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Mrs. Mowery’s Classroom Edit display name

  • Story School
  • Milwaukee, WI
  • Nearly all students from low‑income households

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What I find fascinating about my students is that many of them can grab their mother's smartphone, swipe, scroll and tap to access videos and games, but cannot use words effectively to tell her that they want to play on the phone. Most of my students at the age of 3 are comfortable users of technology, but struggle to verbally communicate their needs to their families. Witnessing how easily children are engaged with the use of technology, I began to intentionally research, seek out and incorporate more technology resources into my therapy provision. By donating to my project, you will not only help to increase student engagement and participation in therapy tasks, but you will ultimately help to increase their functional and independent communication skills. The iPad will meet my student's communication needs as technology users in the 21st century. It will be a platform for voice output communication software to provide an alternative means of communication for my most severely delayed students. Early childhood speech & language apps will provide creative opportunities to hear, shape and practice correct production of misarticulated speech sounds and present language building exercises, providing data collection and accuracy feedback to maximize our progress. My students are usually motivated give me one more verbal attempt or speech sound production when the activity is novel or the reward is apparent. I know my students will begin to anticipate their turn with interactive language building apps that record their visual and auditory communication attempts for playback/feedback. When we've recorded their efforts in the past, it was hugely motivating and entertaining! The simple act of hearing my students ask for a turn to communicate "Again!" and "Again!" is in itself a sure sign of progress and will foster perseverance to continue using their words with greater independence.

About my class

What I find fascinating about my students is that many of them can grab their mother's smartphone, swipe, scroll and tap to access videos and games, but cannot use words effectively to tell her that they want to play on the phone. Most of my students at the age of 3 are comfortable users of technology, but struggle to verbally communicate their needs to their families. Witnessing how easily children are engaged with the use of technology, I began to intentionally research, seek out and incorporate more technology resources into my therapy provision. By donating to my project, you will not only help to increase student engagement and participation in therapy tasks, but you will ultimately help to increase their functional and independent communication skills. The iPad will meet my student's communication needs as technology users in the 21st century. It will be a platform for voice output communication software to provide an alternative means of communication for my most severely delayed students. Early childhood speech & language apps will provide creative opportunities to hear, shape and practice correct production of misarticulated speech sounds and present language building exercises, providing data collection and accuracy feedback to maximize our progress. My students are usually motivated give me one more verbal attempt or speech sound production when the activity is novel or the reward is apparent. I know my students will begin to anticipate their turn with interactive language building apps that record their visual and auditory communication attempts for playback/feedback. When we've recorded their efforts in the past, it was hugely motivating and entertaining! The simple act of hearing my students ask for a turn to communicate "Again!" and "Again!" is in itself a sure sign of progress and will foster perseverance to continue using their words with greater independence.

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