Implementation of AAC device navigation, symbol-word communication, and speech recognition for text editing. Builds proficiency in keyboard shortcuts, text-to-speech reading supports, and digital organization through productivity apps and calendars.
A comprehensive unit for high school students on the ethical and technical aspects of teaching replacement behaviors. Students move from the core philosophy of the 'Fair Pair' rule to technical skills like FCT, task analysis, and generalization planning.
This sequence focuses on developing motor automaticity for high-frequency core vocabulary in AAC systems. Students engage in repetitive, gamified practice to establish muscle memory, moving from single-icon identification to rapid 2-3 word sentence building.
This sequence guides 12th-grade AAC users through the process of navigating complex device folder structures to construct rich, multi-part narratives. Students progress from mapping navigation paths to applying morphology and descriptive language, culminating in a recorded digital story showcase.
This 5-lesson sequence empowers 12th-grade AAC users to audit, redesign, and optimize their device layouts for maximum communication efficiency. Students transition from being passive users to 'system architects' who customize their tools to reflect their personal voices and priorities.
This sequence focuses on the high demands of social interaction for AAC users, training 12th-grade students to navigate their devices during real-time conversation. Students practice rapid switching between questions, comments, and exclamations to maintain dialogue flow, culminating in a group discussion where navigation speed supports active participation.
This sequence prepares 12th-grade transition students to navigate their AAC devices efficiently within workplace environments. It focuses on semantic mapping, rapid switching between social and functional folders, and context-dependent communication strategies.
A specialized training sequence for 12th-grade AAC users to transition from visual scanning to motor automaticity. Students use racing-themed drills and gamified challenges to build muscle memory for core vocabulary and folder navigation, culminating in high-speed communication fluency.
A gamified series of lessons designed to improve the motor automaticity and navigational speed of students using high-tech AAC devices. Students progress from simple category sorting to complex, multi-step message formulation through interactive challenges.
This sequence helps students using AAC devices build motor planning and automaticity through high-repetition drills, landmarks, and rhythmic chaining. By the end of the unit, students will navigate their communication devices with increased speed and reduced cognitive effort, focusing on core vocabulary and grammatical morphology.
Students explore the logical organization of AAC devices to understand semantic associations and category hierarchies, moving from concrete to abstract concepts.
A technical sequence designed for high school students to master text-to-speech (TTS) tools. It covers tool selection, voice optimization, navigation shortcuts, troubleshooting inaccessible formats like PDFs, and ends with students creating a personal accessibility profile for independent academic success.
A vocational-readiness sequence for 9th-grade students focusing on mastering assistive technology through keyboard shortcuts in professional communication tools (email and calendar). Students develop digital independence by learning to manage high-volume communication without mouse interaction, preparing them for workplace efficiency and accessibility.
An advanced 8th-grade sequence focusing on assistive technology, specifically keyboard accessibility features, shortcut customization, troubleshooting, and mouse-free workflow mastery. Students progress from basic accessibility settings to full independent digital navigation without a mouse.
A comprehensive sequence for 12th-grade students on mastering web browser navigation using keyboard shortcuts. This unit covers address bar manipulation, tab management, link navigation, form interaction, and integrated research workflows to build independence and efficiency in digital environments.
This sequence equips students with the essential keyboard skills to navigate an operating system independently, fostering digital accessibility and efficiency for learners who benefit from mouse-free computer interaction.
A 12th-grade Special Education sequence focused on leveraging technology to support working memory through Personal Knowledge Management (PKM). Students learn to build a 'second brain' by creating automated, searchable, and multimedia-rich digital systems for note organization and review.
This sequence teaches 12th-grade students how to replace challenging behaviors with adaptive skills. Students explore the ethics of behavior change, master Functional Communication Training, learn instructional techniques like shaping and chaining, and design comprehensive intervention plans based on differential reinforcement.
A 6-session individual communication series for high school students to build self-advocacy and functional language skills using visual supports and modeling.
A 5-lesson unit for 8th-grade students focusing on using digital tools to offload working memory and manage cognitive load. Students learn to use task managers, focus modes, sequential reminders, and assistive speech technologies to create a personalized digital workflow for school success.
A graduate-level sequence focused on the pedagogy of speech recognition. Students shift from learning the technology to designing instructional protocols that address the cognitive demands of oral composition, specifically for K-12 learners with executive function challenges.
A technical mastery sequence for 12th-grade students to transition from basic dictation to advanced, command-driven document creation using speech recognition technology. Students learn calibration, complex formatting commands, hands-free navigation, and error-correction workflows.
Students master the art of refining raw speech-to-text transcripts by identifying software-specific errors, correcting homophones, and using voice commands to polish their writing. This sequence empowers students with assistive technology needs to become independent editors of their own voice-dictated work.
This introductory sequence establishes the foundational skills necessary for effectively using speech-to-text software in an academic setting. Students learn to configure hardware, master punctuation commands, and develop the enunciation and pacing required for accurate dictation, culminating in the creation of a coherent paragraph using only voice commands.
This sequence develops independence and troubleshooting skills for students using dictation software. Students learn to optimize their environment, solve technical glitches, handle complex vocabulary, and internalize a complete independent workflow.
A comprehensive 12th-grade sequence focused on mastering assistive technology (dictation) for college-level research and academic writing, covering everything from rapid ideation to complex citation formatting and document navigation.
This sequence teaches 12th-grade students with diverse learning needs how to master the technical and cognitive skills required for proofreading and editing text generated by speech-to-text (STT) technology. Students move from basic error identification to auditory proofreading and professional-level syntactic refinement.
This sequence focuses on the critical 'post-dictation' phase of writing, treating speech-to-text software as a partner that requires human supervision. Students engage in game-based activities to identify common errors, learn the 'Listen Back' technique using text-to-speech, and master voice commands for macro and micro editing to turn rough transcripts into professional documents.
This sequence empowers 12th-grade students to identify and leverage digital accessibility tools for independent study. Students move from exploring assistive technology to curating a personalized digital study ecosystem, culminating in a self-advocacy portfolio for post-secondary success.
A metacognitive sequence for 12th-grade students to understand their working memory profiles and build a personalized 'external brain' toolkit for following multi-step directions. Students move from self-diagnosis to strategy mastery and finally to self-advocacy for transition to college or the workforce.
This sequence explores non-linear and technology-assisted strategies for students who struggle with traditional text-based recording, moving from visual mapping to digital tools and personalized systems. Students develop a digital toolkit to mitigate working memory deficits in post-secondary environments.
This sequence shifts the focus from assistive technology to the cognitive strategies required for auditory learning. Students engage in inquiry-based activities to distinguish between passive hearing and active listening, applying specific comprehension strategies while using text-to-speech (TTS) to access grade-level texts.
This sequence equips 12th-grade students with advanced technical skills in Text-to-Speech (TTS) technology. It moves beyond basic tool usage to professional-grade workflows, including auditory calibration, OCR conversion, immersion reading, mobile synchronization, and technical troubleshooting, preparing students for the heavy reading demands of post-secondary environments.
A comprehensive transition sequence for 12th-grade students focusing on the legal, professional, and practical aspects of using Text-to-Speech (TTS) and other assistive technologies in higher education and the workplace. Students learn to advocate for their rights under the ADA and Section 504 through role-play, professional writing, and portfolio building.
This sequence empowers 9th-grade students to integrate Text-to-Speech (TTS) into their high school workflows through self-advocacy and digital organization. Students move from identifying reading barriers in their schedules to creating a professional Access Plan for their teachers.
This sequence explores the specific supports within an IEP, focusing on the distinction between accommodations and modifications. Students engage in simulations and workshops to identify valid tools for overcoming learning barriers and learn to advocate for their personal support needs.
This sequence empowers students with working memory challenges to use digital tools to linearize tasks. Students learn to offload cognitive burden by using task managers, voice assistants, QR codes, and accessibility features to focus on one step at a time.
A 9th-grade sequence focused on using digital tools and external aids to compensate for working memory limitations. Students learn to offload cognitive load using transcription, sequential reminders, logic-based planning, and strategic tutorial navigation to build a personalized 'external brain'.
A comprehensive sequence for 12th-grade students focusing on utilizing mobile assistive technology for calendar management, transitioning from basic voice input to complex real-world navigation and troubleshooting.
A comprehensive 15-session self-advocacy series designed for high school students with learning disabilities and ADHD, focusing on identifying challenges and requesting supports.
A comprehensive sequence designed to help 9th-grade students with executive function challenges develop, implement, and test personalized organizational systems. Students explore analog and digital tools, master calendar management, organize digital and physical spaces, and simulate real-world 'stress tests' to refine their chosen frameworks.
This sequence introduces 12th-grade students to the complex workload management required in Special Education. Students will learn to categorize tasks into instruction, compliance, and assessment pillars, improve their time estimation skills, and apply productivity strategies like time-blocking and task-batching to create a functional weekly schedule.
A 5-lesson sequence for 12th-grade students with working memory challenges, focusing on using assistive technology to break down complex tasks into manageable single-step directions. Students explore checklists, voice assistants, photo-based instructions, and QR codes to build independence through digital literacy.
This sequence teaches 12th-grade students with executive functioning needs how to leverage digital calendar features as assistive technology. Students progress from visual organization through color-coding to advanced notification strategies, time blocking, and transition management, culminating in a personalized 'Alert Protocol' for self-regulation and independence.
A foundational sequence for 12th-grade students to master digital calendar management as an assistive technology tool, focusing on reducing cognitive load and increasing independence.
This sequence teaches 9th-grade students with executive function needs how to use digital calendars for backwards planning. Students learn to deconstruct large projects, estimate time accurately, and block out dedicated work sessions to manage their workload effectively.
This sequence focuses on habit formation, maintenance, and the social aspects of calendar use for students with assistive technology needs. Students explore daily routines, syncing, troubleshooting, and sharing schedules to build independence and self-advocacy.
This sequence teaches 11th-grade students how to use digital calendars as assistive technology by implementing visual organization, color-coding, and filtering strategies to reduce cognitive load and improve time management.
A metacognitive sequence helping students understand the executive functions behind organization through case studies, environmental analysis, digital management, and routine formation.
A comprehensive sequence designed for 9th-grade students to master long-term retention through spaced repetition and active recall. Students explore the science of memory, develop retrieval cues, implement the Leitner Box system, and leverage digital tools to optimize their working memory and study efficiency.
A sequence designed to help neurodivergent learners overcome 'time blindness' by calibrating their internal clocks. Students move from basic time estimation to creating and following realistic time-blocked visual schedules using visual timers.
