The buzz in Special Ed is the new alternate assessment coming down the pike. Well, I worked on the project this summer. It is going to be wonderful! Imagine, a computer adaptive test for students with significant cognitive disabilities? It's in the works.
What's a Dynamic Learning Map?
What teachers say about the Dynamic Learning Maps?
DLM Project Updates
Self-directed Learning Modules for Teachers by DLM
Everything you need to know about the new alternate assessment in Kansas.
Wednesday, September 11, 2013
Sunday, April 14, 2013
Advantages to Autism
So one of my son's friends posts on Facebook, "in my opinion Autism is worse than cancer." His friend has PDD-NOS. This friend never had to deal with being non-verbal for his young life like my so did. As a teen, I am guessing this friend also has not watched their grandmother battling breast cancer as we have either.
I told my son, feel free to reply that that you strongly disagree if that is how you feel.
It is how I feel, my so stated in his pragmatic tone of voice.
Furiously he types on his iPhone into Facebook.
Why do you disagree, I ask.
Because there are advantages, he says.
Like what?
He says, I think in pictures. So I can build battle mechs or giant robots in Google sketch up from nothing in less than a week. He smiles to himself.
Plus I rather enjoy echolalia. It's a joy in my life and he laughs to himself. Then starts his internal repertoire that I am sure is his own ongoing comedy skit.
While I type this he finishes his post to Facebook.
He wrote: As a person with autism, while autism comes with disadvantages, it does come with advantages. People just have to find these advantages within themselves. For example, my autism lets me see in pictures and I have used this ability to build giant robots with 3-d modeling software in less than a week.
He had me grammar check it for him. I do so without changing any of his words.
Now he's onto funny posts on the interwebs, laughing to himself.
It is I, the mother, who can't let this go.
Autism is not like cancer. For a person with Autism does not know what their life would be like without autism. If you took it away from them they would not think it was a gift from God as many people with cancer would. A person can lead a normal life and then by struck with cancer. They may even heal. Carry around scars and be stronger for the cancer that came and went. They may have had lasting friendships with no trouble. May have achieved in school, had a career, marriage and family without any strife what so ever.
As a mother I look to the future for my son with uncertainty. My husband and I plan for our son to live with us as long as
His friend posts back: I'm probably the most higher functioning side, but so am I. And yes there are advantages, but you don't have a choice, you take the disadvantages and what advantages that come with it.
What do you want to post back, I say. Do you agree?
Hmm as he eats away part of a baguette: Well I do agree that we don't have a choice in the matter, but we have to work with what we got here.
I battle internally with giving him my thoughts on that matter or letting him tell me more of his.
So are you going post back, I ask.
Humph he says scratching at the gap between the leaf and the wooden table. He checks his Facebook again.
I wonder if I should unfriend his mother. It is difficult to be a child of autism. It is just as difficult to be a mother of a child with autism. I have heard this mother scream and yell at her son that is my son's friend. I have heard her curse his PDD-NOS. I wonder if this boy curses his neurological difference because of his mother or his own actuality.
My son posts: while we don't have a choice in being autistic, we have a choice in making the best with what we've got.
Someone else posted before me, he says. It's really long and he read it aloud to me.
He asks, can I like a strangers post.
Yes, you can even send them a Facebook email and tell them that you saw their post. You have autism too and they might turn out to be a good friend, says I.
I kind of have a rule of not being friends with people on Facebook unless I know them in the real world, he says.
I try to explain about making friends via the Internet and how it can be helpful even if you never meet them in real life. How having autism in a smallish town, he may not get a chance to meet someone who sees having a neurological difference as a good thing. He goes silent.
My mom-ness pops up and I think, he's a good boy. I've bounced onto one his hard and fast rules and there is no way he is going to change his mind. This is an absolute. Yet he loves me too much to argue. The Love and Logic I've used for years is evident in this. Yet, because of the autism, he can't quite voice it. So he moves onto his homework that is next to his breakfast plate. He asks me if the Planet Comicon flier should be recycled or if I want to keep it.
He moves on. This is done for him.
As a mother this is not done for me.
I struggle with whether I want him to be with more people such as himself. I struggle with how others view him. I struggle with when to push against an absolute in his mind and when to leave it alone. Should I have sent him to autism summer camps? More like, should I have forced him to leave home to go stay a week with strangers in a strange place and strange foods where he feels powerless? No, I say to myself. Let him be who he is.
I told my son, feel free to reply that that you strongly disagree if that is how you feel.
It is how I feel, my so stated in his pragmatic tone of voice.
Furiously he types on his iPhone into Facebook.
Why do you disagree, I ask.
Because there are advantages, he says.
Like what?
He says, I think in pictures. So I can build battle mechs or giant robots in Google sketch up from nothing in less than a week. He smiles to himself.
Plus I rather enjoy echolalia. It's a joy in my life and he laughs to himself. Then starts his internal repertoire that I am sure is his own ongoing comedy skit.
While I type this he finishes his post to Facebook.
He wrote: As a person with autism, while autism comes with disadvantages, it does come with advantages. People just have to find these advantages within themselves. For example, my autism lets me see in pictures and I have used this ability to build giant robots with 3-d modeling software in less than a week.
He had me grammar check it for him. I do so without changing any of his words.
Now he's onto funny posts on the interwebs, laughing to himself.
It is I, the mother, who can't let this go.
Autism is not like cancer. For a person with Autism does not know what their life would be like without autism. If you took it away from them they would not think it was a gift from God as many people with cancer would. A person can lead a normal life and then by struck with cancer. They may even heal. Carry around scars and be stronger for the cancer that came and went. They may have had lasting friendships with no trouble. May have achieved in school, had a career, marriage and family without any strife what so ever.
As a mother I look to the future for my son with uncertainty. My husband and I plan for our son to live with us as long as
His friend posts back: I'm probably the most higher functioning side, but so am I. And yes there are advantages, but you don't have a choice, you take the disadvantages and what advantages that come with it.
What do you want to post back, I say. Do you agree?
Hmm as he eats away part of a baguette: Well I do agree that we don't have a choice in the matter, but we have to work with what we got here.
I battle internally with giving him my thoughts on that matter or letting him tell me more of his.
So are you going post back, I ask.
Humph he says scratching at the gap between the leaf and the wooden table. He checks his Facebook again.
I wonder if I should unfriend his mother. It is difficult to be a child of autism. It is just as difficult to be a mother of a child with autism. I have heard this mother scream and yell at her son that is my son's friend. I have heard her curse his PDD-NOS. I wonder if this boy curses his neurological difference because of his mother or his own actuality.
My son posts: while we don't have a choice in being autistic, we have a choice in making the best with what we've got.
Someone else posted before me, he says. It's really long and he read it aloud to me.
He asks, can I like a strangers post.
Yes, you can even send them a Facebook email and tell them that you saw their post. You have autism too and they might turn out to be a good friend, says I.
I kind of have a rule of not being friends with people on Facebook unless I know them in the real world, he says.
I try to explain about making friends via the Internet and how it can be helpful even if you never meet them in real life. How having autism in a smallish town, he may not get a chance to meet someone who sees having a neurological difference as a good thing. He goes silent.
My mom-ness pops up and I think, he's a good boy. I've bounced onto one his hard and fast rules and there is no way he is going to change his mind. This is an absolute. Yet he loves me too much to argue. The Love and Logic I've used for years is evident in this. Yet, because of the autism, he can't quite voice it. So he moves onto his homework that is next to his breakfast plate. He asks me if the Planet Comicon flier should be recycled or if I want to keep it.
He moves on. This is done for him.
As a mother this is not done for me.
I struggle with whether I want him to be with more people such as himself. I struggle with how others view him. I struggle with when to push against an absolute in his mind and when to leave it alone. Should I have sent him to autism summer camps? More like, should I have forced him to leave home to go stay a week with strangers in a strange place and strange foods where he feels powerless? No, I say to myself. Let him be who he is.
Sunday, February 10, 2013
Parenthood: Rights & Advocy
As a teacher, I work for the school district that employs me. I must follow their guidelines and their rules for writing and implementing IEPs (individual education plans). Having worked in 3 districts now, I know that each district does things differently. These 3 districts do things even more differently than my home district does ( where my own children who have IEPs go to school).
That being said, you are the parent. There is no greater voice or resource than you on your child. The special Ed teacher is the expert on finding ways to adapt the curriculum to meet your child's needs. The regular Ed teacher is the expert on the curriculum and the regular peers. The LEA (local education agency) -- usually the principal-- is the expert on what the district has to offer your child.
YOU are the expert on your child.
NEVER let anyone convince you that the other 16 hours you spend during the week, 48 hours on the weekend (not counting breaks, illnesses, and holidays) are not valid. You gave birth to your child. You carried your child. You raised your child. You will be there for your child when this set of teachers transitions your child to the next set of teachers. You are the constant!
In mathematical terms you are the x variable in the equation: y=mx+b
Y being your child's potential, m being your child's personality, disability,and abilities, b is their education. We teachers are merely and additional part of the equation. Parents multiply their child's potential! Parents make the difference!
As a special Ed teacher, I love active parents. I love having a parent come in and observe my work. I love their feedback! I work to please the student first and the parent second. Usually when I work to get growth out of the student, the parents are happy! Unfortunately, districts can mess that all up with their own rules, regulations, and finances. School budgets are a mess now, especially with no one wanting to pay the taxes necessary to educate the regular student, not counting the exceptional students!
Know as a parent that your view points are valid. Insist that your child get the appropriate education to help your child reach the regular curriculum. Every child can be taught. Every child can learn. The special Ed teacher's job is to assess and ascertain how to get your child there. Not every child can learn at the same rate as their peers, but that is what the IEP is about! The IEP is the plan to get your child on grade level. It is not simply enough for an IEP to be functional (life skills, daily activities, peer integration)! But an IEP must address the academic needs as well! How will this child be able to do mathematics? How will this child be able to read?
YOU, the parent have a right to ask these questions.
For further references who validate the importance of the parent check out:
The U.S. Department of Education, Office of Special Education Programs’ (OSEP’s) IDEA website: http://idea.ed.gov/explore/home
Parents' Guide to the Family Educational Rights and Privacy Act: Rights Regarding Children’s Education Records: http://www2.ed.gov/policy/gen/guid/fpco/brochures/parents.html
This is where you can find your official copy of parents rights in the state of Missouri:
http://dese.mo.gov/se/parentresources.html
This is where you can find your official copy of parents rights in the state of Colorado:
http://www.cde.state.co.us/spedlaw/download/2011ProceduralSafeguards.pdf
This is where's you can find your official copy of parents rights in the state of Kansas:
http://www.ksde.org/Default.aspx?tabid=2832
This is where's you can find your official copy of parents rights in the state of Arkansas:
https://arksped.k12.ar.us/sections/dss.html
This is where you can find your official copy of parents rights in the state of Nebraska:
http://www.education.ne.gov/sped/parentinfo.html
This is where you can find your official copy of parents rights in the state of Iowa:
http://www.educateiowa.gov/index.php?option=com_content&view=article&id=574&Itemid=510
Wright's Law is a disability advocacy law firm. They have a lot of plain English information about parents rights in the form of webpages, pamphlets, and workshops.
http://www.wrightslaw.com/
That being said, you are the parent. There is no greater voice or resource than you on your child. The special Ed teacher is the expert on finding ways to adapt the curriculum to meet your child's needs. The regular Ed teacher is the expert on the curriculum and the regular peers. The LEA (local education agency) -- usually the principal-- is the expert on what the district has to offer your child.
YOU are the expert on your child.
NEVER let anyone convince you that the other 16 hours you spend during the week, 48 hours on the weekend (not counting breaks, illnesses, and holidays) are not valid. You gave birth to your child. You carried your child. You raised your child. You will be there for your child when this set of teachers transitions your child to the next set of teachers. You are the constant!
In mathematical terms you are the x variable in the equation: y=mx+b
Y being your child's potential, m being your child's personality, disability,and abilities, b is their education. We teachers are merely and additional part of the equation. Parents multiply their child's potential! Parents make the difference!
As a special Ed teacher, I love active parents. I love having a parent come in and observe my work. I love their feedback! I work to please the student first and the parent second. Usually when I work to get growth out of the student, the parents are happy! Unfortunately, districts can mess that all up with their own rules, regulations, and finances. School budgets are a mess now, especially with no one wanting to pay the taxes necessary to educate the regular student, not counting the exceptional students!
Know as a parent that your view points are valid. Insist that your child get the appropriate education to help your child reach the regular curriculum. Every child can be taught. Every child can learn. The special Ed teacher's job is to assess and ascertain how to get your child there. Not every child can learn at the same rate as their peers, but that is what the IEP is about! The IEP is the plan to get your child on grade level. It is not simply enough for an IEP to be functional (life skills, daily activities, peer integration)! But an IEP must address the academic needs as well! How will this child be able to do mathematics? How will this child be able to read?
YOU, the parent have a right to ask these questions.
For further references who validate the importance of the parent check out:
The U.S. Department of Education, Office of Special Education Programs’ (OSEP’s) IDEA website: http://idea.ed.gov/explore/home
Parents' Guide to the Family Educational Rights and Privacy Act: Rights Regarding Children’s Education Records: http://www2.ed.gov/policy/gen/guid/fpco/brochures/parents.html
This is where you can find your official copy of parents rights in the state of Missouri:
http://dese.mo.gov/se/parentresources.html
This is where you can find your official copy of parents rights in the state of Colorado:
http://www.cde.state.co.us/spedlaw/download/2011ProceduralSafeguards.pdf
This is where's you can find your official copy of parents rights in the state of Kansas:
http://www.ksde.org/Default.aspx?tabid=2832
This is where's you can find your official copy of parents rights in the state of Arkansas:
https://arksped.k12.ar.us/sections/dss.html
This is where you can find your official copy of parents rights in the state of Nebraska:
http://www.education.ne.gov/sped/parentinfo.html
This is where you can find your official copy of parents rights in the state of Iowa:
http://www.educateiowa.gov/index.php?option=com_content&view=article&id=574&Itemid=510
Wright's Law is a disability advocacy law firm. They have a lot of plain English information about parents rights in the form of webpages, pamphlets, and workshops.
http://www.wrightslaw.com/
Monday, July 2, 2012
11th Day Rule
A student with an
IEP may not be expelled or suspended for more than 10 days of school without a
hearing. If a student is expelled or
suspended for more than 10 days, on the 11th day the student is
required to be given free appropriate public education (FAPE) to participate in
the general education curriculum and progress toward meeting their IEP
goals. The 10 days may be from one large
suspension or expulsion or may an aggregate of several suspensions or
expulsions. However, the law states on
the 11th day the student with a IEP is entitled to FAPE. If a student is removed from school for 11
days it is considered a change in placement from that in the IEP. There are mitigating circumstances and exemptions to this rule. This video while boring and a bit monotone, is very good at explaining the 11th day rule.
Wednesday, June 27, 2012
Free App
Kids Learning - Photo Touch Concepts
By GrasshopperApps.com
Open iTunes to buy and download apps.
Which girl is facing left?
Touch the ball above the line.
Touch the plate with less apples.
Find the star shape.
Touch the left strawberry
Which one is different?
This is another application for your iPad, iPod, or iPhone from Grasshopper Apps. I like this app creator because the images are usually vivid of photographic quality. This app is customizable in that you can decide which pictures you want from the library and which ones you don't want.
This app would be good for vocabulary or concept development. I plan to use it for teaching prepositions and directions.
Enjoy!
Monday, June 25, 2012
Temple & TED
Temple & TED
Is there anything better than Temple Grandin and TED? I think it must rank up there with peanut butter and jelly, chill and hot dogs, or macaroni and cheese. This video was shared by one of my professors. I watched it and smiled listening to the Temple I have enjoyed many times in the past. She touched the topics near and dear to my heart
- The different types of the Autistic mind
- The importance of Mentors
- The importance of Social Skills
- The importance of Sensory Issues
- The importance of lighting the spark to science
Wednesday, June 13, 2012
Down & Dirty on Data
Down & Dirty on Data
Before I can write an IEP, I need data.
Before I can evaluation an IEP written for my sons, I need to see the data.
Data is the single most important part of special education and yet is somehow the most overlooked. This is why the first thing I train a new paraprofessional to do is take data. The paraprofessional can not accurately discuss student behavior if she/he does not know how to observe it or keep track of it. It is my job to create the forms they use to track behavior.
Data drives the IEP.
Data drives placement.
Data drives accommodations and modifications.
Data drives the positive behavioral support plan. The problem is when data is not taken, gathered or observed until a student acts out.
Don't allow dirty data to muck up your program! Get everyone on the same page!
Friday, June 8, 2012
A mother's response to Less folic acid in pregnancy tied to autism: study
Less folic acid in pregnancy tied to autism: study
A mother's response
The article that I was linked to from my CEC SmartBrief: Hartford Courant
The article that I found when I Googled the title: The Chicago Tribune
The actual study when I Googled the article: American Journal of Clinical Nutrition
If you read the newspaper stories and compare it to the actual journal, you will notice the difference in language, tone, and statistics. As a parent or teacher of children with Autism, it is important to look for the source on any of the media put out on Autism. Newspapers want to make money. They make money by creating catchy headlines that sell their papers. They have no need to adhere to a fidelity of reporting of what is actually significant. A 38% decrease in the likelihood of autism spectrum disorders in the birth of a child is hardly significant to me. What does concern me is the blame on the mother.
As mothers, we generally do whatever we can to help our children. I know women who stop eating sushi while pregnant to those who change what they wear, change where they live and only eat organic food while pregnant. Still I know mothers who put their children on the DAN diet to 'cure' autism. It is always on the mother. This pressure the media and culture put on mothers needs to stop.
When I had my own son back in 1993, the current thought was the refrigerator mother idea. The idea that I did not bond with my child caused his autism was ridiculous. It killed me inside. I did some very crazy things in an effort to 'cure' my son. I put him through all sorts of faith headings. Each time it didn't work, I blamed myself. I did not believe enough. I did not pay enough. I was bankrupting my family to put my son through things that did not work.
As a mother I say, "Stop the madness!" Research what exactly an autism spectrum disorder is. It is a neurological difference. Then look at the research as to what has been proven statistically to work with children that have autism spectrum disorders. Chances are if there is no statistical methodology on the strategy or cure, then it does not work. Do not trust things that are not transparent. If a strategy or cure tells you that you are not an important part of the process, then it is not effective. The best strategies either require parental involvement or see parents as resources to create the process. Never doubt your power in your child's life to help them adapt to the non-autism spectrum disorder world. Never doubt that you can help. If any therapist, healer, teacher or doctor tells you differently, run away from them. Do not give them your money.
If you have a child with an autism spectrum disorder and you worry that your next child will also be on the spectrum, then by all means take the folic acid to decrease your anxiety. The less anxiety your feel the better no matter what gives that to you.
I've liked to this document in the past, but I will do it again. This 2009 document is the most concise document to list the current treatments in autism spectrum disorders. I have this document loaded on my iPhone, personal iPod and portable hard drive for easy access. Every time someone tells me of a treatment for an autism spectrum disorder, I look it up in this document to see it if the treatment is efficient.
Thursday, June 7, 2012
More on Jeremy Sicile-Kira
MTV True Life: I Have Autism
This is the episode that Jeremy was in on MTV. Follow him around through his high school classes and see first hand what his supports look like. When a student is paired up to the AAC device that works best for them, it is truly remarkable. Enjoy!
Language Stealers
When using any AAC, be sure to include core words. Just using nouns and verbs is not enough to help non-verbal students communicate. They need prepositions, simple verbs, adverbs and adjectives. Think of the words that are necessary to communicate meaning, directions, wants, and needs. These are Core words.
More on Core Words
AAC Language Lab Definition of Core Words
Core Vocabulary Studies and Core Word Activities
Mindspeak, Core Word Lists
Blog of Examples of Core Word Books and other AAC help
Wednesday, June 6, 2012
Never Give Up Hope
Never Give Up Hope
Jeremy Sicile-Kira's High School Commencement Speech
Jeremy graduated from Torrey Pines High School with a 3.70 GPA on June 18, 2010. Jeremy is autistic with little verbal speech and gave this commencement address using voice output technology. His sister, Rebecca, graduated form Canyon Crest Academy on the same day. Congratulations to them both. Jim Sicile shot and edited this short movie.This video was shared in the Autism Literacy Workshop I attended. There was good discussion about technology. There are new technology devices created every year. New applications for iPhones, Macs, iPads and other devices. Never stop looking and searching for the right fit for your non-verbal child with autism. There is a way to get them communicate. Never stop looking for that method.
Also, Jeremy was aware of everything going on in his environment. And while, it looked like he might be low cognitively and could not be included with his typical peers. After getting a method to communicate, it was apparent that the whole time Jeremy was listening. He might not have responded, but he was there. Never stop advocating for having your student in the general education classroom. Even if it is only for PE, music, art, and recess.
Valuable Autism Links
Valuable Autism Links
It occurred to me that I haven't shared these links that I use frequently. Each of these websites have their benefits. Look through them and decide if they are something you can use.
Ohio's Parent Guide to Autism Spectrum Disorders This is actually a link to a PDF file that can viewed online or downloaded onto your computer or mobile reading devise. Written by parents for parents, this is very easy to read and comprehend. This guide is relevant even if you do not live in Ohio. I find it gives parents vocabulary necessary to communicate what they know and need for their child. This is also good for people who work with people with autism.
Autism Internet Modules This website is for a wealth of knowledge for how to perform the latest pedagogy in working with students with autism in the home and at school. The modules walk the viewer through how to do the procedures. There is a pre-test and post-test so it is applicable for paraprofessional, home worker, and teacher trainings.
Autism Spectrum Disorders Handbook through University of South Dakota This is a link to another PDF file that can be viewed online or downloaded onto your computer or mobile reading devise. This is a medically based handbook. It is interesting to compare the medical view of Autism to the Ohio Parent's guide. While this handbook may not be the most usable for the parent or worker of a person with autism, it will aid in navigating insurance and medical services for people with autism.
Autism Speaks 100 day kit This is another PDF file that can be viewed online or downloaded onto your computer or mobile reading devise. This kit is vital to any parent that just had their child diagnosed with autism. It would also be valuable to a parent who thinks their child might be on the spectrum.
10 Things Every Child with Autism Wish You Knew I recommend printing this off and giving a copy to everyone that works with your child with autism. Keep a copy of this on your refrigerator, in your car, on your bathroom mirror, or any other place you need a reminder of how the awesomeness of your child on the spectrum!
Sunday, April 1, 2012
Light it up Blue for Autism Awareness
Sunday, March 11, 2012
A Serious Note...
A Serious Note....
There are many strategies for working with students with autism spectrum disorders out there. There are people who are praying on parents looking for a miracle and getting quite wealthy at the expense of the child and parents. Before expecting a new technique to cure your child with autism, please read the National Standards Report from the National Autism Center. Please research the efficacy of any promise to cure your child of autism thoroughly.
Wednesday, March 7, 2012
Writing Aps
Writing Applications
Students with ASD often have difficulty with fine motor. These are my favorite applications that help students writing. These applications have are transferable to handwriting if used with a pencil shaped stylus.
1. My Name. This application is from injini. They make nice applications that are visually appealing and generally expensive. This application was only $1.99 when I bought it. My students love the application, because they like the chimes that let them know they are doing the right thing. One of my students calls it princess music. I like the application because I can customize my own words or student names by creating the text and adding the spoken name of the word.
I do not like that there are not separate accounts or names for each student I have use the application. I do not like that the application does not keep data on how the student does other than a check as they do each letter or word.
2. Pocketphonics. This application is from Apps in My Pocket Ltd. It comes in a lite/ free version and $2.99 full version. This application is my favorite handwriting application, not my students'. This application lets me create different players and it keeps track of how my students perform during their session. It also has a password locked parent zone and settings. I have the option of Zaner Bloser, D'Nealian or cursive in lowercase or uppercase. You may also adjust the difficulty from easy to hard. I also like that the app prompts the student to make the sound as they write the letter and gives positive as well as negative feedback.
3. Dora's ABC's. This application is made by nickelodeon and chewy software. This application is like walking into an episode of the popular television show. Multiple students can log in separately and there is a grade card to show how the student is performing. The levels are uppercase, lowercase and both upper and lowercase. After the student traces over a series of acorns with an airplane, the student is given a game of tilting the iPad to make the acorns from like letters to make a secret image that starts with the letter. This activity uses gross motor skills that may be more difficult than the fine motor of writing as acorns that bounce speed up faster and faster.
Monday, February 6, 2012
What is Sensory Processing Disorder?
What is Sensory Processing Disorder?
I love this little short. It's a down and dirty that explains why some student just don't learn the way 'normals' do. It also explains a lot of the students with ASD that I have met.
So, next time your ask a child, "Why can't you sit still?" Think of this video.
Thursday, February 2, 2012
Fav Weather Ap
My favorite weather ap for the iPad
iDress Well worth the $1.99, this application is a visual way of displaying the weather for your student with ASD. The settings allow you to change the units of measure for temperature, location, and temperature levels for what you consider hot, warm, cool, cold and really cold. the first page is an image of the weather including sun or moon, clouds or none, and trees. There may be animated rain, snow or wind as well. When you slide the page over you get a closet of clothing options that match the weather for hot, warm, cool, cold, rainy, and really cold. You may change the closet if you chose.
I like this application because not only does it illustrate the weather, but gives the clothing options appropriate for the weather. In the ASD Resource Room, we have students with lots of sensory issues. These sensory issues mean they do not like certain types of clothing. Some do not like having to wear long pants or socks with their shoes. Others want to wear a sweater no matter how hot it is. The closet option really helps with talking about appropriate dress.
Misses
Dress Chris for the Weather This application has a very low tech look and should be called, "Dress Chris for the Season." While at first the it seems adorable, the functionality is very limited. The app shows a boy in a unitard that can be dressed in either summer, spring, fall or winter clothing. This does not help students dress for the weather. When I tried to use this in the classroom, my students with ASD were quite bored and lost interest quickly. The ap always starts with winter and then transitions through the seasons in order.
My Sunny Day This application reminds me of a Nickelodeon cartoon. However, students quickly recognize the pattern and repetition without learning anything new. The student has the choice between boy or girl and 'helps' them through their day. The children have milk, eggs and bread which seems harmless, but if you are a child with gastrointestinal issues or on the DAN diet, this is not indicative of what you eat each morning. The app is not customizable to change what the children have for breakfast.
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