1. I Can Too! Toddler Tech Mary Tobin, metobin@vcu.edumetobin@vcu.edu Sharon Jones, scjones@vcu.eduscjones@vcu.edu VDOE T/TAC at VCU April 12, 2011

2. Universal Design for Learning (UDL) A research-based framework for designing curricula… that enable all individuals to gain knowledge, skills, and enthusiasm for learning. This is accomplished by simultaneously providing rich supports for learning and reducing barriers to the curriculum, while maintaining high achievement standards for all students. www.cast.org

3. UDL means…. Multiple means of representation Multiple means of action and expression Multiple means of engagement http://nationalhttp://nationalcenter.lesley.edu

4. What does it look like? http://webapp.northampton.edu/video/bicc.wmv

5. Designing for UDL Things we do to benefit all infants, toddlers and young children: Toys with large grips Put toys on low shelves so they are accessible to all children Avoid toy “clutter” Provide books with pictures Knobby crayons

6. ACTIVITY There Was an Old Lady who Swallowed a Fly

7. Assistive Technology is based on individual needs Devices—things that make it easier for a child to participate in an activity and be more independent (switches, AAC device, mini-schedule, crayon grip, adapted book) Services include evaluating whether a child will benefit from AT, teaching a family member or teacher how to use a device, modifying equipment to fit a child, etc.

8. AT for Young Children Low Tech (pictures, switches, Big Mac) to High Tech (expensive AAC device, ipads, computers) Consider AT to improve skills and participation in: Movement Communication Socialization Thinking and Solving Problems Using arms and hands to play and for self-care Literacy and numeracy activities

9. AT Consideration IDEA says AT must be considered for every child with an IEP. IDEA also says for children under 3, if AT is identified as part of the child’s IFSP and the family has exhausted all possible funding (Medicaid or health insurance), it must be provided under Part C of IDEA. No child can be denied access an AT device or service because of an inability to pay. Sample AT Consideration Form for IEPs

10. SETT Student—what does the child need to be able to do that is currently difficult, other information related to the child (vision, hearing, sensory, movement) Environment—where does the child need to perform a skill or activity? What is the environment like? What adults and children are around? Task—what is the specific skill needed Tools—what adaptations, devices, special toys are needed for the child to perform the task

11. Embedding AT into natural routines What is the target skill? (make choices) When does it naturally occur during the day? (dressing, breakfast, play time, snack choice, video) What materials are needed? (two pictures or objects and a choice board) How will you teach this skill? (modeling, prompting, natural rewards) How will you evaluate if it’s working?

12. Embedding AT into Routines

13. Improving Participation

14. Embedding AT into Activities and Routines Activity

15. Show and Tell and Make and Take Tarheel Reader, www.tarheelreader.orgwww.tarheelreader.org Adapted book Story Kit Choice Cube Communication Triangle