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Go Talk |
Smart Talker |
Smart Talker (2) |
Multiple message talker |
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Personal Talker |
ChatPC-II |
Tech Four |
Tech Speak |
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Switches you can touch with your hand, finger, foot - (some colourful round switches are often called 'jelly bean' switches) |
Switches you hit, bite, push with your head or hold. |
Soft switches. Various forms of textured and patterned fabric covers can aid an individual who is a tactile or visual learner. |
Switches you grip and squeeze. |
There are a few devices, that have the look of switches,for
example a button-like shape, but they also have the ability to store a
few messages. Some of them will play only one message, while others
will 'track' across several recorded messages. Note that symbols and
words can be taped to the surface of the device to help the individual
focus on the purpose of the apparatus. The 'Bigmack' is an example of
this type of combined technology.
When you are limited in how many messages you can record, then simple responses like 'yes', 'no', 'period', 'question mark', 'beginning', 'middle', 'end', and so on, could be recorded depending on what area of literacy you are addressing. They are also popular as a signaling aid, for example if an individual needs help, or wants to communicate a lack of understanding.
The item to the right is called a 'Step-by-step'. It saves a number of messages, more than a Bigmack, and you can switch the memory to focus on one particular area of memory at a time. The large target area, and raised, angled surface is beneficial for some individuals.
Switch tape recorder - This can be operated by the child using a switch to control their classmates in a game of musical statues. This can be a major achievement for a child who has been unable to talk or take any part in similar games. As an assessment tool it enables the teacher to get information on the child's understanding of language, switch control skills and sense of humour. Other uses include getting adults to dance to music, singalong sessions and playing a story for the rest of the class.
If the child finds it hard to maintain a pressure on the switch to keep the tape playing use a switch timer unit which will give a period of play, using light pressure.
BIGmack - The BIGmack can store a single message of up to 25 seconds. This can then be replayed with a single press. Changing the message is a very simple process, allowing the device to be used at a moment's notice. The opportunities for using this are endless. It is especially useful with children who are more interested in people than things. A child can use it to take messages to another class, answer his/her name, or join in a song or story with a repeated phrase. In a group situation the child can pick a person by looking at them and then give an instruction by pressing the BIGmack. These activities are excellent for putting switch activity into a social and communication context.
You can't plug switches directly into a computer. You need an interface which will connect to the computer and pass on the sort of instructions your switch program is expecting. Switch programs use many different standards - your interface should cope with them all.
Here are the options:
Serial switch box
- connects one or two switches to your computer's serial port. Plug the
box into
the computer, through the serial port and plug the switches into the
box. If your computer has only one serial port you would not be able to
connect any other serial devices (such as a touch monitor, a modem or
your mouse) at the same time. Serial switch boxes won't work with all
switch software. Serial ports differ so a serial switch box won't work
with some computers - make sure
your computer has a 9 pin serial port - like the image shown here.
The Switch Box - this has eight switch sockets which default to the most common ways of connecting switches, but software is provided to re-program the sockets. It plugs into the keyboard port and you can connect two keyboards to it, i.e. a Big Keys and a regular keyboard.
The SwitchBoard - a replacement computer keyboard with sixteen switch sockets in the back. These sockets match the sixteen keys which switch software publishers may use to activate their software. Simply plug your switches into the appropriate sockets and you are ready to go. This costs more than the Don Johnston interface but you do get a good quality computer keyboard for your money and rather less spaghetti.
The IntelliKeys Classic and IntelliKeys USB overlay keyboards - are fitted with two switch sockets which can be programmed to represent any two keyboard key presses or mouse clicks. This allows the board to be used as a switch interface for any switch programs that have keyboard or mouse input. And the IntelliKeys connect alongside the keyboard. It leaves the serial ports free for other devices.
There are a number of disadvantages when using hardware devices. The items are usually expensive, sometimes the individual and his/her team need special training, the items can often take a long time to obtain if special financial help is needed, they are not always easily moved, and if they malfunction or break it is necessary to have timely technical support. In addition, the devices need to match the specific mobility and learning requirements of the individual. Occupational Therapy and Speech assessments are often necessary before such a device can be purchased or matched to the individual.
However, the advantages of various forms of hardware often far outweigh the disadvantages. Technology has the ability to 'level the playing field', that is, allow an individual with special needs to participate in the world, joining into all sorts of activities including the acquisition of reading skills. With a little creativity most of the activities that are held in a regular classroom related to the attainment of literacy skills can be adapted using the items I have described thus far. On the following pages you will find a number of suggestions for adaptions.
The task |
A description of the modification |
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Alphabet sight/sound identification |
- the teacher says a sound or a work sheet is given with a picture and the student responds by choosing a picture card that may begin with the same alphabet letter/sound. The picture card could be alone, or mounted on a simple device that speaks the appropriate sound when touched. For example, a simple divided screen on an Intellitool keyboard could be used to give a choice of 2, or 4 separate jelly bean switches connected to a voice-producing hardware item for a choice of 4. - if the individual can type using a modified keyboard, then he/she could respond by typing in the correct letter or a word. - speaking word processor programs like the Writing with Symbols, Kurzweil, Wynn3.5 software might also be used by the individual so that a touch of a computer key would identify/speak the required letter. |
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Consonant blends, vowel, rime, word identification |
- the same strategy is used as above, only this time the visuals, or the sound producing devices use consonant blends, rimes, words etc. These can be a form of modification for traditional 'cloze' exercises. You could also try typing only parts of the words and have the children match up the ends, middles, beginnings etc. - this gains new meaning when there is also sound on the screen or at the touch of a button. |
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Word sorts |
- the student uses a variety of picture cards with labels, and velcros them under a central picture card (ie. a category) to sort the words instead of hand printing a response. - the words might be entered onto the computer within a speaking word processor such as the Writing with Symbols program or text to voice software program. The individual moves the cursor over to the appropriate word and highlights it, so that the word is spoken - he/she might then drag it to the appropriate column or category. - word sorts could also be made with graphic organizers like those from the Inspiration program - once again pictures could be added. |
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Closed word sorts |
- a selection of words are prerecorded into a talking device that is hooked up to the same number of switches, then the individual touches the appropriate switch when asked to find, for example, the ones with the 'ing' ending, or the 'ou' in the middle. |
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Sequence/retell |
- a series of letters, words, pictures, sentences or even paragraphs can be scanned onto a computer screen, then the individual must touch and drag them to the appropriate spot to make the correct sequence. Sound-enhanced software, will speak the word/picture to help the individual make the correct choice. Image producing software like Writing with Symbols will give a visual cue over top of the word. similarly, the student might choose from image/sound enhanced words or paragraphs in order to retell or summarize a passage. |
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Comprehension questions/responses |
- comprehension questions, enhanced with symbols over top of key words, can aid some individuals (Writing with Symbols). - similarly, a student's response, which incorporates symbols, may be a more effective indication of their expressive communication. |
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Word walls or word dictionaries |
- the individual may have a picture dictionary to help him/her remember words, sounds, concepts (since the software can produce very tiny images, the books may be pocket sized). |
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Story starters or responses |
- if the dictionary is entered onto a sound producing device, or if it has used sound processing software, then the word itself will also be spoken as an aural clue for the individual either on the computer screen or on the device itself�they can store their personal word wall files in a text to voice software program; regular word cards can be stored in recipe boxes or transparent business card pages. |
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Electronic 'word walls' |
- a selection of photos or line drawings on cards with words/phrases (or even speaking sentences) could be created and kept on a special wall chart, in a recipe box, a binder,(a computer file) etc. to provide ideas for creative writing. - an electronic file could be created in the usual word wall format on the computer; as the individual encounters new words he/she adds them onto the page. Both the new word and the letter for that particular group of words could 'speak'. |
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Reading aloud. |
- when a story is being read aloud to a group of children, the child with special reading needs might be given a simplified storyboard version using keywords and visuals ( or the story could be created in Writing with Symbols and put on a plastic overhead projector sheet for a number of children to follow). |
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Reading in unison |
- books with repetitive word or sentence patterns can be prerecorded into a tape recorder (with a switch) or a device like a BigMac, then the individual can �read aloud� the sentence at the appropriate time with the class, by simply pressing the device. - poems and songs can also be changed into a symbol/visual/word format and put on an overhead sheet, or within a binder. - photocopied pages from a book, given to the individual, might have a simple visual key added on the side of the page containing words and symbols which depict the main ideas on that page. Later, when the child has to indicate the main idea or sequence the story, he/she chooses from a selection of the same visuals. |
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Shared/Partner reading |
- one child can read words or sentences into the recording mechanism of a device, then the child with special needs touches the switch or device at the appropriate time. Shared reading: One child reads a paragraph, then the other child presses the talking button to read the next paragraph. |
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Literature circles |
- the framework of questions to be asked within the literature circle might be pre-printed for the individual using Writing with Symbols and Speaking Dynamically software or prerecorded on a text to voice program. - a series of responses might be prepared with or without the help of the individual so that he /she could touch the sentence, whether on a computer or hardware device, at the appropriate time (with or without assistance) in order to participate within the literature circle. - once again, peers within the individual�s circle may help record the questions onto a device. - the individual with the sound device might also be given the chance to share as facilitator of the group by signaling the beginning, the �next question� etc. and end of the session by touching some sound-producing item. |
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Self-evaluation surveys/questions of reading likes/dislikes, progress etc |
- produce electronic sheets/surveys using Writing with Symbols and sounds so the individual can more effectively comprehend the questions. The self evaluation form might be on a sheet, on a text to voice computer program, or on a simple tape recorder with a switch. - allow the student to respond to the surveys by selecting answers that have been premade and put on cards as words, word/picture combinations or even whole (speaking) sentences preprogrammed into a device or on a computer screen |
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Response logs |
- response logs may be put on a storyboard as picture sequences, or on a computer screen or device using preprogrammed, �speaking� scripted choices |
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Predictions |
- allow a student to choose from a series of pictures or sentences enhanced by visuals and /or sound |
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Making personal connections |
- aid the individual to collect a series of pictures, words, sentences etc. that express personal experiences and then new words, pictures and sentences can be matched to them�for example by putting picture cards underneath a master picture, secured onto a line of Velcro. A modification of this would be to create the list of personal connections on a text to voice computer program. |
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Chunking |
- create chunks of words using the sound producing software so that they speak (you might try choosing an unusual voice etc. to catch the child's attention for different rimes and so on). |
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Skimming and scanning |
- allow the individual to skim by choosing only a few visuals on a page which are above the sentences. If an individual needs movement, then initially model the process by having the picture cards above the printed words attached by Velcro - the individual takes the prescribed number of pictures cards off the display board, and then retells the passage using only the ones that he/she chose - in sequence. |
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Mapping a story sequence |
older students can map out the sequence of a story they have heard, or read themselves using software like the Inspiration graphic organizers. Picture/word cards (with velcro on the back) or post-it notes could be added to large wall graphic organizers. Tactile organizers (use a hot glue gun to raise the outlines) might be needed for some children. |
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Reviewing words or phrases and participating |
- an individual can be given target words, prerecorded on a speaking device. He/she presses the device at the appropriate time when the target word is heard within a passage that the teacher or a peer is reading ( read 'scanning' in the previous section ). |
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The reading chair |
- once an individual has created a story using speaking software, with or without picture symbols, it can then be 'read' to a partner or to the class. |
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Poetry writing |
- the individual can keep a box, baggie, wall receptacle etc. of picture cards that contain rhymes as a resource for writing poetry. Depending on the individual's strengths, he/she may physically replace rhyming words in pre-made poems (mounted on heavy paper or mat board) with the cards - like a cloze exercise - or, start from scratch using a selection of picture/word cards. A modification of this idea is to have the words stored in the files of a text to voice software program. |
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Comparisons/Venn diagrams etc. |
- word cards containing pictures or symbols can be used and adhered to wall mounted Venn diagrams, rather than merely using the printed word on a prepared sheet. Small hoola hoops can be used for the Venn diagram itself. - electronic versions are contained within the Inspiration software. |
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Student's reading record |
- have the author, genre and titles set up as words with symbols or pictures on laminated cards. The individual's reading record could be placed by hand, using the cards, under the categories (use Velcro on the back of the cards to adhere them to the chart). Library pockets or plastic business card pages, are a good alternative if you want to arrange the cards in a personal binder, rather than take up wall space. |
*In addition to the items just described, I have listed many
different internet sites that include interactive games related to
phonics, letter identification, word patterns etc. in the Appendix
