Assistive TechnologySoutheast Region Roundtable All Turn It Kits

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					Assistive Technology--Southeast Region

       All-Turn-It Kits Roundtable
             November 2007
                    Table of Contents
purpose                              the All-Turn-It kit
•inclusive model                     •Spinner
•light tech solution                 •Overlays
•recreation/sensory                      –Create Your Own
stimulation                              –Bingo
                                         –Tale Blazers
                                         –Soccer and Basketball
                                     •Book of Possibilities
sample lessons/activities            your turn
•math                                •advantages
    –telling time (elementary)
    –geometry (secondary)
•language arts                       •new and improved
     –spelling (elementary)
     –creative writing (secondary)
•social skills
     –turn taking
     –classroom discussion
   Purpose #1—The Inclusive Model
• Students with disabilities must have access to
  the general curriculum and be taught with
  their non-disabled peers.
• Students not qualifying for special services
  must be supported in an inclusive
FDo you have an inclusive model at your school?
  What model(s) are there? what structure(s)?
  what characteristics?

Resource--Principal's Partnership
     Purpose #2—Light Tech
All-Turn-It Spinners fall under the light
  tech category of Assistive Technology.
• battery powered
• teachers can implement without need
  for extensive training
• readily available
• relatively inexpensive
   Purpose #3—Recreation/Sensory

• Is the All-Turn-It kit an AT tool that will peak the
  interest of students of all abilities?

• Is it a tool that teachers can use to encourage sensory

    Visual        Auditory      Tactile       Kinesthetic
The All-Turn-It Kit
          • use for curriculum
          • everyone can participate
          • requires the use of a
            single switch
          • comes standard with the
            dice overlay (see picture)
           The All-Turn-It Kit
        Create Your Own Overlays
• How might you use your
  own overlays?
   – identify letters and
   – practicing math facts

• classroom activities are easy
  to create and update with
  these write-on/wipe-off
  blank overlays

• includes three reusable
  inner and outer overlays
  with write-on/wipe-off
  surface, four colored wipe-
  off pens and more
The All-Turn-It Kit
  Bingo Overlays
          • can be used for free-time
            enjoyment or leisure skill

          • encourage everyone to
            play together

          • includes two games and
            everything needed to
            The All-Turn-It Kit
            Tale Blazer Overlays
• randomly select up to
  450 different story

• comes with reproducible
  clip art and ideas for
  enhancing writing
   The All-Turn-It Kit
Soccer & Basketball Overlays
              • for free-time enjoyment
                or leisure skill

              • encourage participation

              • includes two games and
                everything needed to
The All-Turn-It Kit
Book Of Possibilities
           •   filled with ideas to make
               learning more inclusive for
               students with severe

           •   "Tools of the Trade" section
               explains how to use technology,
               and practical tips address
               common problems and

           •   includes easy-to-follow
               instructions, references and

           •   features ways to include switch-
               users in math, science,
               language arts, social studies,
               spelling and reading
                      Sample Lessons/Activities
                   Elementary Math--Telling Time
                               (from Book of Possibilities Elementary Edition)

•   Objective: The learner will practice telling time using the All-Turn-It spinner as a clock. The
    student with disabilities activates the “clock” spinner.
•   What You Do
     – Using a wipe off marker, draw an arrow on the blank spinner’s small overlay. Make the
        arrow on the overlay smaller than the black plastic arrow on the spinner so that the
        arrows look like hands on a clock. For visual contrast, use a color other than black.
     – Write numbers 1-12 on the large blank overlay to resemble a clock face.
     – A classmate records the message “What time is it?” on the communication device.
     – Plug one end of the cable into the appropriate jack on the communication aid. Plug the
        other end into the external switch jack on the All-Turn-It spinner.
     – The student with disabilities asks the question “What time is it?” and simultaneously
        spins the spinner by activating the communication aid.
     – When the spinner stops, classmates look at the arrow locations and read the time.

• Other Things to Try
   – Tape a large paper arrow onto the plastic cover on the spinner in the 12 o’clock position.
       Students spin the spinner and, when the black arrow stops, they read the time to the
   – Choose a student who may need practice writing numbers to write the numbers on the
   – Ask students to name a typical activity that occurs at the time shown on the spinner
F What Else?
   –     voice output communication aid (e.g. One Step, Big Mack)
   –     Create-Your-Own Overlays
                        Sample Lessons/Activities
                       Secondary Math--Geometry
                              (from Book of Possibilities Secondary Edition)

•   Objective: The learner will add two angles and graph the angle that results. The student with
    disabilities selects the two angles to be added using an All-Turn-It.
•   What You Do
     – Draw angles between zero and ninety degrees on both the large and small blank spinner
         overlays and label them.
     – Plug a switch into the All-Turn-It if needed.
     – Pass out graph paper and protractors to the students.
     – Cue the student with disabilities to activate the spinner at the appropriate time.
     – Classmates add the two angles indicated by the spinner and draw the resulting angle on
         their individual sheets of graph paper.
     – Repeat until the class has completed the desired number of angles.
•   Other Things to Try
     – The student with disabilities will identify each angle by type (acute, right or obtuse).
     – The student with disabilities can identify which angle is greater.
     – The student with disabilities can identify which angle is smaller.

F What Else?
   –     multi-button voice output communication aid (e.g. Cheap Talk)
   –     switch (e.g. Jelly Bean)
   –     Create-Your-Own Overlays
   –     graph paper
   –     protractors
               Sample Lessons/Activities
        Elementary Language Arts—Spelling Bingo

• Objective: The learner will review spelling words by writing them on a blank bingo board.
  After filling it out, the learner participates in the game. The student with disabilities operates
  the spinner and randomly calls out the words.
• What You Do
   – Lead students in a review by using a blank bingo board. If there are more spaces than
       words, instruct students to fill in the extra spaces with repeat words.
   – Instruct students to trade papers. Students will correct one another’s papers.
   – After papers get returned to their owners, the game begins. The student with disabilities
       will operate the spinner and the voice output device. The word chosen by the student on
       the device and the letter spun will determine where students will place their markers.
• Other Things to Try
   – Evaluate the student with disabilities’ word recognition skills. As you read each word,
       have the student match it with the appropriate button on the communication device.
F What Else?
   –      multi-button voice output communication aid (e.g. Cheap Talk, Go Talk)
   –     switch (e.g. Jelly Bean)
   –     blank bingo sheets (5 X 5 grids)
   –     bingo All-Turn-It overlay (large only)
   –     Boardmaker (words/pictures for spelling words)
                 Sample Lessons/Activities
    Secondary Language Arts--Creative Writing/Storytelling
                               (from Book of Possibilities Secondary Edition)

• Objective: The class works together to create a “progressive” work of fiction. The student
  with disabilities selects the story element, then each classmate adds to the story using the All-
• What You Do
   – Provide the storytellers with general instructions, such as, “The story we are writing is to
       be a modern mystery that is a revised version of the classic tale; ‘Murder in the Rue
   – Place one large and one small tale blazers overlay on the All-Turn-It.
   – Plug a switch into the spinner if necessary.
   – Ask a volunteer from the class to team up with the student with disabilities to indicate
       when it is time for a spin or to read aloud each story element after it has been selected
       by the spinner.
   – Students progressively add to or embellish each story element indicated by the spinner
       until everyone has had a turn or the story is complete.
   – The student with disabilities will spin one more time. Whatever the spinner selects is
       what the students will write about for homework.
• Other Things to Try
   – Change the project from a story to a poem.
   – In place of writing or storytelling, have students act out the scenes with no words.
F What Else?
   – Switch (e.g. Jelly Bean)
   – Tale Blazers Overlays
                           Sample Lessons/Activities
                           Social Skills—Turn Taking
                                (from Soccer and Basketball User Manual)

•   Objective: Students work together in teams to play soccer or basketball as a
    board game. The student with disabilities is the referee, alerting teams of
    whose turn it is and operating the All-Turn-It spinner.
•   What You Do
     –   Connect an external switch if necessary. Set up the All-Turn-It spinner with either the
         soccer or basketball overlay.
     –   Teams take turns. Each player alternates who “has the ball.” When the student with
         disabilities spins, the team whose turn it is has a chance to score and move toward the
         opponents’ goal/basket.
     –   There are four possible results of any spin—score, no score, additional spin or lose spin.
         Except for segments which say “spin again,” the teams alternate each spin.
     –   Follow the rules according to the user manual in order to play. The student with
         disabilities keeps track of turns and spins. Another student will be in charge of
•   Other Things to Try
     –   Give other students the chance to keep track of turns and spins with the All-Turn-It.
     –   Assign the student with disabilities the opportunity to keep score using a counter.
F What Else?
   – Switch (e.g. Jelly Bean)
   – Soccer/Basketball Overlay
   – Communication device (One-Step Communicator or Cheap Talk)
   – Counter
                      Sample Lessons/Activities
                 Social Skills—Classroom Discussion
                          (from Book of Possibilities Secondary Edition)

• Objective: The student with disabilities uses the All-Turn-It spinner to assign a
  topic or question to be discussed and a time limit to a student.
• What You Do
   – Connect an external switch if necessary.
   – On the large blank overlay, write a variety of questions or topics related to
      recent study material.
   – On the small blank overlay, write a variety of time intervals.
   – The student with disabilities operates the spinner to determine the topic
      and the time limit. Then, he or she uses a multi-button communication
      device to select a student. Each student will get no more than one turn.
F What Else?
   – Switch (e.g. Jelly Bean)
   – Create Your Own Overlays
   – Boardmaker (pictures of classmates)
   – Multi-button communication device (e.g. Cheap Talk)
Your Turn--Advantages
• What advantages are there to using an All-Turn-It in a

• How will it help to facilitate inclusion of students with
  special needs into the general education population?
 Your Turn--Challenges
• What challenges do you face in implementing the use of
  an All-Turn-It in your classroom?

• Do you think that the implementation of an All-Turn-It
  with students and teachers in the general population
  will be a challenge? Why or why not?
Your Turn—New and Improved
• What kind of goals and benchmarks can you help your
  students meet with an All-Turn-It?

• What other types of devices/software do you have at your
  disposal that would help in a similar way to this device?

• It’s Devil’s Advocate time! Imagine that your colleague is not
  interested in, even opposed to, using an All-Turn-It in her
  classroom. Convince her why she should use it.

• Do you have any other ideas for “Other Things to Try” for any
  of the lessons covered during this roundtable?

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