MY
Services
Alternative Computer and Tablet Access
To access a computer, you need to input text (typically with a keyboard), move the mouse pointer around the screen (typically with a mouse or track pad), and select something on the screen (typically with a mouse click). I have experience exploring each of these actions to gain access to a computer.
To access a tablet, you need to point, drag, precision point, precision release, and more. I worked with an OT at Gillette Children’s Specialty Healthcare, and one day we realized that we were using the same apps over and over to determine various needs for access to iPads. Playing with these and other apps were used for homework, allowing practice through play.
Publication
In 2012, Katie Duff and I wrote Physical Access and Training to Use the iPad for Closing the Gap Solutions. It’s published in the June/July issue.
Technology for Learning
The most common disabilities in the general education classroom are dyslexia, ADHD, dyscalculia, dysgraphia, and processing deficits. In my work in the College of Education at the University of Iowa, I teach pre-service and in-service educators about technology to help students with disabilities excel in the general education classroom. It’s so fun to see educators understand how technology that helps students with disabilities can also help other students.
I also make sure to show people tools from various platforms, so whether you’re using a PC, Mac, iPad, or Chromebook, there are tools to help.
Publications
In 2017, Chris Curran, Sarah Lalk, Lea Ann Peschong and I wrote Google Technology As Inclusive Practice for Universal Design for Closing the Gap Solutions. It’s published in the June/July issue.
In 2018, John Achrazoglou, Elizabeth Plummer, and I wrote Introdution to Universal Design for Learning for Closing the Gap Solutions. It’s published in the August/September issue.
Also in 2018, Meredith Saletta, Erica Kaldenberg, Amanda Lewis, and I submitted Text Readers Improve Reading Comprehension in Young Adults with IDD for publication review.
Augmentative/Alternative Communication
From symbol selection to programing, training, and mounting, AAC is a complex process. I have experience with various access methods - including switch access, language programs, and mounting options. I love to work with Speech and Language Pathologists and Occupational Therapists to determine the best features to match the needs of an individual with complex communication needs. Once a person has a voice, I typically tell the SLP on the team that they can now do their “articulation therapy” to teach a person to communicate.
My beliefs
I believe that everyone should be able to say whatever they want to say, to whom ever they want to say it, whenever they want to say it. It’s our job as professionals to determine the best way to make that happen. Oh, and yes, I speak PODD and believe aided language stimulation and modeling are great ways to teach language.
Worksite Accommodations
Many times a computer is used for work, but there are other accommodations that can help individuals to work, return to work, or to be more productive at work. Most worksite accommodations are fairly simple, and cost under $300. Sometimes simply figuring out workflow, monitor and desk heights, or desk seating can help. Other times software for alternative writing, reading, or organization is needed.
Recent work
Faculty may have soft voices for a variety of reasons, requiring voice amplification. I’ve recently worked with faculty and staff disability services to provide trials of various microphone systems.
A few years ago I worked with a rehabilitation counseling student with high level spinal cord injury to set up his internship site and then his work site. I worked with Vocational Rehabilitation Services, Student Disability Services, site supervisors, and others to make him functional on the computer, on his phone, and in his office.
I’ve had opportunity to introduce voice input to several workers when they are no longer able to type. What a game changer this can be! Sometimes this is a temporary issue such as after upper limb fracture, or wrist or shoulder surgery. Other times this provides computer access long term.
Some of the tools used in the classroom can also be used in the workplace. Visual schedules for organization, text readers, and templates are examples of tools used across settings.