Journal 2- Reference: ‘Assistive Technology in the Classroom.’-Amy G. Dell; Deborah A. Newton; Jerry G. Petroff

 

EA 135 Session 3 Journal Assignment -Seoyoon Lee

Reference: ‘Assistive Technology in the Classroom.’-Amy G. Dell; Deborah A. Newton; Jerry G. Petroff

Journal Entry 1

Read Chapter 10 from the e-textbook: Assistive Technology in the Classroom. Under part 3: Augmentative communication

Table 10.4 Examples of Augmentative Communication Apps for Mobile Devices(PG 190) write an essay(100-150 words) on any two examples of Augmentative Communication apps for mobile.

1.      https://lampwflapp.com/support/support-articles

LAMP helps autistic people who cannot speak learn how to communicate. This allows people to share their ideas, needs, and emotions by speaking words and making sentences by pressing a special device button that includes a voice-generating button. It can take advantage of strengths such as visual learning and an affection for structure. It helps to improve communication difficulties independently and freely through methods such as pressing buttons or moving muscles to understand sounds and senses and to maintain attention. I like this App and want to use this for my students.

2.      https://speakforyourself.org/

What is Speak For Yourself?

Speak for Yourself (SfY) is an app made by speech experts. It turns iPads into talking devices. This app helps adults and kids who can't talk or have trouble talking. Many people use it, including those with autism, cerebral palsy, and other conditions. It is also used in kindergartens to help find words, support visual language, and promote language development. This app helps bridge the gap between current communication skills and everything a person wants to say. I would like to use this app for my niece who has Autism.

Journal Entry 2

Technology tools that support “Early communication Development “(PG 199-204 )

Assistance skills are very important in enabling children with severe disabilities to learn communication. Make children understand that their behavior can affect their surroundings.

1. Switch and battery powered toys - providing children with intellectual, motor, and sensory disabilities with opportunities to communicate and choose.

2. Using a switch also helps develop communication such as intentionality, causality, choice decisions, frequent interactions with objects and people.

The switch turns on toys, plays recorded messages, and allows children to participate in group activities with their peers.

(Daniel (3) With movement and intellectual disabilities, Daniel uses the switch to control remote-control train sets and talking computer-based storybooks, allowing Daniel to engage in kindergarten routines and understand the impact of his actions.)