The 30 Million Word Gap. That's an amazingly big number, isn't it? 30 Million. It's even more amazing - and frightening - that this is the number of words that children from low SES (socio-economic status) are missing from their environments, when compared to children from professional families - those from higher SES. If you can stand reading about statistics, here are a few from different studies: Von Tetzchner (1997) and Porter (2009) both refer to the differences in language environments between typically developing children and AAC users. Children are typically surrounded by examples of others using the communication systems they are learning.
Hart and Risely (1995) found that typical children in working class families hear approximately 1,250 words per hour and accumulate a listening vocabulary of 6 million words by the time they are 3 years old. This difference has been called the “30-Million-Word Gap” and “The Great Catastrophe.” Even in second language learning the importance of immersion has been noted. Paths to Literacy | for students who are blind or visually impaired. Student Services / Assistive Technology.
Assistive Technology (AT) is any tool or device that can improve the independence of a student with a disability. AT allows our students to perform tasks that they could otherwise not do. WWS AT team consists of professionals with a range of AT expertise. AT also supports UDL in the classroom throughout the district. Please see the attached brochure for more details. WWS AT Brochure Here are some resources for the AEM for Achievement Grant.
WWS AT YouTube Channel Using Co:writer and Snap and Read on Chromebook and Windows Snap and Read on the iPad Co:Writer on the iPad Don Johnston Website Previous AT Tips and Tricks (Monthly Newsletters) September 17 highlights the AEM grant in greater detail! Inside the Rock Podcast Dr. The Arc of Illinois New Assistive Technology Program. We are pleased to share with you a new resource from The Arc. Tony The Arc of Illinois, through a generous donation, has developed a new Assistive Technology Program. This program will fund, or partially fund, the purchase of assistive technology for individuals with intellectual and/or developmental disabilities, such as an iPad, for social and communication skills. There must be an evaluation/ assessment completed by a qualified provider to prove need and reason for the requested device.
The goal of The Arc of Illinois Assistive Technology Program is to enhance and improve the quality of life for persons with intellectual/developmental disabilities by providing opportunities for individuals to receive technology to help with education, employment, community living and independence. With today’s technology, there are assistive features on devices, such as iPads, that can really improve learning for students with special needs.
Glenda's Assistive Technology Information and more...: Picture Exchange Communication System. The Picture Exchange Communication System (PECS) is a term I often hear people using any time they are talking about using picture icons and visual supports (such as Picture Communication Symbols, known as PCS, which is used in the software program Boardmaker) in their classrooms to support students. PECS is a specific system for teaching communication, it is not a visual support system using icons. This is worth repeating: The use of picture icons in visual supports is not PECS. The Picture Exchange Communication System (PECS) is a type of augmentative alternative communication (AAC) originally developed for children with autism. The primary purpose of PECS is to teach individuals to initiate communication and to learn requesting.
PECS is a system for instructing students to initiate communication through the use of pictures/symbols in place of words. Why learn and use PECS? PECS allows individuals to communicate by using pictures instead of, or in conjunction with, speech. Resources: Creating Communication Environments - ppt download. Microsoft - Accessibility Tutorials. Apple Accessibility. TeachingLD. Council for Learning Disabilities.
Wisconsin Assistive Technology Initiative. Help for Young Learners: How To Choose AT? By: National Center for Technology Innovation and Center for Implementing Technology in Education (CITEd) (2006) Young children with disabilities need an enriched environment to promote their social and cognitive participation and growth. Technologies, from low to high-tech, can play a role in promoting their participation, but are often underutilized. This Info Brief presents an introduction to the role of assistive technology (AT) for young children with disabilities, highlights a six-step framework representing a collaborative approach for AT decision making for young children, and provides links to new resources for researchers and service teams, including the TAM Technology Fan.
The early challenge During the first three years, children change more rapidly than at any other stage of their lives. Assistive technology (AT) tools and strategies make it easier for young children with disabilities not only to participate in day-to-day activities, but also to do so independently. Endnotes.
End Mark Rules. Free Technology for Teachers. LD Topics. AT. AT Links. Free, Fun and Fabulous Tools. OATS — oats. Home Page.