Robin Hurd

Literacy for Children who use AAC
Part II

Reading Independently:
Using Computers to Access Books All by Myself!

by Robin Hurd

Last month, I introduced the topic on AAC and reading. We discussed how reading for children who use AAC is the same, and how it is different than reading for children who are verbal. As a continuation of the topic, this month’s Parents’ Corner will cover the use of computer alternatives to regular books.

When normally developing children are learning to read, and even before they actually can read, they spend time looking at books by themselves. At first, they may hold the books upside down. But as they learn more about using books, they eventually figure out how to hold the books right side up, how to go from the front of the book to the back, and other important information about how book reading works. Eventually, the child who is beginning to learn to read uses this time of independent book reading to practice sounding out new words and using the picture cues to help get the meaning. This independent time of exploring books is an important part of literacy development.

For children who use AAC, independent reading is not as easy; sometimes, it’s downright impossible! The motor skills needed to hold a sitting position, hold the book, and turn the pages may not be possible. Even if the child can do some of these things, the concentration needed to make the body work may take away from the child’s ability to think about and enjoy the story.
In addition, children who use AAC do not have the ability to vocalize the words they are reading, in order to sound out and decode new words.

Just as a student with visual impairment needs adaptations to enjoy the same benefits from a book, children who use AAC also benefit from adaptations. In the case of our kids who use AAC, an adapted format that is helpful is having the book accessible on computer.

Using the computer, with an adapted mouse as needed, a child can reduce the physical skills needed to access a book. In addition, the child can also hear the words read aloud, which helps the child sound out new words, as well as giving auditory input to help establish an “inner voice” when silently reading.

The best way to describe this “inner voice” is to think about what happens when you must memorize lines for a play. Initially you say the words out loud, over and over, while you read them off the script. Eventually, you tire of saying them aloud, so you begin to hear them silently in your head as you read them. After having said them aloud so much, you actually hear your own voice, complete with inflections, inside your head as you silently practice your lines. This is a skill our children must have in order to be effective readers. Just like us when we learn lines for a play, they must first hear a voice reading the words aloud.

There are several ways to get books in a computer-based format. Some children’s books are commercially available on computer disc. With these readily available discs, you can choose to have the story read out loud automatically, or have your child turn the pages by clicking the mouse. Activities and games based on the story are also available at the click of the mouse.

Some reading curriculums for children with special needs (such as Balanced Literacy from Intellitools) include reading selections in both traditional and computer formats.

If you wish, you can make your own books using either Microsoft PowerPoint or other book-making software designed for access by children with special needs. Making your own books gives you the advantage of being able to adapt any book you wish for independent reading times. You might even insert symbols from your child’s AAC system, if you wish. The disadvantage is that you must invest some time to do this.

If you choose to make your own accessible versions of a book which is already in print, you need to be aware of the copyright issues involved. US copyright law allows written material to be adapted for people who cannot access it in the regular format because of a visual impairment or other disability. However, there are some restrictions:
1) The author’s name and the original copyright date must be on your adapted version.
2) You may not alter the book, except as needed for access. For instance, you may add symbols to assist with reading comprehension, but you may not re-write the story to suit your own tastes.
3) You may not offer your adapted version for sale, distribute it to others, or post it on a web site for distribution.

The copyright law is somewhat complex, so I offer some other guidelines as a good plan to follow:
Adapt only books you already own (not a library book or one you borrowed from school.)
Make only one copy of the book you are adapting. US law allowing adaptations for disabilities speaks of the rights of non-profit organizations (such as schools) and people doing so under their auspices (teachers) to adapt books for people with disabilities. It does not specifically mention the rights of parents of the individual with disabilities to do this.

Can my adapting of a book for my child to read independently be considered as being done under the auspices of the school, since learning to read is part of the curriculum? I certainly hope so!

You can also use PowerPoint to make your own stories. This way, you can have accessible books that go along with the spelling list for the week, or feature digital photos (or scanned ones) of things that are important to your child. The downside is that writing your own books is harder than it looks. Some of my stories using spelling words have met with fake vomiting noises from my critics!!

Whether your child uses accessible books from off-the-shelf companies, materials that you adapt or write yourself, materials as part of a reading curriculum, or all of the above, the important thing is that your child is manipulating the book independently, choosing when to turn pages, whether to read the book in order or turn back to another page to have a second look. By doing so, your child has the same important opportunity to explore books as any normally developing children.

Next month, we will continue looking at literacy. Our topic will be Writing, the Other Piece of the Puzzle.

Resources and information:
This month’s column is only the beginning of the journey to introduce computer accessible books to children who use AAC. Here are some web sites you may find useful. There are many other places you may find information, but these are a great place to start. Please, consider sharing other good web sites or resources you find with the AACParents Google Group.

For a site with free stories for beginning readers, check here.
http://www.starfall.com/n/level-a/learn-to-read/play.htm?f

To look for existing books on computer that you may purchase, look here. This sight has some books called Reading Success, which are geared toward older readers, as well as Living Books, which are geared toward younger children. http://www.classsource.com/livingbooks/main.html

Intellitools makes alternate access for Living Books. Check it out at: http://www.synapseadaptive.com/intellitools/Access_Edmark_Software.html

For great information on how to make a power point book, go here. You don’t have to be a computer wizard to learn how! This sight also includes copyright information from a UK perspective.
http://www.ace-centre.org.uk/html/publications/publicat.html

Here is the official US copyright site. http://www.copyright.gov/

As always, I invite your contact with comments or suggestions. E-mail me at parents@aacinstitute.org.