Assistive Technology Facilitator Infinitec, UCP/Seguin Geneva, Illinois, United States
Disclosure(s):
Samantha B. Conklin, MS, ATP: No financial or non-financial relationships to disclose
Abstract: The International Literacy Association asserts that “every child, everywhere, has access to the education, opportunities, and resources needed to read.” But what does that look like for students with complex needs? This training will review assistive technology tools and strategies that will improve student access to books, language during shared reading activities, and writing opportunities so that students with complex needs can have increased participation. Participants will walk away with resources that they can immediately implement to support literacy in their classrooms. Summary of Presentation: The International Literacy Association asserts that “every child, everywhere, has access to the education, opportunities, and resources needed to read.” As educators and therapists, we need to presume potential in all students, even those with the most complex learning needs, and provide reading and writing opportunities. Assistive technology tools and strategies can enhance participation in emergent literacy activities to increase communication during shared reading experiences, improve physical access to books, and provide engagement in writing activities. Oral language is naturally integrated within shared reading experiences. For students with complex communication needs, augmentative and alternative communication (AAC) supports are a necessity during shared reading. Strategies to support the integration of AAC during shared reading will be discussed. Additionally, having the opportunity to engage and physically hold a book is part of a child’s developmental literacy experience. For learners that have difficulty, low to high-tech assistive technologies can increase access to engage in these experiences. An array of tools will be reviewed that can increase access to books. Opportunities to write are also needed for all learners. In order for students to become writers, they need to have access to the alphabet to play with letters and sounds. For students that cannot hold a pencil or crayon, ‘alternative pencils’ provide a parallel experience. Examples of potential tools that can serve as alternative pencils and strategies to support their use will be shared.
Learning Objectives:
At the completion of this activity, participants should be able to:
Upon completion, participants will be able to name and describe tools/strategies to support language and communication related to literacy experiences for students with complex needs.
Upon completion, participants will be able to describe tools/strategies to support access to books for students with complex needs.
Upon completion, participants will be able to name and describe tools and strategies to support writing for students with complex needs.