Assistive Technology: Virtual Manipulatives

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Assistive Technology Virtual Manipulatives
Math Tools for Students with Disabilities
by Dr. Larry Beard Dr. Gena Riley
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Assistive Technology A Necessary Tool for
Students with Disabilities
"Keep an open mind about the use of technology in
the classroom. Just as building blocks are
necessary for a preschool child, technology is a
necessary tool for students with learning
disabilities to assist them with overcoming their
academic challenges." --Jane Quenneville
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• The number of students with disabilities
  receiving their education in the general
  education classroom is increasing because of a
  number of factors.

• Foremost was the action by congress to increase
  the rights of people with disabilities through
  the implementation of several pieces of key
  legislation.

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• As far back as 1973, Section 504 of the
  Rehabilitation Act mandated that agencies
  receiving federal funds (and virtually all
  schools do) must provide equal access to their
  facilities, programs and services.

• Even though equal access was the law of the land,
  little progress was actually made.

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• The Individuals with Disabilities Education Act
  (IDEA), originally enacted as P.L. 94-142, levied
  the mandate on public schools (through the 12th
  grade or age 21) to provide a free and
  appropriate public education in the least
  restrictive environment.

• Moving students with disabilities out of
  restricted placements and into regular classrooms
  with appropriate support and assistive technology
  has generated a whole new group of students that
  are ready to compete at the college level.

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• The Technology Related Assistance for Individuals
  with Disabilities Act of 1988 (Tech Act)
  emphasized the importance of equal access for all
  individuals.
• Assistive technology is defined as any off the
  shelf or specially designed item, equipment,
  product or service that increases, maintains, or
  improves the function of individuals with
  disabilities.
• Assistive technology allows individuals with
  disabilities to have greater control over their
  lives and to participate in more activities.

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• While classrooms do not have to change essential
  curriculum components, reasonable accommodations
  for the student with a disability must be made.

• Assistive technology can be used to make these
  accommodations.

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Assistive Technology A Necessary Tool for
Students with Disabilities

• For students with learning disabilities
  technology can be
• an assistive tool replacing an ability
• that is either missing or impaired
• provides the support needed
• to accomplish a task

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Assistive Technology

• Assistive Technology serves two major purposes
• to augment an individuals
• strengths, thereby
• counterbalancing the effects
• of the disability
• provide an alternative mode
• of performing a task

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Functional Assessment Process (FAP)

• NOT specific to one particular
• area of assistive technology
• INSTEAD, use as a guideline
• for overall intervention

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Step One Intake/referral

• Student referred for services
• General screening for possible
• problems

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Step Two Identification of needs

• Specific to the device
• Goals
• Interests
• Dislikes
• Priorities
• Practical aspects of living
• situation

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Step Three Identification of desired outcomes

• Assistive technology needs
• Environments where it will
• be used
• Any assistive technology
• previously used and outcomes

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Step Four Develop and nurture team members

• Flexible
• Collaborative
• Parents
• Teachers
• Peers/friends
• Repeatedly revise decisions
• Needs change
• Abilities change
• Expectations change
• Develop roles and responsibilities
• Action items
• List members
• Decide on primary and supportive roles

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Step Five Skills assessment

• Sensory
• Physical
• Cognitive skills
• Communication
• SETT framework
• Skills
• Environment
• Tasks
• Tools

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Step Six Product trials

• Negotiate what to try
• Set up product trials
• Utilize rental and loaner
• resources
• Learn it before using it
• Set timelines

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Step Seven Revisit desired outcomes

• Determine if needs changed
• Determine if skills changes

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Step Eight Obtain product

• Obtain funding
• Beg, borrow, download

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Step Nine Technology implementation

• Train student to use the product
• Evaluate training

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Step Ten Follow Up/Follow Along

• Systematic follow up
• Follow along as long as
• student need assistive
• technology products

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In Inclusive Classrooms

• Technology
• fosters belonging and interactive participation
  in the general
• education classroom
• increases the frequency of
• assignment completion
• contributes to improved
• motivation

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In Inclusive Classrooms

• Technology
• can ease frustration
• increase motivation
• foster a sense of peer
• acceptance
• improve productivity in the
• classroom and at home

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What are Virtual Manipulatives?

• Manipulatives modeled after concrete
  manipulatives commonly used in schools, such as,
  pattern blocks, geoboards, tangrams, base ten
  blocks, and fraction models.

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Virtual Manipulatives

• allow the user to engage and control the physical
  action of the object
• gives opportunity to discover and construct
  mathematical principles and relationships