Constructing an Assistive Technology Toolkit for Young Children Sharon Judge Old Dominion University

Challenges to Using AT Lack of AT training at the preservice level Professionals have inadequate knowledge and skills Accessing equipment and related services in timely manner Cost of AT Training of professionals in AT

AT Toolkit Approach Proactive strategy that equips each classroom with technology tools Rather than following an individual child, AT tools are available as needed to support many children Equipping classrooms with an assortment of tools affords seamless approach to technology integration

What should be included in an AT Toolkit for Young Children?

Suggested AT Toolkit Items Respondents rated on 5-point Likert scale (1 = never; 5 = always) the usefulness of 16 AT tools for communication, 11 AT tools for movement, and 22 AT tools for learning. Range of both low- and high-technology devices were included.

Top 10 Devices Rated as “Always Useful” DevicePercent Visual Schedule, Calendar, Lists81.3 Picture Communication Symbols75.0 Boardmaker Software53.1 Touch Screen for Computer50.0 Picture Symbol Display Book/Boards41.4 Boards with Objects, Pictures, Symbols41.4 Adaptive Seating40.7 Positioning Devices35.7 Picture This Software34.6 Adaptive Keyboards33.3

Movement and Sensory Tools Positioning Devices (sitting, standing, etc.) Adaptive Equipment Weighted Products

Positioning Aids Bean bag Bolsters Wedges Mobile Standers Prone Stander Sidelyers

Adaptive Equipment Adaptive seating Adaptive tables and chairs

Weighted Products Weighted vests In Your Pocket Weighted Belts Miracle belt

Communication Tools Exploring the learning environment is more than just a physical act Practitioners echo the importance of communication Need to be both practical and functional

Infusing Technology Proactive planning Choice making Picture communication –Schedules –Calendars –Visual supports

Visual Communication Visual Representation provides supports for –Auditory memory needs –Auditory processing speeds –Active engagement –Problem solving

Learning Tools Essential for developmental growth Allows for participation in learning, not just social, activities Can be both commercial or adjusted for use with minor adaptations

Literacy Talking books –Highlighted text –Interactive –Animation Allows for engagement and interactivity Increased repetition with story reading Demonstrates fluency

Switch Activated Toys Most battery operated toys can be modified Adapted to be used with a variety of switches based on the child’s ability Fosters independence Begin with highly reactive toys

Access to Computers Highly motivating Motor and cognitive abilities must be considered Touch screens Adaptive keyboards

Various Switches Light touch activation Textured surfaces Wireless Kid friendly Pressure sensitive Auditory feedback Plate switch Saucer switch

Evidence of Effectiveness Provides children immediate access to meaningful activities Effective way to get AT into the hands of professionals Identify essential tools that would be accessible for use with the instructional tasks Facilitates physical and social inclusion

References Campbell, P. H., Milbourne, S., Dugan, L. M., & Wilcox, M. J. (2006). A review of evidence on practices for teaching young children to use assistive technology devices. Topics in Early Childhood Special Education, 26(1), Dugan, L. M., Campbell, P. H., & Wilcox, M. J. (2006). Making decisions about assistive technology with infants and toddlers. Topics in Early Childhood Special Education, 26(1), Judge, S. (2006). Constructing an assistive technology toolkit for young children: Views from the field. Journal of Special Education Technology, 21(4), Judge, S., Floyd, K., & Jeffs, T. (2008). Using an assistive technology toolkit to promote inclusion. Early Childhood Education Journal, 36,

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