Specialization

Monday, November 22, 2010

'Techie' Education for Children with Autism

By DANG U. KOE, ASP Chair Emeritus

It is really uplifting to see our local technology companies offering their wares and expertise in assisting our public school system. Companies giving computers and internet providers are allowing some o f these public schools internet access. These schools are also now receiving computer instructional programs.

Autism Society Philippines saw the potential of technology and was able to acquire a technical grant of two full licenses of VizZle © — a visual learning software created through collaborations with the Monarch Center for Autism, and Children’s Hospital Boston/Harvard Medical School.

With its capability to add video and audio and share lessons across a web-based library, Vizzle has won numerous awards in the United States and in the World Wide Web.

ASP’s original plan stipulated that it will hand over the software to the Special Education Division of the Department of Education. “We wanted the public school system to embrace educational technology for special needs,” says Cristina Estampador, ASP’s techie-trustee and this week’s angel talker.

“Technology is here and available. There shouldn’t be excuses to delay this.”

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Technology responds to the growing deficit of allied medical and SPED professionals in the country. During ocular of the SPED center at P. GomezElementary School, this Angel Talker discovered that the centers had outdated, non-functioning computers. Internet connection was also non-existent.

What is sad though is that the Special Education Division of the DepEd thought that this center had computers and was ‘tech-ready.’ But ASP was not daunted. “We don’t dwell on that mishap. You see a need, you fill a need,” says ASP executive director Ranil Sorongon. ASP thus sticks to its original plan.

SPED STUDENT TO TEACHER RATIO - 25:1

Amid the increase in public SPED centers in the last five years, there are still very few of them scattered all over the country. In most cases, these centers are over-populated and host a mix of disabilities: autism, Downs syndrome, cerebral palsy, deaf, speech/visually impaired, physically-challenged, etc. The mix of students is unimaginable, yet this is our reality.

The 231 public SPED centers have an alarming student-teacher ratio of 25:1. This figure is not ideal as it leaves no room for dedicated attention for each student’s unique needs. This undesirable figure leaves most teaching efforts ineffective and a grave misuse of time. This ratio also shows the lack of government and public initiatives to address the growing concerns of the special needs community.

It was revealed in private discussions that some of these centers have computer instruction, yet this is confined to ‘fast learners’ and for teaching computer skills only; such as word processing, spreadsheets, and some graphics design. They have not explored technology in using it for teaching other academic subjects and even behavioral modification. Technology is, therefore, not maximized.

TECHNOLOGY AS TEACHING TOOL

Technology allows easy implementation of differentiated learning across a class of unique learners. Teachers can thus teach a variety of subjects like behavior modification, life skills and even academics, across a variety of skills and levels, while being able to efficiently record and monitor the students’ progress. This allows proper assessment and profiling of the students’ skills.

Multimedia was enough to engage home school parent, Gina Bermudo. “They’re having fun with their lessons. I’m having fun, too.” Bermudo confessed she gets stressed out and frustrated if her boys, Nicolas and Alexander, both with autism, don’t meet their IEP (Individualized Educational Program) goals. “Ultimately, I feel ineffective as their teacher. But Educational Technology delivers me from that. If the lesson is meaningful and fun,learning happens. And that’s for both, the student and the teacher.”

Derek and Henry's photo

MULTI-SENSORIAL LEARNING

Technology isyour best bet in to respond to the need for multi-sensorial learning. You can deliver the visuals, the auditory and the kinesthetic experience to your students. Digital books can automatically read the books for students. An engaging audio r

There are mobile apps (applications) that teach handwriting. This Angel Talker’s own son uses a cursive handwriting game on a tablet and helps him practice his skills with a stylus. He thinks it’s a game. He’s having fun but more importantly, he’s more interested in writing now. It makes it easier for mother/teacher and son/student to expand to a writing curriculum now.

Social Skills Training Through Video Modeling

Lessons are presented in groups through an interactive white board, which is similar to the motion video games that are available in the market. Having this feature creates “joint focus.” It creates opportunities for students to be social and participate in group socialization activities.

Social skills classes

are supported by graphical social stories and visually-supported learning games. Social stories and games can be delivered in groups through ACC software, videos, interactive whiteboards and LCD projectors.

Assistive Communication

Students with autism have been found to be visual learners. Visual supports take advantage of the generally stronger visual processing capabilities of such students. One would be hard pressed to find a speech-language pathologist who does not use visual schedules, timers, token boards and instruction boards.

Receptive and expressive communication is taught with topic boards and AAC (augmentative and alternative communication) pictures cards for the verbally-challenged.

Using video captured on flip cameras or instructional videos dropped into interactive lessons — is one of the exciting features of this software, “Static cues are difficult for my older students with lower-level cognitive skills to comprehend,” explained Kelly Yaworksi, a speech pathologist. “The videos provide more concrete examples of what is expected.”

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REACTION TO THE ARTICLE

Jhoy A. Dimaano

Technology is one of the most useful materials that can be use in teaching now a days. Maybe because technology performs task that arouses learners interest and makes learning more interactive. In addition, students tend to be more active and more participative when technology is being integrated in their lesson resulting to better comprehension and good performance.

As technology is bound to rule our present and future, it is good be obtain a know how of the technological reforms at the earliest. Children learn faster and can adapt to changes relatively easily. If they are trained during their school years, they have high chances of becoming experts in technology. An early beginning is always beneficial in the long run. When we know that technology is bound to be a part of their future, it is best to introduce them to it during school life. Instead of seeing them, struggle with learning later in life, it is advisable to give them a basic idea of the technological reforms.

Technology used in the classroom helps students adsorb the material. For example,since some people are visual learners, projection screens linked to computers can allow students to see their notes instead of simply listeningto a teacher deliver a lecture.

For teachers, it is important that they should always preview the materials before using them in a class and they should also use the equipment in advance to be sure it works and they know how to use it. If they use electronic equipment, don't assume that everything will work. Be sure to have a plan B. Hardware and software are created by humans. Humans make mistakes and so software has mistakes in it. Hardware can malfunction. Don't get discouraged if technology lets them down. Make sure that the instructional materials are suitable and working the best they can and then use it in the classroom.

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Reference:

http://autismsocietyphilippines.blogspot.com/2010/11/techie-education-for-children-with.html