Selecting Media and Technology for Children with and without Special Needs: Integrating Assistive Technology and Nurturing Interaction

By: Carrie Portrie, EC-SEAT Coordinator

The National Association for theEducation of Young Children (NAEYC) with the Fred Rogers Center for EarlyLearning and Children’s Media (2012) joint position statement Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8 states when technology is used wisely and with intention it “support learning and relationships,” (p. 1). When children and adults learn together the potential for positive development can enhance relationships throughout an early learning community (p. 1). Technology includes a variety of tools and devices including but not limited to:

“computers, tablets, multitouch screens, interactive whiteboards, mobile devices, cameras, DVD and music players, audio recorders, electronic toys, games, e-book readers, and older analog devices still being used such as tape recorders, VCRs, VHS tapes, record and cassette players, light tables, projectors, and microscopes,” (NAEYC & Fred Rogers Center, 2012, p. 2).

Some of the key recommendations presented by NAEYC and the Fred Rogers Center (2012) are:

• to select, integrate and evaluation technology and interactive media carefully

• provide a balance and intentionality that supports creativity and engagement

• avoids passive engagement

• limits use for children younger than 2 years

• considers screen time recommendations from public health organizations

• encourages early childhood centers to “Provide leadership in ensuring equitable access to technology and interactive media experiences for the children in their care and for parents and families,” (p. 11).

In addition to general definitions of technology in early childhood, there is Assistive Technology (AT). AT refers to specific materials, devices, or pieces of equipment used to promote learning and function for an individual (FCTD, 2013). AT includes Low-Tech (e.g., switches, head pointers, picture boards, crutches) and High-Tech (e.g., computers, power wheelchairs, augmentative and alternative communication [AAC]) devices, and services, promoting a child’s ability to move, communicate, and interact during everyday activities and routines (Dugan, Campbell, & Wilcox, 2006; NAEYC & Fred Rogers Center, 2012, p. 9). The potential benefits of AT for young children is augmenting sensory input, supporting cognitive processes (e.g., enhancing memory or recall), increasing independence and inclusion with peers, enhancing children with special needs abilities to move, communicate and create (NAEYC & Fred Rogers Center, 2012, p. 9). Children and adults throughout the world utilize AT daily to enhance their quality of life (Brandt & Alwin, 2012). With new technologies and creative service providers the range of options to improve individuals’ interactions with their social and physical environments will increase (Brandt & Alwin, 2012).

Dr. Phillipa Campbell, a professor in the Department of Occupational Therapy at Thomas Jefferson University and Program Director of the Child and Families Studies Research Programs reminds practitioners in the CONNECT Module on Assistive Technology (AT) that there is variety options when using AT. She refers to a 3-tiered system where the top tier represents high tech customizable tools. These include such machines as DynaVox and Tobii ATI. These options are expensive, complex and often not used with very young children. Some other forms of AT used with young children are switch adapted toys, and as mentioned above iPad apps with styluses, switches or fingers depending on the child’s abilities.

I spoke to an early childhood special educator in an inclusive preschool classroom about integrating technology and iPads in the classroom, she noted that they use communications devices with selected children, and the iPad is used daily as a reinforcement when working with children on the Autism Spectrum. However, she emphasizes that most often iPads are used for teaching. Specifically this early childhood special educator explained:

“There are a lot of apps for children with autism that teach language concepts among other things. It's a highly motivating tool! The OT likes to use it for fine motor and writing skills. She has styluses that are chunky for young kids to hold as they doodle and trace paths and letters. Some kids refuse to use markers or crayons but will use the iPad and so they can work on their eye hand coordination and pencil grip."

Motivating tasks for young children seem to be the key to successful iPad interventions. When children enjoy the activity, they want to do more. Continuous research and discussion among professionals and families can lead to a host of learning opportunities. Brandt & Alwin (2012) remind us that overall there is a lack of knowledge regarding the “effectiveness of different AT, e.g. which types of devices and services function best for which groups of users and during what circumstances?” The EC-SEAT Project was developed in part to fill this gap in knowledge and demand for effective practice. Part of integrating AT effectively with children is to provide them with technological supports they willingly engage with and enjoy.

During one of my observations in an inclusive preschool classroom for 4 year olds, the teacher invited children to record their stories from dramatic play on an iPad. A few of the children experienced language delays, and the recorded stories encouraged them to speak more, but also provided documentation for the special educator and the speech pathologist to review. Selected children would take the iPad into the dramatic play area, act out a story then record it to later share during group meeting. The lead teacher would invite children in a way that appealed to their individual interests. At times, children would have direct adult support and other times the child was given privacy to record before reviewing their story with the teacher or OT.

I like the idea of children recording and sharing their stories. There are multiple avenues for creating curriculum that integrates AT. For some children the AT will allow them to participate with their peers, and for other children it will enhance participation. Early childhood professionals must integrate AT that is unique to individual, “child’s unique needs, learning styles, and individual preferences (Behrmann 1998; Muligan 2003; Sadao & Robinson 2010; NAEYC & Fred Rogers Center, 2012, p. 9). Adults teaching and caring for young children with special needs will enhance their abilties in selecting AT by continuing to learn how to use the different tools available and be up to date on current research and discussions from multiple disciplines. I have found trying apps myself, talking with parents and special educators, and completing online modules (such as the CONNECT modules) has helped me better understand the variety of AT available and has helped me gathered tools for implementing technology and AT in early childhood classrooms. There is much more to learn.

The EC-SEAT scholars and community mentors are working together to enhance curriculum and children’s experiences with AT. Check back here once a month for stories from the field.

References:

Brandt & Alwin (2012). Assistive technology outcomes research: Contributions to evidence-   based assistive technology practice: Guest editorial. Technology and Disability, 24, 5–7. DOI: 10.3233/TAD-2012-0338.

Dugan, L.M., Campbell, P.H., & Wilcox, M.J. (2006). Making decisions about assistive   technology with infants and toddlers. Topics in Early Childhood Special Education. 26(1), 25, DOI: 10.1177/02711214060260010301.

Family Center on Technology and Disability (FCTD). (2013). FCTD fact sheets: Assistive       technology. Retrieved from www.fctd.info.

Family Center on Technology and Disability (FCTD). (2010). FCTD assistive technology       glossary. Retrieved from http://www.fctd.info/uploads//FCTD-ATGlossary-Jan2010.pdf.

National Association for the Education of Young Children and the Fred Rogers Center for       Early Learning and Children’s Media at Saint Vincent College (2012). Technology and     interactive media as tools in early childhood programs serving children from birth through age 8. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf.

Winton, P., Buysse, V., Rous, B., Epstein, D., & Pierce, P. (2011). CONNECT module 5: Assistive technology interventions [Web-based professional development curriculum]. Chapel Hill: University of North Carolina, FPG Child Development Institute, CONNECT: The Center to Mobilize Early Childhood Knowledge. http://community.fpg.unc.edu/connect-modules/learners/module-5/step-3/b-definition.