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It is essential to have a conversation about how your students will interact with and access their communication devices if they have a physical disability and use augmentative and alternative communication (AAC). There are two ways students access their AAC: direct selection or indirect selection. In direct selection, students may directly point to their responses or devices with their fingers or thumb without any additional support. If students need more help, many settings can be adjusted and assistive technology tools can be considered. You can increase the space, use key padding between buttons, increase the amount of pressure required to activate the button, or even adjust how long the button should be held to initiate activation. You can use a keyguard or a plastic frame with holes to help students press the intended button more accurately without accidental hits. Some students may require an adapted stylus, head pointer, eye gaze, or use of their feet or other body parts to indicate what they want to say. Here are resources that can help you determine which access options are best for your students:

WATI Section 3: Computer and Device Access: This document (Section 3: Computer Access) can be used to gather essential information on how a student might access a computer or electronic device. 

Access Screening Tool*: This tool will help you determine how your student might physically interact with their communication device. 

Direct Access Checklist*: This form provides guidance on collecting information, including body parts used and settings needed on the device, for students who access their communication devices using direct selection.

If students cannot use their hands, eyes, or other body parts to access materials directly, they can use indirect selection. Students can use two strategies to communicate using this method: switch scanning or partner-assisted scanning. Many communication devices, computer programs, and iPads have switch scanning built into the settings. With a computer interface plugged into the electronic device, students can press one or more switches to indicate their response when the desired word or picture symbol is highlighted. Another option is to explore partner-assisted scanning. Partner-assisted scanning is a low-tech indirect selection method for accessing communication that is used if students cannot use their hands, eyes, or body to access materials directly. It can be used as a strategy to teach scanning on high-tech devices or if an electronic means of scanning is not available or possible for various reasons. In partner-assisted scanning, the student gives a recognizable and predetermined yes or no response through a body movement, vocalization, or a switch as the support member verbally and visually presents each option to the communicator (Bayldon & Clendon, 2017).

Here are several resources that may assist in determining the approach needed to set your student up to access their device indirectly:

Scanning Observation Form*: If you determine that your students will access their device indirectly using switch scanning, this form will help you identify the specific setup details needed. 

SwitchSite Location & Positioning Chart*: Use this chart to help you determine which body part your student will use to access a switch used in scanning.

*These linked documents with a star are free from Tobii Dynavox. You will need to log in or create a free account to download them.

Reference

Bayldon, H. & Clendon, S., (2017). Partner assisted scanning: Enable the unexpected. Journal of Clinical Practice in Speech-Language Pathology, 19(3), 142-15.

For more information, contact Sharon Jones (scjones@vcu.edu), Program Specialist, T/TAC at VCU.

Look-Think-Act (LTA) is a commonly used protocol in the field of early childhood to facilitate the use of a data-informed decision making process. When combined with the data rich possibilities available from the Virginia Quality Birth to Five (VQB5) measurement system, other state-level early childhood initiatives, projects, and technical assistance opportunities, LTA empowers programs to get curious and ask questions in a way that best fits their needs. For example, teams at different levels can use LTA to dig into their data to assess the impact of professional learning activities (e.g. training, coaching, PLCs), monitor use of evidence-based practices, identify gaps in services and support for young children with disabilities, or determine if their program needs to expand inclusive options.

Practitioners unfamiliar with LTA or in need of general guidance about data use are encouraged to visit the websites of national technical assistance centers to build their knowledge and skills.

●     Early Childhood Technical Assistance Center

●     National Center for Pyramid Model Innovations

●     IDEA Data Center Data Meeting Toolkit and Preschool Environment Toolkit

Before using the LTA protocol or any data informed decision making process, the Center for IDEA Early Childhood Data Systems (2021) recommends prioritizing these steps. First, clarify the problem you want to solve or the question you want to answer. Be clear about the populations, situations, and outcomes connected to your problem statement or question. Second, invite participants with the required expertise, experience, and decision making ability that will help to move the discussion forward. Finally, assess the quality of the data and make sure it is easy to review and use. This means summarizing the data in visible ways (e.g., charts, graphs, tables) so that it is understandable and actionable. Visit the DaSy website for additional guidance on the steps to create a data analysis plan or data visualization.

Reference

Center for IDEA Early Childhood Data Systems and Early Childhood TA Center. (2021, December 2). Tip sheet 5: Analyzing data for decision-making. The Center for IDEA Data Early Childhood Data Systems. https://dasycenter.org/ebp-tip-sheets/5-analyzing/

For more information, contact Mary Tobin (metobin@vcu.edu), Program Specialist, T/TAC at VCU.

Teachers are considered precious human resources that should be respected and protected because of all we gain from their contributions and sacrifices. As educational institutions pull on them more and more to meet our schools' challenging needs, our teachers show up and meet the challenges they face every day. As they pour their gifts into the students and school community, how can school leaders help teachers find ways to reset and recharge themselves? In her article titled, Rebuilding a Realistic Culture of Optimism: Three Places Education Leaders Can Start, author Dr. Debbie Silver shares that promoting school-wide optimism empowers teachers and supports their wellbeing. She provides tips on how to promote individual well-being, build community, and create ways to free up time. 

Promote Individual Wellbeing

Dr. Silver explains that sharing information with staff on the benefits of eating well, getting enough sleep, drinking plenty of water, and mindfulness are essential aspects of wellness that leaders should promote. She shares that leaders should allow teachers to identify their individual choices regarding wellness. Individuals should be surveyed as this helps leaders pinpoint the next steps in enlarging their outreach.

Build Community

Building community can be promoted by strengthening relationships within the community. Silver (2022) explains that, “A positive school culture starts with the adult relationships on campus. Planned professional development activities that concentrate on active listening, team building, conflict resolution, and mutual support can tremendously advance the joy of working at school” (para. 7). Allow the teachers to laugh, share their feelings, and think out of the box regarding activities and venues. Alternate between virtual and face-to-face activities and explore options such as retreats and meetings outside of the school setting. 

Create Ways to Free Up Time

Making a concerted effort to respect teachers' time is an excellent way for leaders to improve optimism within the school community. Leaders work diligently every year to carve out planning times for teachers; but there are some activities that leaders may not want to assign a teacher to free up their time. Leaders can lessen the activities that teachers are involved in that are not instructional. Activities include, but are not limited to, bus and lunch duties, games, and tournaments. Other time-saving options are ensuring teachers have all the materials they need, recognizing who requires additional time to prepare for instruction, and encouraging them to manage their time wisely.

Based on the information shared by Dr. Silver, school leaders can be prepared for this coming year by building a more optimistic school community if they take into consideration these three points. To gain additional insight into Dr. Silver’s work, read her article featured on the Corwin Connects website.

Reference

Silver, D. (2022). Rebuilding a realistic culture of optimism: Three places education leaders can start. Corwin Connect. https://corwin-connect.com/2022/03/rebuilding-a-realistic-culture-of-optimism-three-places-education-leaders-can-start/

For more information, contact Amber Butler (butleram2@vcu.edu), Program Specialist, T/TAC at VCU.