Creating a Technology-Rich Learning Environment for Infants and Toddlers With Disabilities

Judge, Sharon; Floyd, Kim; Wood-Fields, Colleen

doi:10.1097/iyc.0b013e3181d29b14

Cited by 19 publications

(4 citation statements)

References 18 publications

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“…The Circle Time Book was created for use in a kindergarten special education classroom as a low-tech tool designed to provide both visual supports and emergent literacy development, two research strategies sup-ported for use with young children with disabilities. Visual supports have been shown to be effective with young children with disabilities (Green et al, 2009;Odom et al, 2003;Thelen & Klifman, 2011), and low-tech AT tools incorporating pictures have been used successfully in a number of early intervention settings (Campbell, Milbourne, & Wilcox, 2008;Judge, Floyd, & Wood-Fields, 2010;Sadao & Brown, 2009). A survey found that when given a list of AT devices that included both hightech and low-tech items, early childhood special education teachers found visual supports and picture communication symbols to be the most useful options (Judge, 2006).…”

Section: Circle Time Bookmentioning

confidence: 99%

Using Circle Time Books to Increase Participation in the Morning Circle Routine

Simpson¹,

Oh²

2013

TEACHING Exceptional Children

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As she went through the calendar routine that day, Ms. Becker watched one of her young students pick at a small spot on his shirt over and over while another student sat and giggled; a third child had left the circle altogether and was being rounded up by one of the teaching assistants. Ms. Becker, a special education teacher for young children, thought to herself: We've been in school for 8 weeks, and I would have thought the students would be participating more by now. Every day I go through the calendar and the weather, and it is like pulling teeth to get them involved. The student leading the activity seems to really enjoy it, but in the meantime no one else seems to be paying attention. There has to be a better way. What I'm doing now doesn't seem to be working, and even my teaching assistants are getting discouraged.

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Section: Circle Time Bookmentioning

confidence: 99%

Using Circle Time Books to Increase Participation in the Morning Circle Routine

Simpson¹,

Oh²

2013

TEACHING Exceptional Children

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“…Assistive technology (AT) can enable play by employing children's functional capacity (Cook et al, 2010; Hsieh, 2008; Judge et al, 2010). Switch‐adapted toys are a common form of AT for facilitating play in children with complex medical conditions.…”

Section: Introductionmentioning

confidence: 99%

“…Switch‐adapted toys expand play opportunities, enable children with disabilities to control their environment and help children learn cause and effect (Schaefer & Andzik, 2016). In addition to being important for development, using switches to teach action–reaction lays groundwork that can support the use of augmentative and alternative communication (AAC) and other AT devices in the future (Judge et al, 2010). Developing action–reaction awareness at an early age can be particularly important for future AAC users as earlier AAC introduction is associated with better language outcomes (Davidoff, 2017).…”

Section: Introductionmentioning

confidence: 99%

Caregiver‐reported impact of access to switch‐adapted toys on play for children with complex medical conditions

Rasmussen

Chole

Hughes

et al. 2023

Child

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BackgroundPlay is essential for children's development of motor, social–emotional and cognitive skills. Traditional play activities are often difficult for children with complex medical conditions to access, which threatens their ability to maximize their developmental potential. Switch‐adapted toys are a common strategy for expanding the play repertoire of children with disabilities by lowering the barrier to play with electronic toys. The aim of this study is to investigate the relationship between providing switch‐adapted toys to children with disabilities and the children's total and self‐initiated play time and access to a variety of cognition‐appropriate toys, age‐appropriate toys and independently accessible toys as reported by their caregivers.MethodsCaregivers and their children with complex medical conditions were provided switch‐adapted toys at a giveaway event. At the giveaway event and 6 months later, caregivers completed a survey that included questions about each child's current participation in play and their type of play, child's access to toys and questions specific to switches and switch‐adapted toys. Data were analysed using Wilcoxon signed‐rank tests with a Benjamini–Hochberg procedure to control for multiple comparisons.ResultsNineteen caregivers completed both the pre‐ and post‐surveys. The increases in the variety of toys and the number of independently accessibly and cognitively appropriate toys were statistically significant. The change in number of age‐appropriate toys and the amount of total and active play time were not statistically significant.ConclusionsProviding switch‐adapted toys may be an effective way to increase the number of independently accessible and cognitively appropriate toys for children with complex medical conditions. However, increasing the number of such toys may not be sufficient to increase active and total play time. Further research is needed to identify variables impacting play time and distal outcomes associated with switch‐adapted toy access.

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“…Although the benefits of assistive technology (AT) for young children and their families have been well described (1)(2)(3)(4)(5), AT continues to be underutilised by this population (6,7). Although several reasons can be proposed for this, the appropriate selection of AT can play an important role.…”

Section: Introductionmentioning

confidence: 99%

Influences on selection of assistive technology for young children in South Africa: perspectives from rehabilitation professionals

Niekerk

Dada

Tonsing

2017

Disability and Rehabilitation

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The important role of the professional was highlighted in negotiating all the factors to consider in the assistive technology selection and provision process. Adaptation of the Assistive Technology Device Selection Framework is suggested in order to facilitate application to low resourced contexts, such as South Africa. Implications for rehabilitation Assistive technology selection is a complex process with factors pertaining to the users (child and family) of the assistive technology, as well as the rehabilitation professional recommending the assistive technology influencing the process. Although it may be an important factor, the availability of financial resources to purchase assistive technology is not the only determining factor in providing appropriate assistive technology to young children in contexts with limited resources. Formalized support, such as reflective supervision or mentorship programs should be facilitated and utilized by recommending professionals. Home and school visits during assessment ensure a good match between assistive technology and users within the particular context. Facilitating the availability of assistive technology for trial during assessment and/or for a period afterwards will increase the likelihood that appropriate recommendations for assistive technology are made.

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Creating a Technology-Rich Learning Environment for Infants and Toddlers With Disabilities

Cited by 19 publications

References 18 publications

Using Circle Time Books to Increase Participation in the Morning Circle Routine

Using Circle Time Books to Increase Participation in the Morning Circle Routine

Caregiver‐reported impact of access to switch‐adapted toys on play for children with complex medical conditions

Influences on selection of assistive technology for young children in South Africa: perspectives from rehabilitation professionals

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