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Promoting Achievement through Technology and INstruction for all Students
Mar
30

Experts and Teams

Stick figures f various colors standing over the word teamwork

Are you an expert? You may not believe it, but you most likely are at least in some area of your profession.

From Merriam-Webster:

expert (noun): one with the special skill or knowledge representing mastery of a particular subject.
expert (adjective): having, involving, or displaying special skill or knowledge derived from training or experience.

Sometimes we sell ourselves short on our skills or experience remarking, "I'm no expert." However, I bet you are. Educators are experienced teaching, helping struggling learners, observing nuances in behaviors, managing classrooms, and more.

You don't have to know everything, and it's ok to share your knowledge, experience, and opinions especially when it comes to providing support and making choices that affect students. However, there will be a time when you need additional support specifically around Assistive Technology (AT). It's constantly changing and none of us can know every facet.

AT teams are great resources that typically include many experts from several disciplines (e.g., occupational therapy, speech therapy, physical therapy, special education, psychology and more). Having teams enables each member to share the load of knowing at least some fo the solutions. 

You are fortunate if your district has a team but if you don't you can work towards establishing one. The PATINS Project can help you learn where to start. Reach out to us by completing the IDOE Technical Assistance request form.

Additional resources that will help you when exploring AT solutions include:

Quality Indicators for Assistive Technology Services (QIAT) and their listserv. This is a great service for posing questions and gaining access from AT experts from across the US and more.

Wisconsin Assistive Technology Initiative (WATI) has many resources including  the Assistive Technology Consideration to Assessment and the Assessing Students’ Needs for Assistive Technology (This includes 16 chapters and  guidance in many areas of need including; seating, positioning and mobility, communication, computer access, AT for writing including motor aspects and more)

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Dec
29

Loss and Communication

Outline drawings of two adults with a squiggly bubble representing communication with a line from one person''s mouth to the bubble and a line from the bubble to the other person's ear

Audio Version (5 Minutes)

Five years. My 26-year-old son passed away unexpectedly five years ago today. It's still difficult to believe. So many things were going well for him. He was married, raising a young baby, and beginning to excel in a career. He had so much life ahead of him. I miss him and his vigor, silliness, and passion.

Although we didn't visit face to face as often as we could have, we communicated through text messages, daily snapchats of his daughter, him singing, his dog Jet and we talked every few days. I am grateful for all those modes of communication we shared. Although these modes may not be typical for your students, it's important to discover their best modes.

How do you ensure that ALL your students are connected and communicating with their most important people, friends and classmates and not losing out on communicative opportunities?

"An 18-month-old child has been exposed to 4,380 waking hours of oral language. A typical AAC user, exposed to modeling, two times a week for 30 minutes, would take 84 years to have the same level of exposure." - source AAC Community

What can you do? - Model AAC

At PATINS, I have been privileged to work with many K-12 stakeholders throughout the entire state through video consultations, webinars, or onsite trainings. Some of these relationships have continued for several years. These are important to me because most of these interactions supported students with Complex Communication Needs (CCN) and/or Orthopedic Impairments (OI). 

What else can you do? Request Free PATINS AAC Consultation

Students with CCN (go to practicalaac.org for additional information) have the right to communicate. It may be difficult to identify their methods of communication, but we must do our best to see and validate those attempts. We have several tools available to help and a great place to start is the Communication Matrix (Free).

You can think about your student as an active participant rather than a passive observer. How can you engage your student? Consider the basic purposes of communication:

  1. Refusing,
  2. Getting things,
  3. Socializing and
  4. Sharing/Gaining information.

When your student fusses, pushes something away or throws items, do you acknowledge and identify that as a refusal ("No thanks", "Don't want", or model a refusal icon) and offer an alternative? Start with a few symbols - Project-Core and Universal Core Vocabulary Selector

Engineer the environment so your student must ask for assistance (e.g., missing part to an activity, missing/dead battery, missing color, etc.). Also, have your student with CCN block the hallway path of a general education peer in order to initiate a conversation using a Step By Step communication device (101 Ideas for Step by Step).

The Step by Step is awesome for recording multiple words, phrases, and sentences to have conversations/social interactions (program the student's half of the conversation - “My name is x. What’s your name? I have two dogs and a cat. Do you have any pets? I like watching videos. What do you like to do?), counting, singing songs, giving instructions, or following directions, and much more!

Encourage all students to greet one another, new people, provide opportunities to share information, control others (e.g., activities such as cooking, art, cleaning, PE, etc.). See link for 101 Ideas above.

Encourage families to share information about home activities and events so that staff can engage the student about those. Use a written notebook, email, shared online document, recorded messages on voice output device, tablet or dedicated communication device.

Finally, you must also ensure the following to encourage robust authentic communication. When teaching/using AAC, students can easily get bored, frustrated if it's only used for academic tasks. Additionally, the AAC system must be taught keeping these ideas in mind:

  1. There must be a need to communicate
  2. There must be an opportunity to communicate
  3. There must be motivation
  4. There must be a way to communicate
  5. Give appropriate wait time and talk less!!!

Many students with CCN have already lost out on many opportunities to communicate. Please work with your team to determine the best mode of communication for your student, give them a voice and make sure everyone listens. Every student has the right to communicate (ASHA Communication Bill of Rights) and share their unique personalities.

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Sep
29

AAC Awareness Month

Audio Version of the AAC Awareness Blog  (4 mins)


Road barrier with red and yellow stripes and two round yellow lights with small sign “road closed”

I have heard comments like these. 

"She's stubborn or won't use the system."

"He thinks the iPad (with AAC app) is a toy." 

"He might break the device."

When I hear these, I immediately consider alternative interpretations:

She is not interested in what you are saying, doing, or requiring her to do.

You need to teach him or her how to use the device and provide engaging opportunities to communicate.

Install a secure case with a screen protector, consider mounting the device, or installing and utilizing a should strap or tether.

Observe, collect data, perform a task analysis and teach the necassary pieces that demonstrate the power of communication for each unique student!

What can you do?  Connect with the student!

Begin with determining what motivates the student. Connect with the student and family by using a Preference assessment for the family to expand. You may need to abbreviate and/or provide a visual vision (parents/caregivers can circle or check items rather than write out). Another idea would be for parents and caregivers to send a picture of favorite foods, items, activities, family members, places, etc.).

Learn how to model core vocabulary and then teach others!  Project-Core Professional Development has 12 free modules - Teaching Communication During Daily Routines and Activities Module (9 min video).

Give your students a reason to communicate instead of requiring the student to simply locate and identify icons/symbols (Yes, you will need to teach individual icons but make it fun). From the Communication Matrix (free online resource) - consider these four areas of communication:

Refuse - Teach students meaningful and more socially appropriate ways to say "no", "stop" or "I don't like this." Recognize/honor all of these messages from students and ensure access in each part of their communication system (their body, paper based, device).

Request - Provide opportunities for students to ask for things, people, repetition, more of something, commanding others, etc. Give them lots of practice!

Social - This one is essential. Most kids want to interact with peers yet complex communicators are often left out. There are numerous ways to get AAC users communicating with peers and others. Use the preference assessment information to incorporate into your student's communication system and then offer numerous opportunities for your student to share. Check out this resource for over 101 ideas for using voice output devices Single Message 101 Ideas  and Sequential Messages 101 Ideas.

Information - How can your students share and gain information? Make activities fun. Instead of focusing on simple rote tasks with the communication system, teach your student the power of sharing information (personal information, preferred activities, and asking questions).

AAC Awareness Month - many developers and companies with apps/software offer discounts in October.  

LAMP Words for Life®, TouchChat®, and Dialogue® AAC (50% off) - Oct 10-16

Assistiveware AAC Apps (extra month trial and 50% off) - Oct 11-17

If you have an AAC case you would like help with, request a FREE consultation with a PATINS AAC Specialist by completing our AAC Consultation FormYou will meet with one or more Specialists to review, brainstorm ideas, and generate a plan of action.

Continued professional development is vital for staying up with AT and AAC: Learn from presenters who use AAC at the free Connect With Me Conference sharing various topics. October 24-28 8-9pm ET.

Join us at the PATINS Access to Education (A2E) Conference on November 2-3 at the Crowne Plaza Downtown - Union Station. Registration is open now!

Do you want to learn more? Check out the PATINS Training Calendar. If you don't see a training that meets your needs, look over the PATINS Professional Development Guide for inspiration. The guide offers summaries to some of our most popular in-person trainings and webinars developed by our team of specialists that are available year-round upon request. These are offered at no-cost for Indiana public LEA employees.

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Jun
10

Tools in Your Toolbox

 

Various battery operated power tools and toolboxes with various tools

Most of us have completed a project, repaired something, helped a friend, written a letter (or blogpost!) at some point.  When planning for these endeavors we usually have a plan and/or a tool in mind.  Often everything goes well but sometimes it doesn't.  To be successful, we must have access to more than one solution or tool.  Students must be offered and taught how to use a variety of tools.  Need ideas?  Please check out the PATINS Project training calendar.

A picture containing outdoor pergola over and outdoor grill/kitchen area

My plan was to help a friend dig three post holes for a pergola (unique design).  We were warned by his neighbor that the ground was hard clay, and the preferred tool would be a towable, one-person auger/post hole digger (available to rent but would take about one hour of our time to borrow and return). I've dug many fence post holes in the past and I have manual post hole diggers.  During my site prep we measured, used my diggers to start the holes and everything looked good (i.e., somewhat soft clay and no rocks).  To save that hour of time, I figured we could use my neighbor's small, gas post hole digger.

I forgot to mention that his neighbor had just built his own pergola and successfully dug six post holes…in the clay. You know what happened next, we were forced to rent the larger one-person auger/post hole digger.  Unfortunately, we had more obstacles; three rose bushes and an outdoor grill/kitchen brick wall.  Respectively, they didn't appreciate the one-person auger’s wide wheelbase or large obtrusive handle.

It took us almost twice the time we planned, and we used three different tools.  However, we got those holes dug!  One tool did not get this task completed.

When students are assigned academic tasks, they should be allowed to choose from several tools to successfully complete those assignments. When writing, students could respond with handwriting, with a keyboard, speech to text, audio recording, video recording, scribe, etc. 

When reading, students could read with their eyes, ears (speech to text solutions), have someone read aloud to them, audio books (e.g., Hoopla or if they qualify, access digitally accessible materials from the Indiana Center for Accessible Materials (ICAM)).

When communicating, students could use gestures, vocalizations, sign language, partner assisted scanning, static/paper-based communication boards, single message voice output devices (e.g., BigMack), multiple message devices or high-tech dedicated speech generating devices (SGD).

What tools are in your teacher's toolbox?  If you want ideas to fill it up, please reach out directly to one the PATINS specialist.

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Mar
31

Routines and Comfort Zones

I recently attended a Professional Development Webinar from edWeb.net the presenter is a high school biology teacher in Massachusetts named Bonnie Nieves. Check it out,  "Increase Student Engagement: Decrease Your Teacher Workload."

The very beginning of her presentation really got the wheels in my head spinning. Getting kids to have more ownership in their learning is an important first step - it gets students more engaged too. The hook for me was her discussion about routines and how vital routines, plans, and expectations are for students.

Students must feel safe before they can engage and learn. They need to know what content to expect, classroom rules/expectations, daily schedule, quiz/test schedule, modules of learning, and throughout all of these routines - there must be a clear beginning, middle and end. You can start with Visual Schedules - It's good practice. If your student has a visual impairment, review the schedule aloud or offer an accessible format.

Reach out to PATINS staff on our Educator Support page for assistance.

classroom visuals for schedule listed vertically. Each activity includes and image and word.  For example, the topmost item is morning announcement snad has computer winrdo with a magnifying glass.  Further down the list is pack up with a backpack.

We all have routines (e.g., wake up, (some exercise early), let the dogs out, start coffee, feed the dogs, get dressed, eat, brush teeth, go to work/school, etc.). Each of us has a morning routine and it's hopefully something that sets a good mood for the day. It's comfortable and known.

Alarm Clock

Routines can be stressful if they don't occur as planned. Morning routines can vary depending on planning from the night before, work schedule, and more. Stress can factor in when the routine is disrupted…overslept, allergies kicked in full force, spilled coffee, out of coffee filters (solution = use a paper towel), no clean socks, or forgot lunch at home. What if your students don't have exposure to positive routines at home (e.g., inconsistent food, disrupted sleep, minimal/no homework support, etc.)?

You can't control your students' routines outside of school but you can at school!

Discovering Your Inner Peace - rock cairn on water

It's a beautiful, sunny and warm day. You arrive at work early, find a close parking spot, all is well. Upon arrival to your classroom, it's clean and organized, you prepare for your students with the lesson you created last night. You feel good. You used the PATINS Project UDL (Universal Design for Learning) Lesson Plan Creator

Using the Lesson Planner can help with your teaching routine to ensure that you consistently consider the needs of all students in the areas of EngagementRepresentation and Action & Expression. Your students will feel safe because they know you have optimized your teaching and their opportunities for learning for every lesson you create. It's part of your routine and thus you have increased their independence and success.

Be clear in your routines (e.g., time, expectations, lesson format, options for response formats, access to Accessibility Tools, organization, etc.), use the resources that are available to you and you will also decrease your workload.

postcript: I did not initially follow the PATINS guidelines/routine for posting this blog as shown below:

Proofread, proofread, proofread

  1. Have your screen reader read it back to you
  2. Have at least 1 other staffer proofread your blog 
  3. Grammarly extension helps to identify mistakes
  4. Hemingway helps clarify wording
  5. Print it out and read it on paper

I had a fellow staff member proofread and was ready to publish...I thought I should review the guidelines!  Practice what I'm preaching here. Original word count in MS Word was 450...good. [updated word count is 595]. Below is a screenshot of me using Read&Wrtie to read aloud the content I was preparing to release. Yikes! Numerous errors, mostly you/your substituions. What an eye opener!

portion of text highlighted with Read&Write from Chrome. Sentence is highlighted in yellow and current word is blue.

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Dec
30

Recharged and Raring to Go!

Battery with lightning over it with the word charging

Recharged and raring to go!

Winter break often cannot come soon enough. Up to this point in the school year, we have been depleted by so many things such as lack of connection with family, daily workload, testing, grading, COVID worries, our own health, unexpected changes, and advertising. Advertising is all around us knowingly or unknowingly shaping our behavior and not necessarily for the better. So, we strive to counteract these forces in the new calendar year by planning new goals for personal habits, health, finances, professional growth and more.   

Change is inevitable, growth is optional. Considering the number of ads we encounter on a daily basis, how easy it is to neglect our physical health and how we may not make time for professional growth, I ask you to pick three things to change for the next year and choose to grow.

Screen_Shot_2021-12-30_at_12.45.01_PM.png

Figure 2 Man running away while looking over his shoulder at advertising icons chasing him.

We are bombarded with advertising on TV, Radio, Billboards, emails, social media and more. Just yesterday while I was trying to enter and update my password on the vendor’s website, I had to close pop-ups from the vendor inviting me to enter my email to win $100!

In 2004, “The advertising industry spends $12 billion per year on ads targeted to children, bombarding young audiences with persuasive messages through media such as television and the Internet. The average child is exposed to more than 40,000 TV commercials a year, according to studies.” – Protecting Children from Advertising, American Psychological Association 2004

In 2007, it was reported that on average, people were exposed to 5,000 ads per day.

In 2021, that number is estimated to be between 6,000 and 10,000 ads per day!

#1 Reduce the amount of time you spend on social media and talk about social media's impact and effects with your students.

To Do: 

  • Connect with a family member or do something active that brings you joy (i.e., electronics break). These are actions that can recharge you mentally and physically.
  • Block ads (Android, iOS, WIN, Mac, Chrome)
  • Use built-in tools to reduce website distractions [great to help with focus]:
  • You can also use 3rd party solutions to improve focus like:

Figure 3 Before using Reader Mode, example similar to what one might see when accessing an article on a website showing the extra content that can be distracting.

 

Figure 4 Using Reader Mode, example in Safari on a Mac computer. Irrelevant content has been removed, the background color and text are higher contrast and the only content on the page is from the blog post.

#2 Make healthier choices.

It’s easy to skip taking care of yourself given work and family commitments. Convenience and fast food are easy but will cost your body in the long run. Working into the late hours of the night to “get one more” thing done also comes at a cost.

Keeping your body healthy helps you have more energy to meet the mental and physical demands that your students bring. Rest, drink enough water and reduce caffeine. That’s a tough one. I like coffee! I am fortunate enough to still be able to run. Running keeps my heart, body and mind healthy.

To Do:  

  • Choose something physical that you enjoy and do it!
  • Maintain a regular bedtime routine
  • Consume some mindfulness blogs, newsletters, books or podcasts

#3 Improve your knowledge and expertise.

No single educator can know everything. Hopefully, you are already part of a team (e.g., grade level, focus area, specialty area, etc.) that shares knowledge and information to overcome problems and improve learning. If you are not or your team needs assistance, you can:

To Do:

  • Connect with a PATINS/ICAM staff member to learn new ideas to help you improve your instruction and take your students' academic, literacy and communication skills to the next level!
  • View Free PATINS Training Videos and earn Continuing Education Hours.

Figure 5 Battery showing Full Charge

By making just three changes, you will recharge your mental and physical batteries, have more focus and provide better instructional support for your students! Have a great New Year in 2022!

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Oct
01

AAC Awareness Month

AAC Awareness Month AAC Awareness Month with quote from USSAAC.

"International AAC Awareness Month is celebrated around the world each October. The goal is to raise awareness of augmentative and alternative communication (AAC) and to inform the public about the many different ways in which people communicate using communication devices." - International Society of Augmentative and Alternative Communication

A few things to know about AAC:

  1. There is No Prerequisite for using AAC - as long as you are breathing, you are a candidate
  2. Everyone has the right to communicate - treat the communicator with respect and offer AAC solutions
  3. Presume competence/potential for the communicator - expect that communicator can learn, wants to connect with others, develop literacy skills and more
  4. Give the communicator adequate wait time to formulate a response
  5. High Tech is not necessarily the answer nor is any one particular device or app - complete an AAC assessment to determine the best fit solution for your student

Augmentative means to add to someone’s speech. Alternative means to be used instead of speech. Some people use AAC throughout their life. Others may use AAC only for a short time, like when they have surgery and can’t talk. - American Speech-Language Hearing Association

AAC is more than just high tech, fancy communication devices. It can be as simple as teaching a student gestures/signs (e.g., more or help), writing/drawing, to tactile symbols, pictures, icons/symbols, simple voice output devices to high tech devices like an iPad with an AAC app or a dedicated speech generating device (SGD).

Here are a few tools/resources to help your promote communication skills:

AAC Intervention Website by Caroline Musselwhite

Communication Matrix The Communication Matrix has created a free assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing.

Dynamic AAC Goals (DAGG-2) The primary objectives of the Dynamic AAC Goals Grid-2 are to provide a systematic means to assess (and reassess) an individual’s current skills in AAC and to assist partners in developing a comprehensive, long-reaching plan for enhancing the AAC user’s communicative independence.

PrAACtical AAC Website PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. 

Lauren Enders (Facebook) compiles an exceptionally thorough resource that highlights the many AAC apps/software that go on sale during October.

Infographic created by Lauren Enders showing numerous AAC apps/software on sale for AAC Awareness month. Plain text version linked below graphic.

PDF with AAC & Educational App Sale information (info from above) for October 2021 provided by Lauren S. Enders, MA, CCC-SLP.

Do you want to learn more? Check out the
PATINS Training Calendar. If you don't see a training that meets your needs, look over the PATINS Professional Development Guide for inspiration. The guide offers summaries to some of our most popular in-person trainings and webinars developed by our team of specialists that are available year-round upon request. These are offered at no-cost for Indiana public LEA employees.

If you have an AAC case you would like help with, request a free consultation with a PATINS AAC Specialist by completing our AAC Consultation FormYou will meet with at least one or more Specialists to review your case and help brainstorm ideas.

Want additional Professional Development?  Come to our 2021 virtual PATINS Access to Education (A2E) Conference on November 16, 17, 18! Registration is open now!

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Jul
02

Lifelong Learning is a Must!

Quote

Today, there are so many opportunities available to improve your skillsets to help students improve communication, literacy and learning.  Instead of being the person who says "I don’t' know how to do that!", you can;

  1. Find someone to teach you, or
  2. Teach yourself, and then
  3. Become the person who says "Let me show YOU how!"

Every year on my birthday (February, if you want to send a card…LOL), I reflect back on the previous year and tell myself I thought I knew everything but NOW I really know what life is about.  In reality, I spent another year learning not just about life but work, relationships, technology, teaching strategies and what things make me happy. 

From 1986 to 1991 while attending Purdue University full-time, I worked 30 hours per week (except for my first semester of Graduate School). After earning my Master's degree, I worked nine months in a Fellowship before I was let loose on my own.  I had to work while I learned.  Now I learn while I work!  It can be overwhelming but I have found a balance.

Being employed is important to me and specifically in the field of education I find happiness helping students, teachers, professionals, parents and more.  To be an effective educator, continuous learning is a must.  It is so important that state credentialing and licensing organizations require continuing education hours.  National organizations too require commitments to continuous learning to receive renewed certifications/credentialing.  Technology improves seemingly daily and data is being collected to help improve instruction.  We must consider these, be willing to learn and improve our teaching.

At one point in my career, I was licensed by three state agencies, certified by one national, and was a member of three professional organizations.  Each had different continuing education requirements!  And…this was before Twitter, Facebook, blogs, podcasts and all of the other learning opportunities and choices that constantly fill my email inbox today.  How do you know where to get you information and learn new ideas (scientifically sound with good evidence)?  I love to learn new ideas and solutions that not only improve my service delivery but help kids communicate better, read better and become more independent.

There are SO MANY options available…FREE, subscription, Patreon (fans support your creative work via monthly membership).  How do you find the time and avoid burnout?  I have found several solutions and ideas that work for me and might help you too!

First of all, consider how you learn best (UDL Guidelines from CAST) - great resource for upping your teaching skills for your students).  How do you engage learning, what keeps you connected, how do you best perceive and connect to new content, how do you organize and express what you have learned…

  • Do you prefer to read with your eyes or your ears (computerized or human)?
  • Are you a hands on learner?
  • Do you learn from watching others?
  • Do you take notes with paper and pencil or digital?

I am definitely a hands on learner.

I love to read but since discovering audiobooks and podcasts, I have increased my reading and learning time using my ears while running, in the car, and walking my dog.  Many audiobooks provide additional controls.  I increase the reading or playback speed to 1.5x or 2.0x allowing me to devour books and podcasts more quickly! At night, I read with my eyes before bed (usually fiction for entertainment).

Notetaking is accomplished with paper and pencil at times but Microsoft OneNote has improved my organizational skills.  I can type or dictate notes, insert pictures, documents, recordings, share/collaborate and so much more.  OneNote is also text searchable.

When people explain things to me, I sort of understand but as soon as I do it myself everything seems to click.  I have always like this quote (various forms of this have been attributed to many people) because it fits MY learning style, 

When I hear, I forget.

When I see, I remember.

When I do, I understand.

Is there an online platform that works for you?  Find it or try a new one!  You don't have to do it all at once.  James Clear says (author of Atomic Habits) in his Blog from February 25, 2021, "Rome wasn’t built in a day, but they were laying bricks every hour. You don’t have to do it all today. Just lay a brick."   Find a time each day, a regularly scheduled day and stick to it.

Here are some trusted resources and tools (various platforms to suit your learning) that I have found useful and you might too!

From the PATINS Project:

Access to Education is where dedicated educators, who are focused on ensuring that every student has equitable access to the curriculum, will come together to experience motivational keynotes, local and national presenter breakout sessions, opportunities to view the latest assistive technology, networking, and so much more!

Sessions will be designed around accessibility, Accessible Educational Materials (AEM), Assistive Technology, and/or the Universal Design for Learning (UDL) framework. There are no vendors at this conference.

Continuing education opportunities curated by your professional organizations and others - books, journals, Twitter, podcasts, Facebook, listservs, etc.

Book options

  • Hard copy - local library and bookstores
  • Digital and/audio

Libby or Hoopla app (books, magazines, music, movies) active library card required

Audible paid audio books

MackinVIA through PATINS ICAM for eligible students

Book Clubs (Team/Collaboration learning) e.g., The Knowledge Gap  by Natalie Wexler

Speech-Language Pathology - ASHA Continuing Education, Learning Pass and Special Interest Groups and Indiana Speech-Language Hearing Association (ISHA)

Occupational Therapy - AOTA Continuing Education and Indiana Occupational Therapy Association (IOTA)

Physical Therapy - APTA Learning Center and Indiana Physical Therapy Association (IPTA)

Deaf and Hard of Hearing - PASS Project Deaf/Hard of Hearing Listserv and Center on Literacy and Deafness Activities and National Deaf Education Conference Elementary Resources, Middle School, High School

Teachers - MyNEA360 edCommunities Indiana State Teachers Association (ISTA)

Facebook - Indiana Inclusive Communication Matters (IICM)

Twitter - #PatinsIcam, #UDL, #AT, #AAC

PATINS hosts a weekly Twitter Chat during the school year on Tuesdays from 8:30 - 9:00pm ET

Podcasts - Talking with Tech (AAC) (link to website)

Assistive Technology Listservs and more

AT Makers - ATMakers.org introduces Makers and Assistive Technology (AT) users and give these two communities the tools they need to collaborate.

AT users and those who support them desperately need engineers and technologists to help them with everyday tasks. High School STEM and Robotics students, hobbyists & DIY electronics enthusiasts have the skills necessary to create innovative solutions today.

QIAT (pronounced quiet) - Quality Indicators in Assistive Technology

RESNA (Rehabilitation Engineering and Assistive Technology Society of North America) AT Forum

Indiana Resource Network (Organizations across the state)

Please reach out to one of us at PATINS if you have questions, want to learn something new or want to share an idea!  Enjoy the 4th of July, be safe and enjoy the rest of the summer!


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Apr
01

SETTing Students up for Success and Counting Every Move for Communication


5 min read

Artist Name - SETT-Blog-Audio.m4a


Boardmaker symbol of frustrated young man with the printed word frustrated

I've been working with a student and his team. They have moved successfully albeit slowly through using the tools below. At some point a few years ago, this student was evaluated and deemed to be a candidate for a dedicated speech generating device (SGD) with eye gaze (very expensive but a key part of a communication system for the right person). His team (student, parents, teachers, SLP, OT, PT and support staff) was keen to make his SGD work for him. The student has cerebral palsy that reduced his limb movement/accuracy, so much time had already been invested AND after all, this solution was expensive.

Why change? This can be awkward. How do you bring up the topic of a significant change to access and trajectory of the student's goal/language programming? Two things; the eye gaze never really worked as well as expected AND the student became increasingly frustrated often abandoning the device. Eye gaze could be revisited but it was important to recognize that it was not working. Time to think about the S - Student, his M - Moves, his C - Clicks and his C - Chats. More about that later.

Head control/calibration were hurdles interfering with access. Using the tools mentioned below, this student demonstrated enough consistent and accurate improvement to control switches with his head and hand for scanning. His language setup was changed (Core Scanner on an Accent 1400) to work more efficiently with two switch scanning (i.e., he presses one switch to move through icons and the other switch to select his word).

He is reportedly thrilled with his new access method. He smiles more and enjoys communicating often producing spontaneous sentences.

excited preschool girl with open hands raised near her face looking at device screen

First of all, you must gather data. If you don't have data, it's just your opinion.  

I sometimes hear that students "inconsistently respond" to stimuli or questions, it "depends on how they are feeling", "if they're in the right mood", "they are being stubborn", etc. Maybe. Perhaps we have not presented motivating stimuli, observed the tiniest of responses,  offered the most appropriate access method, or given the student adequate wait time.

SETT is an acronym for Student, Environments, Tasks, and Tools created by Joy Zabala. It is a FREE resource. "Although the letters form a memorable word, they are not intended to imply an order, other than that the student, environments, and tasks should be fully explored before tools are considered or selected. Some people have tried to explore the first three separately and in order, however, that is nearly impossible because the first three are closely linked." The SETT Framework is so important, it's at heart of our process for the PATINS AAC Consultation Request form.

Another important tool to set the groundwork is the Every Move Counts, Clicks and Chats sensory based approach (EMC3). It is available to borrow from the PATINS Project Lending Library. EMC3 is a sensory-based communication program. It is based on the idea that everyone communicates in some way. The COUNTS Assessment explores sensory, communication, and symbols. The are seven sensory areas: vestibular, proprioceptive, tactile, visual, auditory, olfactory, and gustatory. The CLICKS Assessment looks for purposeful switch use. The CHATS Assessment is used to collect communication skills. It states that "Assessment results are seldom 'final'. Needs, abilities, and environmental demands change over time."

A third tool useful for SETTing students up for success is to establish a baseline for communication skills and determine goals. The Communication Matrix is an online/questionnaire tool for anyone in the early stages of communication. The first 5 assessments are FREE. Communication is more than just receptive and expressive, students also need methods to refuse, obtain items, socialize, and gather/share information. These functions of communication can be measure/quantified by using the Communication Matrix.

Hand in hand with these pieces is understanding the absolute need for flexibility, continuous learning, and ongoing assessment with students. It is a fluid process that can and should be revisited periodically as the student changes, technology changes or when things stop working as well as they had in the past.

SETT your students up for success. Use the SETT, EMC and Communication Matrix to better understand the student, environment, tasks/needs, sensory responses, access abilities AND communication skills. THEN consider the T - Tools to empower your students and goals for success. If the tools don't seem to be working, collect data and try something else!

If you would like to learn more, check the PATINS Project training calendar or reach out to a PATINS Project Specialist for more information.

The PATINS Project Tech Expo is fast approaching - Thursday, April 15, 2021. It's FREE. Get registered!

Additional resources:

SETTing Up Successful AAC Use - Lauren Kravetz Bonnet, PhD, CCC-SLP

The Dynamic AAC Goals Grid DAGG-2

Symbol Assessment

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Dec
31

Bump in the Road

20212021

Hello! It's here again, then end of another year. New Year's Eve. But not just any year. This was the year of 'rona (a.k.a. COVID-19). Good-bye 2020. You were a HUGE bump in the road and we are still feeling the jolt. Many changes and so much loss (loved ones, instructional time, face to face time, family time…normalcy). The year has been difficult in many ways for students, parents, families, teachers, frontline healthcare workers and more. Everyone has been affected in one way or another but we continue on. Two days ago marked the three year anniversary of my son's death. This remembrance hit me harder than past years. However, we must focus on what we can control and how we can support our students. They are counting on us to lead, teach and support them.

Talking with my family has helped. Who can you talk to?


We have all experienced "bumps in the road" this year. What follows certainly caps off my 2020 year. Yesterday, as I was delivering a cup of perfectly brewed and sweetened coffee to my wife, I misjudged (subconsciously) with my eyes the proximity of my dog's bedside steps. Thankfully (NOT), my second toe located it for me. OUCH! CRACK! It was one of those "It hurts so bad, you have to laugh to keep from crying." No curse words. I tried to walk it off.  The pain finally subsided but later the reality set in. Oh no, I didn't run yesterday and now I won't be able to run tonight. What about my over year long streak of Sunday long runs? Runners don't often listen to their own bodies, the advice of doctors or even Dr. Google. 

This "bump" will alter my next few weeks (Rose colored glasses view. Reality might be, ugh, "several" weeks. Sad face). The bumps and losses from the virus have been worse for some but have affected us all. These have been months long changes that will now carry over into a year of changes. Masks, virtual learning, no handshakes, no fist bumps, no hugs. I only provided TWO onsite school visits since March. I am a people person. I miss working directly with people. We have adapted and I believe it will get better. Here's a related blogpost from Jeff Bond, PATINS ICAM,  "I just don’t like this isolation stuff."


I have some close colleagues with whom I connect
. Can you be that someone for a colleague?


Our routines were dramatically altered this year and we adopted the "new normal." We had to adapt in order to continue serving our students, families and stakeholders. Virtual learning. Drive through pick ups at school. Equipment porch drop-offs. No more face to face meetings. Virtual continuing education conferences. Increased phone calls, emails and tons of VIDEO CONFERENCING! I worked to improve my webinars, presentations and materials to better support educators' service delivery methods. I attended numerous professional development opportunities, watched lots of videos, read and listened. Are you teaching the same way you also have and using the same materials you always have? We are all busy but we all must adapt and improve. Amanda Crecelius, PATINS Specialist says it well here:  "Our DIY School Year."


I continue to run (for me), read (for pleasure and learning), listen to new podcasts (for pleasure and learning), try new AAC solutions and just began learning how to 3D print (That has been a learning curve like no other). 
What things are you doing to nourish your mind and body and to make you a better teacher?

Most recent books (usually Libby App (FREE Library books) OR paper copies from Barnes and Noble - I support Brick and Mortar as much as possible): All We Ever WantedThe Nightengale, and Atomic Habits

Most recent podcasts: Ten Junk Miles (running - edgy), Talking with Tech, and Hidden Brain

New and/or FREE AAC/AT Solutions: Flexible Mounts (video), Accessible Switch Activities, Tar Heel Reader, Shared Reader, Gameplay


We have made it this far, let's see it through! Come on 2021!!! I have mentioned before that I run marathons. I'm still stuck at 42 states completed. The New Orleans marathon in February was my only 2020 marathon, all others were cancelled. Ugh. I'll get there. We will get there. It will get better. The PATINS Project and ICAM are here to help. We can provide FREE trainings tailored to the needs of your team, school or district. All you have to do is ask!


Check out our Training Calendar for upcoming FREE trainings!


Borrow something from our Lending Library for 6 weeks with FREE shipping both ways!


Register
for the PATINS Winter Edcamp 2021 on February 9!

EdCamp Winter 2021EdCamp Winter 2021 PATINS Staff Bitmojis participating in various winter activities on Ski Slope

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Jul
02

If it doesn't challenge you, it doesn't change you.

Hi! In my first blog, I suggested that you commit to taking care of you. Staying healthy mentally, physically and emotionally are all important. Today’s message relates to a quote I saw in the background of silly video. “If it doesn't challenge you, it doesn't change you.” In the video, the man experiments and has several attempts. It seems like he finds his FLOW at 17 seconds in. How many times have your tried until you “got it?”

Of course, we need to improve in our professional areas, but we also need to challenge ourselves mentally, physically, emotionally, AND we need to challenge ourselves to improve and CHANGE how we help/support our students (Ss). It can be easy to get swallowed up in the day to day needs and distractions from home and feel overwhelmed, but we have to work through it as best we can.

We need to challenge ourselves in most areas of our lives if we want to grow, learn, and remain effective. We need to challenge ourselves to do as much as we can to support Ss and families. As the chart below shows, we can fall into neutral (Apathy and Boredom) if we aren’t challenged or don’t work to improve our skills.

Graphic with 8 descriptive words in pie slices. The x-axis is labeled Challenge Level. The range is from Low to High. The y-axis is labeled Skill Level.  The range is from Low to High. Starting from the bottom left corner and following the graphic clockwise Apathy, Worry, Anxiety, Arousal, FLOW, Control, Relaxation, Boredom

I have challenged myself to keep reading (Since November, I’ve completed 44 books): professional books/journals (the Four Disciplines of Execution), informative books (Being Heumman), listen to podcasts (Talking with Tech AAC Podcast, Invisibilia, Radiolab), attend webinars (AAC in the Cloud), and catch a few documentaries (Crip Camp) on Netflix (okay…mostly binge watch lots of Sci-Fi shows). I have watched and attend SO MANY webinars and trainings in the last few months, my brain is overflowing with new and exciting ideas that I have acted on, shared and explored in more detail. The internet can be a deep rabbit hole when clicking on link after link but there is SO MUCH GREAT INFORMATION out there!

I continue to challenge myself physically through running. Running makes me a happier and healthier person. Long runs, hill work, track work…sometimes I push (challenge myself) to an anerobic threshold (e.g., nearly all out effort for 3 ½ minutes), then it’s over. Rest and repeat. Half a mile up a big hill definitely hurts but only for about 4 minutes…this makes me stronger. I am completing most of these workouts safely distanced with my running buddies. Together we get through it. I complete all runs, one step at a time. What’s your challenge that makes you stronger?  Remember, small steps (struggles) will get you through…a distance, a new skill, getting that dang technology to work…

iPhone Screenshot from Garmin.  Elevation chart on top shows 5 hill climbs of approximately 100' gain over 1/2 mile and Time in Heart Rate Zones.  Zone 5  for 8 mins 12 seconds, Zone 4 fir 8 minutes 48 seconds, Zone 3 for 15 minutes 2 seconds, Zone 2 for 14 minutes 57 seconds and Zone 1 for 7 minutes 55 seconds
Change in itself can be stressful. The entire world has been challenged with the changes caused but COVID-19. Students and Teachers went on spring break and then poof! 

Shelter in place

Work from home

Distance learning

Continuous learning 

No-one was truly prepared for this challenge and the change was HUGE. It has been tough for most of us. I am a people person. I like to talk rather than text. I prefer to meet face to face over video. While working from home has definitely reduced my windshield time (commuting), it has caused me to actually spend more time seated at my home workstation. I miss seeing students, teachers and my co-workers! I can only imagine the struggles for students of any age. The challenge for me has been to find the work/home balance AND to connect with people. Support you and keep healthy work boundaries, so you can support your students.

Students across the United States most likely identify all over the various descriptors shown in the graph. This has been a challenging 3+ months for them and according to most data and news accounts, students have not been engaged anywhere near what was expected. They have missed out educationally, socially, and emotionally. Educators and leaders must work together to support Ss. We have to challenge not only ourselves, but our leaders to plan for and support ALL learners but especially Ss in special education and Ss with high needs (medical, behavioral, complex communicators, etc.).

As Educators, we need to get in the FLOW so that we can use our highly developed skills in this highly challenging time. The PATINS Project is here to help you. Here are some things we can do:

  1. Be flexible and willing to try. A lot these changes are challenges for ALL of us!
  2. Continue to improve your video presentation/telepresence. The PATINS project offers trainings and support for Zoom, Google Meet, and Microsoft Teams. Check our calendar for offerings or contact a PATINS Specialist.
  3. Check out materials (e.g., equipment, iPads, Apps, books, etc.) from the PATINS Project Lending Library.
  4. Check out GCF Global Learning (It’s FREE)
  5. Literacy ideas – Book Creator, TarHeel Reader, Unite for Literacy, there are MANY more!
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Jun
12

Don’t Quit: Commit (to taking care of YOU)

Scrabble letter tiles in spell the word commit


It can be difficult to commit to something knowing the hurdles, distractions, and disappointments to others that you may face. It can be especially difficult to choose to take care of yourself. If you are reading this, you are most likely a giver, not a taker and consistently put others’ needs ahead of yours. You are important too and need to nurture your physical, emotional, and mental health.

During a middle school field trip to Purdue University, I decided that I wanted to attend. I didn’t know what field. I was accepted into Freshman engineering. However, no-one in my family had gone to college; I didn’t know how to navigate the path. I had no mentor. I joined the Marine Corps to earn tuition money. I was determined to be a Boilermaker.

While stationed in California, I volunteered at a relay service center for people with hearing impairment. I connected the hearing impaired with the hearing. I answered the TTY and voice called to check on people’s photo orders, prescriptions, and to connect family and friends. I knew what I could do now! I reapplied to Purdue, was accepted into Speech and Hearing. I began in August of 1986.

Starting college at age 22, I was motivated to complete my studies and get on earning a living as quickly as I could. I took a full load most semesters, worked 20-30 hours weekly, and took summer classes. I finished my Bachelors in 3½ years. My M.S. followed 18 months later. Riley Children’s Hospital was in my sights for my Clinical Fellowship Year (CFY). I wanted to learn from a team of professionals. I completed my CFY in 1992 at Riley. I spent the majority of my career (21 years) at a special education cooperative that served three school districts.

From 1995 to 1996, I met daily with a friend for weightlifting, M-F at 5:30 am for a 2-hour workout. I used a simple spiral bound notebook to track every repetition, set and food intake (over 5000 calories daily). Having an accountability partner AND tracking my data kept me on course.

In 1996, I switched my focus to triathlons and running. These communities have been some of the most supportive groups I have been with. They nurtured my physical and mental health. The running club’s icing on the cake (at least for me) was the Sunday morning long run. Back then, it was 5:10am start year round regardless of the weather. I am still a member, 24 years and counting, still do speedwork on Tuesdays, tempo on Thursdays and long runs on Sundays (current Sunday streak is 27 weeks in a row.). We have chosen a more civil start time of 7:00 am. This commitment has kept me motivated during even some of the most difficult times. The Sunday long runs have been my physical and emotional support. You can talk and listen to a lot during 2 hours!

It hasn’t been easy. I’ve experienced numerous setbacks; plantar fasciitis (several times - kept me from marathoning for several years), torn meniscus – 3x in my knees (usually a month of no running after the surgery), a compressed nerve behind my knee that caused foot drop (had to cancel a 50 mile race), back strains, shoulder surgery. Each time, I was determined to come back and usually did AND ran faster. Commit to taking time to rest. We need to rest too.

The running club family helped many of us reach our goal of qualifying to run in the Boston Marathon. I tried for 3+ years to get qualified. I completed Boston in 2004. My biggest running goal was to complete a marathon (yes - 26.2 miles) in all 50 states by my 50th birthday.  Didn't happen...yet.  See above. I have completed 42 with the help and support of many friends. My most recent was the Mardi Gras Marathon in Februrary 2020 (As far as I know, I didn't catch COVID-19).  I'll get there. Preparing for a marathon takes several months to properly prepare for the physical and mental feat. I was supposed to run 3 marathons last weekend. Travel restrictions hit the brakes on that. I'll finish those 8 states and save Hawaii for my final marathon. What big goal do you have to keep you going?

I dropped out of a race ONCE… the dreaded “DNF” DID NOT FINISH in a 100 mile race at mile 95. Yeah, I know, “only” 5 more miles. I had been running in the Virginia mountains for 34 hours with 16,000 feet of elevation change; hallucinations, exhaustion, and a golf ball size knot in my quadriceps muscle all together screamed at me saying “that was enough.” Honestly, I had not prepared properly. I was determined to complete the distance; it took me 25 hours at the Kettle Moraine 100 miler in 2005. I committed right then to NEVER do that to my body again!

During this difficult and stressful time due to COVID-19 and Continuous Learning (Indiana’s name for “Virtual/Distance/e-Learning) it’s critical to commit to taking care of yourself mentally, physically, and emotionally. You have to find your “club” or support.

Working from home makes it all too easy to work from sunup to sundown, to neglect your physical health, and become disconnected from others because of social distancing. I miss being around my co-workers, students, stakeholders, family and friends. I have committed to taking care of myself so that I can be a better husband, father, grandfather, and member of the PATINS team.

I work too much (ask my wife). I exercise and usually eat pretty well (I do have a sweet tooth). Since joining PATINS in November of 2019, I have worked on my leadership, mental, and emotional well-being by reading a wide range of books (40 books in addition to numerous professional journal articles), meditating off and on (mostly off though!), and talk to friends on the phone and FaceTime.

Stay healthy and commit to doing something every day to take care of YOU:
  1. Mental health - read (checkout library books for FREE using the app called Libby), meditate, do yoga, call a friend, write a letter, etc.
  2. Physical health on your own or with a partner - walk, ride a bike, run, lift weights, stretch, do yoga, etc.)
  3. Emotional health – talk to a friend or other supportive person, take breaks during the work day, dress for work, limit your hours and stick to it, work will always be there, do something with your partner, kid(s), family or friend(s).
  4. Check out the PATINS Training Calendar for opportunities to grow
  5. Look through the PATINS Lending Library to borrow something new to you (shipping is FREE both ways)
  6. Attend the Fall Access to Education Conference

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Nov
28

Happy Holiday Season to All/Dyslexia Specialist COP

For my family, we celebrate a fairly stereotypical Thanksgiving. We are fortunate to have enough food and family to stuff our bellies with food and our homes with conversation and loud TV. Like many, we take this time to count our blessings.

“The purpose of life is not to be happy. It is to be useful, to be honorable, to be compassionate, to have it make some difference that you have lived and lived well.”

― Ralph Waldo Emerson

I am writing this to let you know that there is another opportunity for a group of us to come together and share our collective knowledge to support our students. This week I received an email from Joseph Risch, M.A. BCBA, who is the Reading Specialist with training in Dyslexia for the Indiana Department of Education. He offered the following opportunity:

"IDOE is creating a community of practice for each school corporation, charter school or co-op’s authorized reading specialist trained in dyslexia. These communities of practice will be divided into nine regions across the State of Indiana. Each group will share ideas and resources with periodic facilitated discussions. Please encourage the authorized reading specialist to complete the Jotform by December 6 to be included in these groups." 

During the holiday season time seems to go quickly. If you are your school's reading specialist, please fill out the form and join us! If you have any questions you can contact Joseph at JRisch1@doe.in.gov. I will a member of all of the COPs to offer the help that you look to PATINS to provide.

However you celebrate this time of the year, enjoy! 

Sandi Smith (with the help of David Jackson)







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