational therapist, Sonia Van
Horn. A nurse from Links 2 Care, Megan Schreffler, is a major part
of the team and a vision specialist, Jorene Proper, rounds out
the team. Claire’s service coordinator, Ashley Tait, is from Centre
Infant/Toddler Early Intervention and has been very helpful in
coordinating all the services and orchestrating communication
among team members. The team meets monthly to stay on top of
Claire’s dynamic and changing needs. Susan Drenning, program
director from Strawberry Fields, lends administrative support to
Claire’s team. Claire’s mother, Nicole, is extremely knowledgeable
and proactive in advocating for Claire’s needs, from positioning
equipment to medical procedures. She believes that, “Everyone on
the team needs to know how to use her assistive technology at
home, in school and out in the community.”
Assistive technology consultant, Linda Brown, from the Centre
County Preschool Early Intervention program designed a Choice
pad for Claire to use during meals. It was fashioned from a
rubberized garden pad and has picture choices, plus Yes/No.
Additional AT that the family uses includes Velcro handles to hold
her bottle and plastic links to hold toys in place on her stroller,
high chair, and car seat. She has page fluffers to allow her to
easily turn pages in books. She has a Snug Seat X Panda chair
with support and tray to lay out her communication devices. The
chair adjusts to different levels, so that it can fit under tables at
school. Claire has a stander and a wedge when she is on the floor
with the kids in her class. Her chair is important for making sure
Claire can go everywhere with family and friends such as play
dates at the park, the movies, local minor league baseball games,
and the nearby Butterfly House. “The family has programmed a
communicator for songs that Claire sings in school, like Head and
Shoulders, Knees and Toes and Wheels on the Bus,” Sonia added.
Nicole elaborates by saying, “We feel very blessed that Claire
has communication skills and we are excited that Claire is very
motivated. She wants to be independent and keeps trying. She is
very persistent. When we just looked clinically at Claire, we didn’t
know what was going to happen…but she has made great strides.”
Nicole’s husband, Craig, agrees. He said, “It is wonderful to see her
smiling! And to see the progress she is making with the help from
her team.”
Nicole also talked about how AT has helped her older daughter,
Rena, who is 9 years old. “Rena is our miracle! Rena was born at
24 weeks gestation and weighed 1.03 pounds at birth. Rena was
diagnosed with PDD-NOS when she was 18 months old. She was
nonverbal until the age of 3. Rena and I learned together how to
communicate using sign language and PECS. She was my first and
best teacher in what it means to be an emerging communicator!
Along with the invaluable support of her Early Intervention team,
she paved the way to help us know how to help Claire!” Rena and
Claire enjoy the same computer games on the iPad. Sesame Street
is still a hit with both of them. They also watch the same videos,
so there are many opportunities for the sisters to be together.
Nicole also states that Claire has been fortunate to have good
teachers in Early Intervention. Communication has been a big
area where AT has made a difference. Claire has used a variety of
ways to communicate such as a picture exchange system, signs,
sounds and gestures, a Seven Level Communication Builder and
choice boards. The Communication
Builder has a recorded voice and
displays categories of choices that can
be used in different situations. For
instance, one level has some songs
Claire can choose. She also has used
a single message switch, Big Mac, to
communicate simple needs. The team
encouraged Claire’s communication
through choice making. At home
Nicole concludes by saying, “As parents we have a personal
responsibility to make sure our girls get everything they need.”
For Claire and her family, AT and learning about changing
technology is a way of life.
Nicole and Craig Feaster and daughters Claire and Rena
live in State College.
8
Ken Hayashi: A Preschooler
with a Mission to Communicate
Ken Hayashi and his family have been warmly welcomed by the
Farm Lane Goddard School in Doylestown. Mrs. Hayashi, his mother,
said that previously Ken was attending a half day at the Bucks
County Preschool Early Intervention developmental classroom and
a half day at Goddard. The staff at Goddard felt that Ken could be
successful in a full-day program, so in September, much to the
family’s delight, he began full time. “The Goddard School staff
treats Ken like any typically-developing child. He is integrated into
whatever they are doing,” Mrs. Hayashi stated. “When we arrive, the
kids yell, ‘Ken is here. I want to be with Ken.’ They all want to hug
and kiss him.”
“Ken is always included in birthday party invitations. We attended
a party at Little Gym in Doylestown and everyone knew him. At the
school, Ken is always in the midst of the action. He loved holding
the rabbit on a recent visit to a farm. The teachers put Ken in the
middle of the parachute when they are playing and he really likes
seeing all the kids. I feel that he will become more self-confident
when he is embraced by the community.”
is standing. He uses a prone stander to allow him to stand for about
60 minutes a day. When Ken is in his stander, he can participate in
activities with other kids, play with toys on his tray, and listen to
music, which is one of his favorite activities.
Ken and his family moved to Pennsylvania from Massachusetts last
year. At first, Mrs. Hayashi was worried about what Ken’s program
would be like in Pennsylvania. “In Massachusetts, we were very
happy. Ken attended a Family Child Care home and was doing well.”
But she feels that Goddard School has really worked out well for
Ken and her family. “I feel that being with typical kids is really good
for Ken’s language development. He loves to interact with the other
kids.” She says that staff at Goddard work closely with specialists
from Bucks County Preschool Early Intervention. “The teachers here
are eager to learn from the therapists and teachers who come to
Goddard to work with Ken.”
Teachers and Ken’s family work hard on language development.
Right now he communicates with gestures or points to what he
wants. His Mom understands some of his sounds and his tone of
voice. He uses signing as well. Ken is learning to use switches/touch
pads to indicate choices. Jennifer Dan, Ken’s Speech Language
Pathologist, told us what a pleasure it is to work with Ken and
his mother. Mrs. Hayashi joins Ken and Jennifer for sessions at
Goddard Farm. “We use a team approach, and during the sessions
we try out the use of switches and buttons to get Ken to learn
cause and effect, and to manipulate toys independently. He liked
pushing a large-sized button to activate a stuffed kitten toy that
was on loan from PaTTAN. I have made other switches available at
home and school to plug into other devices, like radios, toys and
light switches.”
Ken has had seizures since he was an infant. His mom is pleased
that he only takes one medication at this time. And he follows
a ketogenic diet developed for him by Children’s Hospital of
Philadelphia. His special diet is supported at Goddard as well.
He also has some motor difficulties.
Jennifer continued, “And right now we are trying out a loaner voice
output device called a CheapTalk. Words are recorded for Ken by
another child. The CheapTalk has four buttons so that Ken can
communicate some of his wants and needs using pictures and/or
objects. I am using the SETT (Student, Environment, Tasks & Tools)
process to assess and trial different technology.
Physical Therapist, Tiffany Stretz, has made available some
accommodations for Ken. He sits in a Rifton chair so that he can
maintain a good, upright posture. This chair allows Ken to sit with
the other kids for lunch, art and craft projects, or table-top play. He
has a plastic cube chair for circle time. He also wears special braces
called Dynamic Ankle Foot Orthotics (DAFOs) to help him when he
continued on page 11
9
Professional Perspectives: The Value of
Assistive Technology and Augmentative and
Alternative Communication in Practice
Throughout the past two years, Preschool Early Intervention
Teams have participated in assistive technology training to develop
comprehensive plans to include children with significant needs
in typical early childhood environments. This training was made
available through Assistive Technology Grants utilized by Preschool
Early Intervention teams across the commonwealth. The following
articles represent the efforts of two teams, namely Schuylkill IU
29 and Tuscarora IU 11, to realize this goal during the first year of
implementation.
and the classroom. Her mother wanted Lyla to be in a typical child
care center, and Lyla loves to come to school. This has led to a nice
partnership with Head Start and Preschool Early Intervention.
Before Lyla started, Dawn and her assistant Sharon Meier spent a
lot of time thinking about Lyla’s possible needs and talking to the
children in their class. They used books with stories about children
with physical disabilities to read to the children and discuss.
They brought in a doll in a wheelchair and talked about children
who have difficulty walking. Dawn and Sharon talked about the
importance of Lyla’s walker for her, explaining that it is not a toy.
What they found was that the children in their class had a few
questions when Lyla started, but for the most part, made Lyla a
part of the group. “They will go get toys for Lyla when they are out
of reach, or help her with using the sink to wash hands or to put
on her coat,” Dawn said. “Lyla has many friends here. They tend to
look out for her and are very respectful. They wait for her to get
places and slow down when they line up to go to another room.”
Lyla is very social and loves to talk to her friends and teachers. She
lets her friends know when she needs something and is quite able
to speak for herself, her teachers emphasized.
Schuylkill IU 29 Early Intervention Program Assistive
Technology Grant Results
It’s been a great match, Lyla Salvatore and the Child Development
Center Head Start program at Fountain Springs, Schuylkill County.
Since November of last year, Lyla has attended five half-days and
fits right in with the active group of 4-year-olds. She receives
Early Intervention services through Schuylkill IU Preschool Early
Intervention which include occupational therapy, physical therapy,
speech therapy, and the services of a developmental specialist. “The
staff from Early Intervention has been wonderful and answers any
questions we have about Lyla’s special needs and adaptations for
the class,” says Head Start teacher Dawn DeWitt.
Lyla’s teachers also used assistive technology strategies to modify
some routines to meet Lyla’s needs, such as the bathroom routine
and putting on her coat while she is seated. Lyla uses a walker to
get around the classroom; she has a basket on the front for her
favorite toys or classroom materials, like crayons, which she loves
to use. She can also get around by holding onto tables and other
furniture for short distances. This helps her explore the centers
in the room and allows her to move with her classmates. The
furniture is arranged so well that there is no problem with Lyla
getting between tables and bookcases.
Lyla has been diagnosed with Spina Bifida, so her needs have
centered on movement, specifically, getting around the center
There is an entrance with no stairs that is accessible for Lyla. Her
classroom is on the same floor as the entrance. In the gym, she
loves to use the climber by herself, with an adult spotter. Dawn
stated “She was tentative at first but the other kids helped her. Her
friends help her up stairs, too. And we made up a ‘crawling race’
so Lyla could be a part of the action.” In the gym the kids love to
pull her around in a wagon. One of Lyla’s requests was: “I want to
ride a bike.” Staff at Fountain Springs and the SCIU made Lyla’s
wish happen.
10
The collaboration with Schuylkill IU 29 included becoming a partner
in the ARRA funded Assistive Technology Grant administered
through Preschool Supervisor Frank Woodward and Early
Intervention Technical Assistance. Through the grant, the Fountain
Springs Head Start Program received training, technical assistance,
materials, and the equipment needed to include children with
disabilities. The grant started at Fountain Springs in the fall of 2010.
Staff at Fountain Springs received professional development, thanks
to the SCIU grant and staff members Lynda Yordy, Joanne Klitsch,
and Carol Green. Some of the training opportunities included: Cara’s
Kit; and SEEDS Modules on Assistive Technology, Communication
and Literacy. As part of the AT Grant, a lending library was started
with materials and equipment to assist children with disabilities
being included successfully in typical Early Childhood centers.
staff used to increase Lyla’s access and participation included the
following examples that Occupational Therapist Leanne Mogish
shared. “We were able to help Lyla be included at the Fountain
Spring site. We assisted with getting ‘Stationary Steps’ with rails so
that Lyla could wash her hands more independently. We built up
the pedals of a bike so Lyla can reach them. We got a two-seated
‘School Bus’ bike so that Lyla can ride with her friends. We also
found the ‘Krazy Car’ scooter that Lyla can ride by herself; and a
‘High Back’ wagon so that she can be pulled around the gym and
playground.” A bike that Lyla can ride independently was purchased
through the grant. Lyla’s assistive technology has focused on her
independent movement and increased her access and participation
in activities with her peers.
Thanks to the collaboration between Schuylkill IU Preschool
Early Intervention and Fountain Springs Head Start, and with the
assistance of the Assistive Technology Grant, the partnership is
thriving and Lyla is riding her bike with her friends. It has indeed
been a great match!
Lyla and the staff at Fountain Springs Head Start have benefited
from the training and technical assistance provided through the
AT Grant. SCIU staff include: Allie Lesher, Developmental Specialist;
Alison Drum, Physical Therapist; and Gwen Stokes, Speech Therapist.
They are available to answer any questions and to problem solve
with Lyla’s teachers. Some of the new assistive technology the
Ken Hayashi: A Preschooler with a
Mission to Communicate
continuous and incremental progress, we as a family need to be
involved. That way Ken will develop confidence and competence.”
“We have learned to break down the elements of learning into
much simpler levels. The Bucks County Early Intervention staff and
Goddard teachers have shared many strategies; ones we never
thought of that will help Ken. We feel that Assistive Technology
helps us to get to the end we want to reach. AT gives us the tools
and strategies we need.”
continued from page 9
Everyone from Ken’s team gives input about his wants and needs as
these are always changing. Ken’s team includes his family, a Physical
Therapist, Occupational Therapist, Itinerant teacher, ABA specialist,
and staff at Goddard. “I think I can speak for all Ken’s Bucks County
Preschool Early Intervention consultants when I say that Ken’s
teachers at Goddard Farm are extremely dedicated, loving, helpful,
and very willing to work with any and all Assistive Technology that
comes their way.” Jennifer went on to say, “Ken is now using more
babbling and gaining more speech sounds. We have noticed more
requests for a drink. Next we are using books, hopefully to get Ken
to request or to ask for a favorite story. As a team, we hope this
technology will foster better communication access for Ken.”
Tiffany Stretz says, “An old proverb reminds us that we should ‘take
the world as it is, not as it ought to be.’ With the use of adaptations
and assistive technology, we may include children like Kenny so
they may reach their
potential, participate
in activities, and enjoy
childhood to the best
of their abilities.”
Ken is not only surrounded by a wonderful and supportive group
of teachers at the Goddard School, but also his equally wonderful
family. Mrs. Hayashi works with Ken on a daily basis and uses all the
various forms of assistive technology to help him develop. She uses
the suggestions of the teachers and therapists and incorporates
them into Ken’s daily routine. “We feel that family engagement is
the foundation of Early Intervention. To be able to make progress,
11
iPads and iPods for Wee Learners of all
Shapes, Sizes, and Abilities
Lauren S. Enders, MA, CCC-SLP
Assistive Technology/Augmentative Communication Consultant, Bucks County Intermediate Unit #22
If someone walked into a room and asked, “Who wants an iPad?”
it is likely that hands would be raised by just about everyone in the
room. Both adults and children seem attracted to these devices
as though there were some hidden yet strong magnetic force. But
what about iPads and iPod Touches for our youngest children?
all. For example, when it comes to augmentative communication for
children with limited or absent verbal skills, there are children who
would be better served with the features available on a dedicated
communication device, a device made only for communication,
such as a device from Prentke Romich, DynaVox, or Saltillo. As with
any type of assistive technology, prior to making any decisions or
purchases; the child, the environments he or she must function
within, and the tasks he or she needs to do must be considered
prior to identifying a list of needed features in a device or system.
Only after determining the features the child needs (e.g., portable,
offers voice output, can be activated by a switch, is lightweight, is
durable, can be made water resistant) can we make an educated
decision about which supports or devices offer the features that the
child needs. One process often used in educational environments
to assess assistive technology device features for individuals can be
found in the SETT (Student, Environment, Tasks and Tools) process
developed by Joy Zabala.
As an assistive technology and augmentative communication
consultant, I have been astonished by the somewhat unexpected,
yet tremendously exciting application of these devices with children
as young as one year of age. The “cool factor” associated with these
devices is unmistakable and crosses all age groups. Young children
tend to take to them quickly and naturally, as though they were
born to touch, swipe, and interact with the screen. The beautiful
interactive touch screens and engaging sounds and music, along
with the ever-growing library of apps from Apple’s App store, make
it tough to wrestle these devices from even the tiniest of hands.
Perhaps even more exciting is the fact that these mainstream, but
seemingly “magical” devices appeal not only to typical learners,
but also to those learners with developmental disabilities, physical
disabilities, communication impairments, and autism. With the
exploding popularity and commercial availability of these devices,
we have seen increased media coverage of very specific benefits
for some unexpected populations. Most often, we see articles and
news stories about remarkable breakthroughs for children with
severe communication impairments, as well as those with autism.
These stories have appeared in both local and national media
and sometimes make headlines. While I am an admitted “techie”
who has devoted my career to helping children with disabilities
through assistive technology, I must admit that I when I see the
word “miracle” I would rather think of the success as being the
implementation of assistive technology that addresses the unique
needs of the child.
I have received countless questions about differences between
dedicated communication devices and iPads or iPod Touches
running augmentative communication apps, such as Proloquo2Go
from Assistiveware or Touch Chat from Silver Kite. While this is
not the forum to go into great detail, I can offer some level of
comparison. First, there is often a large price difference between
an iPad and iPod Touch with a communication app and a dedicated
communication device. This difference can run from hundreds to
thousands to tens of thousands of dollars; however, some features
offered in these much more expensive dedicated devices are often
unavailable or not yet perfected for iOS devices. For example, if
you have a student who needs eye gaze technology or system wide
switch scanning, those features cannot yet be accomplished with
an iPad or iPod. In addition, though the dedicated systems are more
costly, they are currently covered by Medicaid and many insurance
companies, while iOS devices are not. When it comes to repairs,
dedicated device companies offer warranties and repair services for
their devices. With iOS device, our best bet right now is investing
in third party insurance policies on our devices, such as those from
Square Trade (SquareTrade.com) or Zag (www.zagg.com/store/
services/zaggsafe/warranty_info.php). With these policies, the user
pays a fee for a warranty. If the device is damaged, lost or stolen,
the user pays a deductible and they replace the device. Also, Apple
Care Protection Plans offer great tech support from Apple, but only
I believe that for some children, the engaging nature of these
devices brings out skills they have never before exhibited, however,
I caution any parent or educator who is tempted to believe that
placing an iPad or iPod Touch in the hands of a child will be that
highly sought after “cure.” As with any tool or approach, the
support, modeling, and teaching of the device carries a tremendous
amount of weight. In addition, not all apps are created equal. Finally,
these devices, while appropriate for many, are not appropriate for
12
cover factory defects and don’t help you when your child decides
that his iPad is dirty and needs a bath! Speaking of damage to our
coveted iOS devices, we as parents and educators must protect
gems and protect them well. There are some wonderful protective
cases out there so be sure to do your homework! Some of the most
rugged include Otter Box’s Defender Series, Griffin’s Survivor, and
Gum Drop’s Drop series. There is one iPad case specifically targeted
for our littlest users called the Big Grips Frame for iPad.
creativity, apps for family fun, apps for special needs, apps for
reading, and apps for parents. Parenting.com com offers several
apps lists, including one entitled Best iPhone and iPad Games for
Little Kids by app developer Peter Evan Ginsberg. A blog from The
Friendship Circle: Among Friends at http://blog.friendshipcircle.org
offers a nice compilation of 10 Websites to Find Special Needs Apps
for the iPad & iPhone (by Tzvi). Another very nice resource is Apps
for Children with Special Needs (http://a4cwsn.com). This site not
only reviews apps but also uploads videos of showing reviewed apps
in action. Finally, my colleague Pat Mervine authors an excellent
site called Speaking of Speech (speakingofspeech.com). On her site
under Apps and Technology, there is a link to a useful document
written by Jennifer Davis, which offers a list of apps for children
with speech and language needs.
Here an app…there an app…everywhere an app. Where does one
start? This question is a very common one. There is a large and
ever-growing set of apps on Apple’s App Store geared toward
our youngest little ones. Apps targeted for these tiny tots range
from interactive cause and effect games, to interactive stories, to
more academic apps that teach anything from shapes to letters to
numbers and even foreign languages. More and more parents are
purchasing these devices for younger and younger children, both
typically-developing and with disabilities. For me, one of the most
exciting revelations about these devices is the way they can allow
children with disabilities to play and explore when many other fun
or educational activities are challenging or physically inaccessible.
While the large and constantly expanding list of apps is exciting,
it can also be quite overwhelming. Fortunately, with the explosion
in use of iOS devices to assist children with disabilities, a number
of groups and individuals have responded by posting websites
or blogs or even creating apps that help parents and educators
sort through the list. I have found a few of these resources to be
quite helpful. Momswithapps.com (also available as a free app on
the App Store) is a nice resource that is kept updated and breaks
apps into categories including apps for learning, apps for fun and
With the extreme popularity of social networking sites such as
Facebook and Twitter, be sure to not overlook the power of these
types of media in bringing together parents and disseminating
information about apps and device. For example, Apps for Children
with Special Needs has a Facebook page. When you “like” the page,
you will see posts on your wall offering reviews as well as giveaways
for free apps! Who doesn’t like free stuff?
This is a very exciting time in the world of technology and Apple’s
iPads and iPod Touches are a large part of this excitement. Their
revolutionary products have application for all of us, including our
precious little ones. What could be better? It is now up to us as
parents and educators to sort through the constantly expanding
list of apps and applications for these devices. Happy touching
and swiping!
13
Digging Deeper: Resources for
Assistive Technology and Augmentative
and Alternative Communication
Camille Catlett, National Professional Development Center on Inclusion, FPG Child Development Institute, Chapel Hill, NC
Phillipa Campbell, Thomas Jefferson University, Philadelphia, PA
Consistent findings support how assistive technology (AT) can
promote learning and development for young children by allowing
them to more effectively participate in activities and routines in
their natural environments. Yet OSEP Annual Reports to Congress
between 1998 and 2002 indicate that AT was consistently listed as
a service for only 4 percent of infants and toddlers nationally. One
reason for the lack of use of AT with infants and toddlers may be
attributed to the limited knowledge of parents and providers. The
resources that follow may be helpful in learning more about ways to
access and use AT.
devices to people of all ages and needs across the commonwealth.
Access their website at www.temple.edu/instituteondisabilities/
atlend for further information. The website includes a catalog of
available devices, instructions for how to borrow, and information
about training opportunities.
PaTTAN Short Term Loan Program
The Pennsylvania Training and Technical Assistance Network
(PaTTAN) Short Term Loan Program is a library of assistive
technology and resource materials available to all Infant/Toddler
or Preschool Early Intervention Programs for trial and evaluation.
This website is www.pattan.net. The Program provides assistive
technology and resource materials to educators, and provides the
tools to effectively assess and evaluate the assistive technology
needs of students up to age 21. These include:
In this issue of the newsletter, we are highlighting a number of
resources, along with a brief description. We encourage readers to
visit the sites and gain invaluable information regarding AT and ACC.
Enjoy your surfing!
Pennsylvania’s Initiative on Assistive Technology (PIAT)
Pennsylvania’s Initiative on Assistive Technology (PIAT)’s
regional Assistive Technology Resource Centers (ATRCs) provide
demonstrations of devices that can be conducted at mutuallyconvenient locations and scheduled upon request by parents and
other IFSP/IEP team members. In addition, PIAT sponsors two
comprehensive demonstration centers (one located in Pittsburgh
and one in Camp Hill). PIAT’s Lending Library (800-204-PIAT) lends
■
Assistive Technology Short Term Loan kits containing
augmentative communication, computer access, written
communications, environmental controls, and technology
for sensory impairment (hearing and vision)
■
Resource Materials Short Term Loan kits containing
Autism, Reading, Educational Interpreter, Secondary
Transition, Behavior, and general resources
Websites for Young Children and AT
Pennsylvania Training and Technical Assistance Network
www.pattan.net Pennsylvania’s Assistive Technology Lending
Library
http://disabilities.temple.edu/atlend
Find a treasure trove of Pennsylvania-specific information
regarding Early Intervention and access to assistive technology
for Pennsylvanians birth-21. Learn about PaTTAN-sponsored
training events, and link to information about PaTTAN’s
equipment short term loan program. The newest feature on the
site is search capability that quickly lets you find out whether the
product you are interested in is a part of the PaTTAN equipment
inventory.
Learn about Pennsylvania’s Assistive Technology Lending Library
and how any Pennsylvanian with a disability can borrow a
device to “try before you buy”— FREE! Requests to borrow a
device can be made by consumers, family members, providers,
and even students who want to enhance their familiarity and
competency with a particular system. Link to copies of the
newsletter to learn more about the AAC devices in the Lending
Library or move through the inventory to the manufacturers’
14
Websites for Young Children and AT – continued
website. Downloadable forms are available on the website for
(1) requesting the loan of a device or (2) making suggestions for
items not in the inventory.
was written by Patsy Pierce, Ph.D., from the Center for Literacy
and Disabilities Studies, University of North Carolina. Chapters
include Parent-Professional Partnerships in Early Intervention
(with a focus towards the consideration of AT), evaluation,
as well as function-specific topics (seating and positioning/
communication).
Tots-N-Tech
http://tnt.asu.edu
Tots-N-Tech provides information as well as links to other
websites related to AT and young children. Subscribe to the
newsletter to receive up to date ideas about using switches, AAC,
or other devices/materials with infants and young children. Check
out the Resource Guides for information about how to use AT
with young children or ways to start a lending library.
Let’s Play! Projects
www.letsplay.buffalo.edu
Visit the products section of this informative website to find
“pdf” booklets and one-page idea sheets on emphasizing play
with infants and toddlers. Learn about battery-operated toys
and games and how to select and use switches for play and
communication purposes in a variety of environments. Explore
computer play software and adaptive peripherals that help young
children participate independently.
Augmentative and Alternative Communication
Connecting Young Kids (YAACK)
http://aac.unl.edu/yaack/
Augmentative and Alternative Communication Connecting Young
Kids (YAACK) deals with issues related to AAC and young children.
This site is full of great information and strategies for getting
started with AAC. This is a great site to check out early on with if
you have questions or are considering assessment for AAC with a
young child. This website is very down-to-earth and user-friendly.
Family Center on Technology and Disability (FCTD)
www.fctd.info
The FCTD website is a source full of assistive and instructional
technology resources of interest to families of children with
disabilities. The website offers access to monthly newsletters;
online discussions moderated by nationally recognized experts;
a database of FCTD members, which is comprised of more than
3,000 disability organizations; a resource review database with
hundreds of reviews of AT resources, and more. Users can also
access the FCTD AT Family Guides, as well as resources in Spanish.
American Foundation for the Blind
www.afb.org/infant.asp
This website presents an electronic version of a recently published
guide describing toys especially for children who are blind or with
low vision (although there are some for other “special needs”).
Most of the toys are available through “generic” toy stores.
Assistive Technology for Infants, Toddlers, and
Young Children
www.nectac.org/topics/atech/atech.asp
Alliance for Technology Access
www.ataccess.org/resources/wcp/endefault.html
The National Early Childhood Technical Assistance Center
(NECTAC) has assembled a variety of resources related to assistive
technology at this website. Definitions, federal laws, and state
contact information are provided, as well as information on
funding, diversity considerations, and frequently asked questions.
This is also a place to find basic information about Universal
Design for Learning.
“We Can Play,” part of the Alliance for Technology Access website,
presents twenty different activity ideas to use with children of all
abilities. This resource includes directions for adapting a batteryoperated toy and links to other web resources and books about
play. The site also offers information in Spanish.
National Center to Improve Practice (NCIP),
www2.edc.org/NCIP/library/ec/Power_1.htm
This url will take you to a resource in the “Library” of the website
for the National Center to Improve Practice in Special Education
Through Technology, Media and Materials (NCIP). Baby Power,
a guide for families for using AT with their Infants and toddlers
15
Tuscarora Intermediate Unit 11
Early Intervention Program Assistive Technology Results Tuscarora’s IU 11 Preschool Early Intervention Program’s 2010
assistive technology grant team was comprised of the following
people: Elisabeth Popp (Early Intervention Preschool Teacher),
Cindy Riley (Speech Therapist), Dara Frymoyer (Speech Therapist),
Sonya Delancey (Juniata County Head Start Disabilities Manager ),
Trish Elliott (Early Intervention Infant/Toddler Program SpecialistFulton County), Bobbie Goss (Mifflin Juniata Special Needs Center
Early Intervention Supervisor), Fran Merrifield (Preschool Early
Intervention Supervisor). The team focused primarily on training for
the 2010 AT Grant to build skills to help children participate fully in
preschool settings. The team began with two partner agencies’ staff
and the Early Intervention staff to ensure that they had the tools
and knowledge needed to effectively support all of the children and
staff in the partner agencies that are served.
Childhood/Early Intervention Conference, which was held on May
18, 2010 at Juniata College in Huntingdon, Pennsylvania. The AT
team suggested that the conference offer an AT track with several
different opportunities for participants to gain new knowledge and
skills related to AT. The ideas for the AT track grew and resulted in six
sessions for participants related to AT topics. Those topics included:
1) Assistive Technology- Cara’s Kit- What Is It and How Do We Use It
Every Day, 2) Cara’s Kit – Make it Take It, 3) Low Cost and Low Tech
Adaptive Strategies to Improve Self Help Skills, 4) Oral Motor Skills:
What Does It Mean and How Can We Help, 5) Using Activities to
Promote Fine Motor Skills, 6) Assistive Technology- Let’s Talk High
Tech Style (Using AAC Interventions). The AT sessions were a huge
success and team was asked to do some follow-up and more indepth training. This AT team reported that they have learned along
with many other early childhood educators and providers in IU11’s
service area how to better support children to participate in typical
early childhood settings successfully.
The team wanted to reach as many childcare and early education
providers as possible with assistive technology training. It was
decided to embed AT training into the annual Juniata College Early
Editor’s Note: The Pennsylvania Early Intervention Newsletter
is one method of communicating with the Early Intervention
community regarding the important issues and best practices in
providing Early Intervention services to young children and their
families. This newsletter can be copied and shared with others.
Is Your Local Interagency Coordinating Council Information Current?
Please remember to keep your LICC information up to date. To update your information, email or mail contact information to:
Becky Roberts, Early Intervention Technical Assistance:
Tuscarora Intermediate Unit 11, 2527 US Highway 522 South, McVeytown, PA 17051-9717
rroberts@tiu11.org
If you have information to share, please write or call, Christine Kennedy, Ph.D., Editor Pennsylvania Early Intervention Newsletter
ckkennedy@aol.com or 412-422-5002.
♥ Thanks to all who contributed to this issue
of the newsletter.
16