Software+and+Assistive+Devices+for+Assitive+Learning

Because students with Autism have learning implications that often affect them in social aspects, there are learning strategies (as noted on the learning implications page) as well as assistive devices and software available for these students to use. Furthermore, because Autism can affect people in different levels and manners, ranges of "low to high" technology are available and should be used to assist these students. Students with Autism typically demonstrate a strength in visual learning and therefore the following strategies/systems/software are options: (organized by level). While "low" technologies are mentioned, this page will focus more on the "middle" to "high" technologies.


 * __"Low technology"__** Low technologies do not include any electronic devices and therefore may be viewed by teachers more as "strategies" to assist learning. They can include:


 * photographs to symbolize objects/systems
 * an array of actual, concrete objects to organize a process
 * drawings
 * written words
 * materials to assist in the creation of the above (index cards, binders, pictures, crayons, etc.)
 * written labels for pictures and objects

**__"Middle technology"__** Middle technologies include simple electronic devices of minimal expense. For autism, specific middle technologies to be considered could include:
 * a tape recorder. Many students with Autism have difficulty with auditory instruction. A tape recorder can be used to record teacher instruction and allow the student to play back lessons as needed to complete work.
 * an overhead projector. Because many students with Autism favor visual learning, transparencies can be created and displayed with this projector (such as during lessons) for students to follow during instruction. This will also help with increased attention as this is sometimes an area of difficulty as well.
 * label maker. Students and teachers can use a label maker to create labels for objects, pictures, etc. Researchers believe it to be beneficial for students with Autism to see written word in addition to pictures to help with comprehension.
 * Voice Output Communication Aids-simple devices that include touch and allow the object to speak to state labels or objects and words. Susan Stokes, Autism consultant, lists the following devices as middle technologies for help with students with Autism:


 * ""Big Mack": A single switch/button device available from AbleNet (1) which allows for 20 seconds of record time. Approximate cost is $89.00.
 * "Talk Pad": A 4-message/button battery operated device available, which allows for 15 seconds of record time per button. Available from Frame Technologies (6) for approximately $99.00.
 * "Voice in the Box": Multi-message battery operated communication devices available in 16, 24 or 40 messages/buttons from FrameTechnologies 6) for approximately $195.00.
 * **"**Cheap Talk 4": A 4 message/button device which allows for 5 seconds of record time per button available from Enabling Devices (5) for approximately $69.00.
 * <span style="font-family: 'Comic Sans MS',cursive;">"Step-by-Step Communicator": A battery operated device which allows for prerecording a series of unlimited sequenced messages up to a total of 75 seconds of record time. Available from AbleNet (1) for $129.00. "
 * <span style="font-family: 'Comic Sans MS',cursive;">"Language Master": This device uses cards and the machine to record short messages. Students can listen to recorded messages with pictures to aid in visual learning.


 * <span style="font-family: 'Comic Sans MS',cursive;">Bookworm Literacy Tool allows teachers to record any book for up to 32 pages of text. Students can then listen to the recording as they follow along in the book by touching a repositionable sticker. This could be affective for a student with Autism as it provides for increased literacy skills as well as the desire of these students for predictability and repetitiveness that would come from listening to the text as much as desired.

<span style="font-family: 'Comic Sans MS',cursive;">These "middle" technologies all aid in assisting students with Autism by increasing their auditory learning opportunities. It pairs auditory learning with visual learning to help students with comprehension.


 * <span style="font-family: 'Comic Sans MS',cursive;">**__"High technology"__** High technologies are generally expensive in nature. They can include:
 * <span style="font-family: 'Comic Sans MS',cursive;">computers. Students can use computers - either a desktop or laptop for word processing. This supports and would help to improve the visual learning styles of these students. Furthermore, the computer would provide access and opportunity for use with software programs as well such as those listed below. All of these are geared towards the visual learner. Computers also help these students with attention and fine motor skills.
 * <span style="font-family: 'Comic Sans MS',cursive;">Computers with a touch screen window are helpful for some students. This is an adaptive device that can be purchased to mount easily to the monitor. Examples are Touch Window and the Magic Touch. Also, newer technology now allows the purchase of touch screen monitors. This is to help with issues such as lack of fine motor skills that might be associated with the use of a mouse.
 * <span style="font-family: 'Comic Sans MS',cursive;">"Intellikeys" is a computer keyboard overlay that can be purchased. This simplifies the keyboard by providing an overlay that displays simple pictures and labels. This is also to aid in fine motor skills.
 * <span style="font-family: 'Comic Sans MS',cursive;">Big Keys is an alternative keyboard that has larger keys and is made for younger children. The keys are larger and therefore promote easier visual stimulation- a key learning style for children with Autism.
 * <span style="font-family: 'Comic Sans MS',cursive;">Trackballs are an alternative form of a mouse. Students can control the arrow on the screen by rolling the ball around with their hands or fingers. These come in a variety of sizes so options exist for each individual student even with this adaptive device. This is also an adjustment to improve fine motor skills.
 * <span style="font-family: 'Comic Sans MS',cursive;">interactive white board. Not only do these provide the visual learning style needed by this increases student participation and may help with some sensory issues students may have. The interactive white board focuses on touch. Some students with Autism may find these interaction helpful. Each teacher/student must decide this for themselves.
 * <span style="font-family: 'Comic Sans MS',cursive;">digital camera. Students and teachers can use a digital camera to take pictures to aid in visual learning. Furthermore, the photos taken can also then serve as a "low" technology for student aid.
 * <span style="font-family: 'Comic Sans MS',cursive;">voice recording devices such as the Sequencer by infogrip. This allows for recorded voice messages. This is helpful for students with Autism. It allows for instructions to be recorded step by step. The student can then play back instructions as needed for reminding. Furthermore, it provides much needed repetition for these students as they desire this as a learning style.
 * <span style="font-family: 'Comic Sans MS',cursive;">video camera or handheld video recorder. This can video tape situations. Students can then play back the video for instructional purposes or to familiarize themselves with upcoming and new situations. Often students with Autism are extremely uncomfortable with change. The chance to "practice" beforehand with repetitive playback of videos can help to ease this insecurity.
 * <span style="font-family: 'Comic Sans MS',cursive;">software used for visual learning as well
 * <span style="font-family: 'Comic Sans MS',cursive;">Boardmaker software by Mayer-Johnson. This program creates a simplistic picture/label system that can be used to aid in student learning disabilities. This software is available in many versions. Another Boardmaker program offers lessons in social skills and social functions and behavior. This is a main disability in children with Autism and Asperger's. Therefore, this software can be highly beneficial for these students.
 * <span style="font-family: 'Comic Sans MS',cursive;">Picture This software provides actual photos without detailed background images for simple visual representation. This can be used to create flashcards with both pictures and labels to help students with visual learning.
 * <span style="font-family: 'Comic Sans MS',cursive;">learn to type programs can be useful to teach the student to type. This increases both fine motor skills and communication possibilities...both an area that may be weak for students with Autism. Examples may be Type to Learn, and UltraKey 4.
 * <span style="font-family: 'Comic Sans MS',cursive;">Writing software. Students with Autism and Asperger's often have difficulty with communication-both verbally and written. A writing technology software program can enhance this area. Some programs for younger students could include "Storybook Weaver" and "My Own Stories" which supply pictures and colorful graphics as the students create their own writing.
 * <span style="font-family: 'Comic Sans MS',cursive;">Organization software to increase attention to task. Students with Austism/Asperge's often have difficulty with prolonged attention. Software such as "In Control" can help by giving students access to technology to create to do lists and even simple processes to help remember steps in certain situations.
 * <span style="font-family: 'Comic Sans MS',cursive;">Graphic organizing software such as "Inspiration/Kidspiration" will help students to create visual organizers for better comprehension.
 * <span style="font-family: 'Comic Sans MS',cursive;">Web browser software such as Web Trek provides a simplistic and visual version of a web browser for students to access the web. It is picture based and therefore would lend itself to visual learning for students.
 * <span style="font-family: 'Comic Sans MS',cursive;">"Following Directions: Left and Right" and "Following Directions: One and Two Level Command by Laureate Learning Systems are both software programs to help students with Autism among others with disabilites to increase communication skills, discrimination ability and following directions.
 * <span style="font-family: 'Comic Sans MS',cursive;">"My School Day CD-ROM" by Social Skill Builder, Inc. offers social skill building lessons within the context of a school setting. As students with Autism often have problems with social skills, this program would be beneficial to increase these skills and aid in making appropriate choices.
 * <span style="font-family: 'Comic Sans MS',cursive;">"School Rules! CD-ROM Vol. 1 and 2" also by Social Skill Builder, Inc. again offers students opportunities to practice interaction in structured and unstructured school settings. As mentioned above, it is beneficial to increase social communication skills.
 * <span style="font-family: 'Comic Sans MS',cursive;">For older students, "Character Education/Life Skills Individual User" software by Phillip Roy, Inc. would be beneficial. It also provides opportunities for real life choices and situations to practice living skills and communication. This would be beneficial for transitional opportunities from school to real world settings.
 * <span style="font-family: 'Comic Sans MS',cursive;">"Make-a-Schedule" by Do2Learn would help by providing structure for the student. Students with Autism can become easily agitated with change of schedule. The program offers easy to make schedules that can be printed for use.
 * <span style="font-family: 'Comic Sans MS',cursive;">"Facial Expressions Memory Game" by Do2Learn can help students with learning what different common facial expressions mean. Students with Autism often have difficulty interpreting or understanding body language. This program provides extra practice in this area.

<span style="font-family: 'Comic Sans MS',cursive;">***For a list of resources accessed and referred to in composing this page, please refer to the Resources page of this wikispace.