HELPING CHILDREN WITH VISUAL IMPAIRMENTS EXPLORE, LEARN AND COMMUNICATE USING THE IPAD 

Julie Johnson, M. ED, TVI, ATS

Andrea Schario, M.A., CCC-SLP

ABOUT JULIE Teacher of the Visually Impaired with a certification in

Assistive Technology from California State at Dominguez Hills

Currently employed at the Delta Gamma Center for Children with Visual Impairments in St. Louis, MO

Research in iPad accessibility, switch access, and literacy for children with visual impairments

Content creator and contributor to Adapted Innovation Assistive Technology Blog

ABOUT ANDREA Speech-Language Pathologist working primarily with

children 0-3 years of age, many of whom use AAC B.A. in Communication Disorders from Truman State

University and M.A. in Speech-Language Pathology from The University of Iowa

Independent practioner and former member of the Augmentative & Alternative Communication (AAC) Team at St. Louis Children’s Hospital

YOUR ROLE IN WORKING WITH CHILDREN WITH VISUAL IMPAIRMENTS

A. Teacher of the Visually Impaired / Orientation & Mobility Specialist

B. Paraprofessional

C. Related Service Provider (Speech/Language Pathologist, Occupational Therapist, Physical Therapist, etc.)

D. Parent

E. Other

OBJECTIVES

Identify outstanding iPad apps in the areas of play, literacy and communication

Demonstrate the benefits of using the iPad during hands-on learning experiences for children with visual impairments

Define Augmentative & Alternative Communication (AAC) and describe how an iPad can be used as an AAC device

Explain how cause-and-effect apps can support early communication development

Name and describe strategies or tools that can be used to improve access to AAC apps for children with visual impairments

THE IMPACT OF VISUAL IMPAIRMENTS ON LEARNING IN YOUNG CHILDREN

Children who are typically developing learn an estimated 80% of their skills through vision.

Children with visual impairments need to learn these same skills by using their other senses.

Children with visual impairments also benefit from modification to the environment.

Children with vision loss are generally kinesthetic learners.

They learn about the world through play and exploration.

They learn with the help of assistive technology.

THE IMPACT OF VISUAL IMPAIRMENTS ON LEARNING IN YOUNG CHILDREN (CONT’D)

ASSISTIVE TECHNOLOGY (AT) IS….

“Any item, piece of equipment, or product system, whether acquired commercially, off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such a device.” –(IDEA, 2004)

ASSISTIVE TECHNOLOGY FOR CHILDREN WITH VISUAL

IMPAIRMENTS IN EARLY CHILDHOOD

Infants and toddlers with visual impairments need assistive technology in early childhood for the following reasons:

Access to communicationAccess to playAccess to literacyAccess to the family computer

AT FOR COMMUNICATION

Smooth Talker

iTalk2 Step Communicator

Communication Builder

T10 by DynaVox Technologies

AT FOR PLAY ACCESS

Power Link

Switch Accessible Light Up Piano

Jellybean Switches

AT FOR LITERACY ACCESS

Perkin’s Brailler Low-vision monocular

Low-tech adapted book

IPAD DISCLAIMER

The iPad is NOT, and will NEVER be, a replacement for human interaction. We are not claiming a causal

relationship between iPad use and mastery of play, language or literacy skills.

WHEN IS THE IPAD APPROPRIATE?

“The iPad is a fabulous learning and teaching and assistive technology tool. Of course, we always need to keep good practice in mind when using it. We always need to consider the student, the environment and the task when picking the best tool for each situation…. And always remember that the iPad is only a tool – we need to make the decisions about how to use it well and it isn’t suitable for everything and everyone.”

-Jane Farral, CCC-SLP, Speech-Language Pathologist, Special Educator and AT Consultant (2011)

ANOTHER IPAD DISCLAIMER

The iPad is not always superior to other Assistive Technology. A thorough AT assessment is always

recommended to determine appropriate device options, e.g.,SETT Framework, FEET Assessment .

LITERACY APPS

LITERACY SKILLS AND THE IPAD

Looking and Recognizing -a child may be able to recognize the picture of her mother in a literacy app on the iPad because of the LED backlight on the screen.

Picture and Story Comprehension- the iPad offers several apps that provide opportunities for a parent and child to create personalized, interactive stories that increase understanding of sequencing events.

Reading Exposure-the iPad offers ways for a child to increase verbal interaction during story time such as babbling in imitation of reading.

PICTELLO

PICTELLO (CON’D) Recommended by Speech-Language Pathologists

and teachers of the visually impaired because of it’s customizable voice over feature (users can record a family member’s voice)

Users can easily create social stories with personal pictures that can help a child transition from one activity to the next within his or her daily routine.

The child activates the voice over feature within the app by touching the picture on the screen

A child with no vision can benefit from this app by touching middle of the screen and activating the text to speech voice over feature.

PICTELLO (CON’D)

PICTELLO (CON’D)

Reflective Question: How would you engage with the child who uses the Pictello app in this play routine?

PLAY APPS

PLAY SKILLS AND THE IPAD

For children with visual impairments, the iPad can facilitate key developmental play skills when incorporated into hands-on activities.

PLAY SKILLS AND THE IPAD (CONT’D)

Basic Cause and Effect- Touching the screen makes the blue lights appear

Fine Motor Abilities - tracing different types of lines or shapes with his or her index finger, swiping to turn a page in an adapted book app

Pretend Play - where a child uses his or her imagination to complete a task or activity within an app

Social/Emotional- a child can take turns completing tasks with in an app with sibling, friend or parent seated beside them

PLAY APPS – CAUSE AND EFFECT

Cause and Effect: Noting a relationship between actions or events such that one or more are the result of the other or others.

iPad play can be a motivating and exciting way for children to solidify their understanding of cause and effect!

What does using play-based apps have to do with communication?

CAUSE AND EFFECT APPS & EARLY COMMUNICATION

Description of Activity

Cause Effect

Sensory Light Box

Independent play

Nonverbal cause and effect

Intentional communication via

use of gesture

Child points to bottle Mom brings bottle

CHOOSING CAUSE AND EFFECT APPS FOR CHILDREN WITH VISUAL IMPAIRMENTS

Troubleshooting: Cause and effect apps and visual impairment

There are so many apps to choose from! How do I choose an appropriate app for my child with visual impairment?

In iTunes, a search for “educational games for kids” returns 1874 results!

Consider: Visual simplicity and high contrast Multisensory feedback Large target areas Auditory reinforcers that are interesting, motivating

and varied Language learning opportunities

TAP-N-SEE ZOO

TAP-N-SEE ZOO (CON’D)

What works? What could be improved upon? How would you make this interactive?

PLAY APPS AND SOCIAL SKILLS

Turn-taking Cooperative play Language stimulation

Parallel talk – describe what child is doing/seeing/hearing (e.g., “you are touching the bear”)

Description – describe what the child is interacting with (e.g., “that’s a yellow giraffe!”)

Repetition – repeat what the child has said (e.g., “oooh!”, “wow!”)

PEEK-A-BOO BARN

PEEK-A-BOO BARN (CON’D)

Recommended by Dr. Christine Roman, a key research expert on cortical visual impairments (CVI)

In order for the child to open the barn door in this app, the child has to maintain visual attention on the red barn, bring his or her hands to mid-line and touch the screen. 

The child’s voice over feature models age appropriate speech and language development for the infant or toddler.

PEEK-A-BOO BARN (CON’D)Description of

ActivityCause Effect

Access to skills via touchscreen interface:

Independent play

Cause and effect

Visual motor coordination

Language acquisition

Child experiences farm life as a hands

on experience

Child applies lessons to pretend play

Reflection: How would you integrate the use of real objects or toys into your child/student’s interaction with the Peek-A-Boo Barn app?

PEEK-A-BOO BARN (CON’D)

SKILLS DEMONSTRATED

The caregiver is fostering language development during an age-appropriate play activity.

The caregiver is presenting the child with actual objects that can be touched, bringing the app to life.

The iPad becomes a multi-sensory learning experience between caregiver and child.

EDA PLAY

An app designed specifically in cooperation with specialists in the field of vision impairments.

Four interactive visual task levels and fine motor task levels that can be adjusted depending on the child’s skill level.

The Skills section records the child’s progress over time so parents and caregivers can see how their child has advanced.

The child’s voice in the app gives clear directions and acts as an audio guide for those with significant vision loss or no vision.

EDA PLAY

EDA PLAY (CON’D)

EDA PLAY (CON’D)Description of

ActivityCause Effect

Access to skills via touchscreen interface

Independent play

Direct cause and effect

Visual motor coordination

Sound exploration

Child hears the teacher play drums

Child imitates the sound on the toy

drum when her hand hits the surface

EDA PLAY (CON’D)

Reflection: What are some other ways you could socially engage your student or child using the EDA Play app?

EDA PLAY (CON’D)

Can be used to teach a child the proper way to use a dome magnifier to visually follow a line for

pre-literacy and literacy activities.

EDA PLAY (CON’D)

For the child learning to use a telescope, consider holding the iPad at a distance and have the child

follow the movement of the train across the screen.

COMMUNICATION

AUGMENTATIVE & ALTERNATIVE COMMUNICATION APPS

AAC: The use of modes of communication other than speech to supplement or provide an alternative for spoken communication.

Communication involves TWO (or more) people and is inherently interactive.

The focus of this webinar is on symbol-based apps for children who are preliterate.

TALKBOARD

What went well? What challenges occurred during this activity? How did this child feel about using AAC?

TALKBOARD (CON’D)

Consider: Cell border Cell background color Visual simplicity

Helpful accessories: Keyguards

Give access to a larger number of messages while limiting “miss-hits”

Provide tactile cues (a user can find a desired button “by feel”)

Must be customized for specific apps Switches with bluetooth interface

Typically used when direct access (i.e., touching the screen with a finger) is not an ideal option

MAKING A COMMUNICATION BOARD

This is a less-than-perfect communication board made with TalkBoard. Notice the cluttered background, small picture size, and

lack of highlighted cell borders.

MAKING A COMMUNICATION BOARD (CON’D)

The same communication board, with a few tweaks. What has been changed? How could this board be improved further?

MAKING A COMMUNICATION BOARD (CON’D)

ACCESSIBILITY AIDS: IPAD KEYGUARDS

www.logan-technologies.co.uk

www.laseredpics.biz

www.laseredpics.biz

This iPad user can rest her hand on the screen of the iPad

without accidentally hitting any buttons.

For some children, direct access (i.e., touching the screen of the iPad) is not the best option due to motor and/or visual impairment

Switches can allow for improved access to play/literacy/AAC apps Consider:

multisensory input (visual/auditory/tactile) switch size touch pressure

Bluetooth switch interface required (e.g., Bluetooth Switch Interface by R.J. Cooper; Blue2 Switch by Ablenet, Inc.)

Large Lens Switch (Enabling Devices) Big Red Switch (Ablenet, Inc) Switch & Glow (Enabling Devices)

ACCESSIBILITY AIDS: SWITCHES

SUMMARY

The iPad can be a fantastic tool for building literacy, play and communication skills when it is incorporated into motivating and meaningful interactions between caregiver and child.

Consider app features and accessibility aids when using the iPad with young children with visual impairments.

RESOURCES

iPad keyguards: www.laseredpics.biz www.beyondadaptive.com

Jane Farrall Consulting: www.janefarrall.com Perkins School for the Blind: www.perkins.org Robinson, N.B. & Sadao, K.C.: Assistive Technology

for Young Children: Creating Inclusive Learning Environments. Brooks Publishing, 2010.

AT Evaluation Models: SETT: Student, Environment, Tasks & Tools

http://www.joyzabala.com/ FEET: Functional Evaluation for Assistive Technology

Available at nprinc.com

RESOURCES (CON’D)

Adapted Innovation Blog: An AT Resource adaptedinnovation.blogspot.com

Adapted Innovation Facebook Page www.facebook.com/adaptedinnovation

Julie Johnson’s Scoop It page www.scoop.it/julie-ann-johnson