Don Johnston is a software company specializing in assistive technology. We use many of their products in our schools, most notably the SOLO 6 software package. SOLO 6 includes Co-Writer, Draft Builder, Write Out Loud and Read Out Loud.
I used Co-Writer as a compensatory technology
with several different students while teaching in a Learning Centre last year.
One of the most helpful aspects of the program is the customizable topic
dictionaries and word banks that can be placed so it is always viewable while
the student is typing. The student or teacher has the ability to
control how many words appear, if nouns, verbs, adjectives, or all words are
visible, the size of the font, etc. This video explains how to do that.
I liked having the word bank visible for students while they were writing so that they could get some ideas from it and they knew the key words to include in their writing piece.
Draft Builder is another great writing tool. It breaks the writing process down into three steps - brainstorming, note-taking and writing the first draft. It is especially useful to students who need help with organization. Here is a product demo:
The Don Johnston website also has demonstrations of their other products on the website. The link to donjohnston.com can be found under Sites of Interest on the right side of our blog.
The writing process involves
more than prewriting, writing, revising, editing, and publishing. There are
things to consider before even putting thoughts to paper, primarily fine motor
skills and cognitive functioning. Teachers need to ask themselves: do all
of my students have the physical ability to make precise coordinated movements
using the muscles and joints of the wrist, hand and fingers (Cochrane, Knickle,
Philps and Welsford, 2012) and do any of my students have cognitive
disabilities that interfere with their productivity somewhere else in the
writing process?
Writing is a
powerful way for students to express their learning and thinking. Whether it is
holding the pencil, spelling a word or deciding on what comes next, for
many students with learning disabilities the process of writing may be so
taxing that they never get to completely share what they fully comprehend
and understand. Hetzroni and Shreiber (2004) suggest the ability to
produce improved written material may be enhanced once the students use
computer word processors. They also indicated that the use of word processing might
enable individuals with learning disabilities to focus on issues such as
structure, organization, and clarity of writing, which would also assist them (and others) in reading their own products.
Fahsl and McAndrews (2012)
write that many strategies and
accommodations can be provided through the use of technology. It
may be beneficial for those students to audio-record their
journal entries first and transcribe them at a later time. Computer
programs are also available, such as Dragon Naturally Speaking (Nuance Communications, 2010), that allow the students
to dictate their compositions to the computer for automatic
transcription. This will allow the students to focus solely on what
they want to say without the cognitive task of writing at the same time.
Computers also have many other applications that are beneficial to
students with learning disabilities. Providing the option of word-processed entries
instead of handwritten entries may facilitate completion and also support
students who have fine motor skill deficits.
As teachers, we should embrace
the freedom that assistive technology brings to our students. Many schools are
jumping on board with assistive technology. Shah (2011) writes that iPads and other tablet computers are more than a
novelty for many students with disabilities, including deaf students, children
with autism, and children with Down syndrome. They are tools that pave a fresh
path to learning.
We want all of our students to be
successful; to demonstrate what they know and can apply. So it is up to us to
incorporate the assistive technology to
provide equal opportunities to learn. Each individual is unique
so diverse techniques are required to meet all learners needs. Whether they
require assistive technology remedially or compensatory, it is up to us to
provide them with the tools that they need.
Remediation vs. Compensation
Schools generally use remediation
techniques with students for writing output in the early grades. There are low
tech assistive technology devices such as: pencil grips, move and sit wedges
and slant boards help correct fine motor skills that children bring to school.
With practice, students’ skills improve.
However not all difficulties in writing
output are due to physical ability. More often than not, the issues involve
cognitive disabilities. Using graphic organizers, partner writing, or pictures
do not improve cognitive disability; it only builds the frustration. As
students move through school, the emphasis moves away from handwriting ability
and focuses more and more on what a student understands and can apply. Here
is where the remediation versus compensation issue arises.
Remediation allows
the student to gain the foundational skills necessary for academic success. Compensation
allows students to bypass the academic challenges which result from their
learning disability, while they are receiving remediation. With compensatory
techniques, students have access to the education curriculum despite
their learning challenges; allowing students to demonstrate what they know and
can apply.
Why not provide
students compensatory assistive technology when it becomes clear that
remediation is no longer working. Isn’t part of our goal to provde independence
and success?
Bibliography
Cochrane, Knickle, Philps &
Welsford (2012). Fine Motor Skills [webinar].
Fahsl, A. J. & McAndrews,
S. L. (2012) Journal Writing: Support for Students with Learning Disabilities.Intervention in School and Clinic
Vol. (47),4, p. 234-244.
Hetzroni, O. E. & Shreiber,
B. (2004). Word Processing as an Assistive Technology for Enhancing Academic
Outcomes of Students with Writing Disabilities in the General Classroom.Journal of Learning Disabilities.Vol. 37 (2), p. 143-154.
Nuance Communications. (2010). Dragon Dictate. Retrieved from
http://nuance.com
Shah, N. (2011) iPads Become Learning
Tools for Students With Disabilities.Education
Week Digital Directions Vol. 5(1),
p.12.
Proper letter formation is important. It uses many parts of our brain and body. We use many EXECUTIVE FUNCTIONs and also equally important is ATTENDING TO TASK. It is not just putting pencil to paper and printing letters that make words, It is Orthographic processors , letter recognition, phonemic awareness, phonological awareness, prior knowledge, retrieval, recall, based in experience, memory (both long and short term), it involves language, sound/letter correspondence, auditory processing, visual processing, fine motor, vocabulary, vocabulary, organize ideas, sequential processing, conventions of print, spatial awareness, automatic letter form, accuracy, punctuation, vision, concentration, and time to name a few. Eye-hand co-ordination and sensory integration are basic to good penmanship. Efficient, legible printing is a motor activity that involves…
visual-motor integration, fine-motor skill, pressure, proper position of the pencil and paper, posture, both hands (one to hold the paper, the other to hold the pencil)…and balance.
Here is a short video where a teacher is helping a student learn proper pencil grip. The video is from the Handwriting Without Tears website. It includes a "catchy" song to help students remember how to get a proper grip. The second video talks about proper posture when printing.
Many students experience difficulties with various stages of the writing process and the physical task of printing. Whether it is a physical reason that they are unable to grasp the tool to physically print, or that they just can't seem to get their thought together to complete the process, adaptations and differentiation in instruction can be made to support the students with the various parts of the process. After reading the article ,"Take the Pencil
Out of the Process by Leslie Broun, I was reminded that "handwriting is not an essential component of literacy. It is actually only an exercise in drawing. It is a manual way of enabling a symbol system that allows thoughts to be expressed in a visual format." Through the advances in technology we have computers, iPads, and programs that allow such functions as picture symbols for words, voice to text dictation, word predictions, graphic organizers with or without question prompts and all of the high interest story makers.
Low Tech Assitive Technology usually refers to a wide variety of less sophisticated technology and can include devices, many items can be found at local stores, in catalogs or online. They are typically non electronic devices and can be low in cost.
Quick overview of Assistive Technology for
Writing Low Tech Options.
Low Tech Assistive Technology for Writing can include some of the following:
Raised-line paper–Specialty paper helps children with their writing skills and staying in the lines. Raised lines are superimposed on printed lines. Some versions also include a green dot on the left hand side indicating where to start, and a red dot on the end to indicate where to stop. Designed for children with learning disabilities,
individuals with orthopedic disabilities or partial sight, and adult
rehabilitation patients. It is designed to be used by individuals who have difficulty
staying in the lines of regular writing paper.
Task Strips - Visual supports can be used to break down the steps of any task. When the steps are put on a strip, the student now has those for a handy reference for the steps involved to complete the task.
Magnifiers - are used for students with visual impairments to increase the size of the text and lines on the page. Magnifiers are available in land-held and larger stationary versions with or without illumination. Magnifiers are also available in screen mount versions for both computer screens and iPads.
Pencil grips - The development of appropriate sensorimotor, perceptual and cognitive skills all influence a students written output. While the most effective way to hold a pencil is thedynamic tripod grasp, some students require support in achieving a more efficient grip, thus improving their written output. Pencil grips are available in a variety of forms depending on the need of the user.
Move and Sit Wedge
The Move-n-Sit wedge is the
number one OT recommended sitting wedge that helps both posture and
concentration. The wedge shape automatically moves a person into a proper
sitting position by encouraging a forward pelvic position.When purchasing you can choose two surfaces to sit on, a smooth
surface on one side and low level circular nubs on the other for a little extra
sensory input. For more information, visit National Autism Resources
Slant boards - working
on a sloped surface reduces back and neck pressure, as well as eye strain. You
experience less fatigue and improved concentration. Helps students in developing fine motor skills, while also providing a distraction-free surface for writing or reading. It also helps address task-related postural problems, allowing students to sit in a more upright posture.
Rifton accessible table
Seating Equipment - As we know proper posture and seating has an immediate effect on our written output. There are are wheel chairs, booster chairs, and adapters we can add to our chairs to improve access the table and proper posture . Sometimes tables need to be adjusted to accommodate these seats. Specialty trays and tables are also available.
Rifton Activity Chair Overview
Medium
Tech Assistive Technology–include relatively complicated mechanical devices
such as wheelchairs. They are often battery operated, moderately
priced, easy to operate electronic devices. Some examples include
