Author Archives: chris.bugaj

An Adapted Library at Algonkian Elementary

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Megan Keller

Megan Keller, Speech Language Pathologist at Algonkian Elementary School

This blog post was written by Megan Keller, Speech Language Pathologist at Algonkian Elementary School.

This year, I have been working hard on my dream of creating an adapted library here at Algonkian Elementary! My goal is to promote inclusion by providing non-speaking students or those with emerging verbal skills with the same books that their neurotypical peers have access to. I feel that often the adapted books that are available to print from online sources lack visual stimulation, plots, and fun, well-known characters. I have adapted popular books to allow them to access the language needed to share in the same literary experience as their peers. I want teachers, assistants, and families to be able to easily use the library to foster a love of books while promoting communication and literacy skills. 

These books also align with the curriculum that the self-contained special education teachers are using. For example, during the month of May the students in K-2 Autism class are learning about transportation and so I have chosen to target the core word “go”. I used fun, colorful, books such as “Go Dog, Go” and nonfiction texts about vehicles to further target the word “go” and expand upon its meaning. Students can check these books out and families can read the book together! Students can also read to their teachers, assistants, friends, and family. Individuals who use Augmentative/Alternative Communication can use the corresponding icons on their device. or by pointing to the icons on each page. Those working with the students can, of course, expand on the words to model longer utterances. Each book also includes a folder containing comprehension activities, such as sequencing activities, visual comprehension questions, and picture sorts to further build language skills and interaction. I also suggest toys and activities to use to reinforce mastery of these core words through play. 

We plan on hosting some family coffee talks next year to discuss promoting literacy and communication at home using this library as a foundation. It’s a work in progress, but I’m excited to watch it grow!

Orange folder with a sheet of paper describing ways to help teach the word want.

Ideas for how to incorporate the Word of the Week

Buckets with core words on it and books sticking out of them

Core Word Buckets

A picture book with text, pictures, and a picture symbol for the target word

Word being practiced is placed on the page

Pop the Pig game, the eat bucket, plastic fruit, and the Hungry, Hungry Caterpillar

Games, toys, and books are all used to teach the meaning of the core vocabulary word and beyond!

Learners Creating Switches & Switch Activated Toys to Support Other Learners

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The students in the Computer Integrated Engineering Design (CEID) class at the Academies of Loudoun took on the challenge of designing and creating a variety of switches and toys activated by switches used by students with disabilities. A multidisciplinary team of educators worked in pairs to provide feedback on the designs. The students in the CEID class corresponded with the professionals to gather insights into desired aspects of the design of the devices. Then they developed prototypes and sent them to the supporting educator teams who invited students with disabilities to give feedback on the usefulness of the draft products. The student designers then made adjustments based on user feedback to improve the next iteration of switches and switch activated toys. This authentic learning experience resulted in the creation of sophisticated, functional tools used by students with and without disabilities to interact with toys, appliances, and other learning devices. The class was led by the Technology Resource Teacher, Amy Santos, and supported by the Makerspace Teacher, Josh Ajima. If you’d like to learn more about the project or if you’d like to implement something similar with learners you support, please contact the Assistive Technology Specialist, Chris Bugaj. 

A special thanks goes out to the educators who worked to support all the learners involved in this project including all of the following: 

  • Crystal Kick-Krisko, Occupational Therapist – Kenneth W. Culbert Elementary
  • Deborah Schwind, Occupational Therapist – Cedar Lane Elementary
  • Melissa Slusar, Former Resource Teacher – Cedar Lane Elementary
  • Emily Davis, Resource Teacher – Elaine E. Thompson Elementary
  • Katherine Rainier, Physical Education Teacher – Pinebrook Elementary
  • Leslie Hudson, Resource Teacher – Liberty Elementary
  • Jordan Wilner, Hearing Itinerant – Woodgrove High School
  • Katie Robertson, Specialist Instructional Facilitator – Assistive Technology
  • Joyce Sharp, Specialist Instructional Facilitator – Assistive Technology
    A screenshot of 3D printer software with a part ready to be printed.

    A screenshot of 3D printer software with a part ready to be printed.

    The hands of two teenagers working together to solder a piece of a switch. One holds the solder while the other holds the soldering iron.

    Two learners work together to solder wires on a component of a switch.

    Two teens solder a component of a switch. One holds the solder. The other holds the soldering iron. They work at a table surrounded by various parts, small containers, and tools. The table has a mat that is a grid of one inch squares. The edge of the mat is a ruler.

    Two learners solder a component of a switch on a makerspace work table.

    The hands of a teenager holding a 3D printed blue, octagonal switch plate. The surface is textured with a patterns of ridges. There are two holes for screws. One the table, below the switch, is a 3d printed, green, octagonal base with holes for screws that line up with the holes of the switch plate. A black component with a wire coming from it is glued to the base. The wire runs from the component, to a hole in the base. The wire is tied in a knot so, if pulled, will not come through the hole.

    The plate of a switch and the internal components in the base. Note the ridges on the surface to provide a unique texture.

    Two adult hand-sized, tactile switches placed on a wooden surface. The switch on the left is yellow and shaped like an octagon with a textured surface and two visible screws. The switch on the right is purple and yellow, shaped like a star, also with a textured surface and two visible screws. Both switches have cables connected to them. These switches are used as assistive technology devices for individuals with disabilities to interact with electronic devices.

    Two prototypes for switches. Notice the different colors, shapes, and textures.

    A technical drawing of a cubic device with various views and features labeled. The cube has dimensions of 84mm x 84mm x 84mm. The drawing includes six views of the cube:1. **Speaker View**: Shows the side with a circular speaker. 2. **Gears View**: Shows the side with interlocking gears. 3. **Texture 2 View**: Displays the side with a faceted geometric pattern. 4. **Bottom View**: Displays a plain side of the cube. 5. **Buttons + Power Switch View**: Shows the side with three rectangular buttons and a power switch. 6. **Texture 1 View**: Displays the side with a wavy pattern. An isometric view of the cube, showing the textured, button, and gear sides, is also included. The bottom of the drawing includes a title block with information such as the names Hirthik M., Adithya S., and David M., and the overall dimension is noted as 84mm³. The initials "AS" are marked on the drawing.

    Design sketches for a cube speaker

    This image shows a black plastic device with two interlocking gears mounted on a wooden surface. The larger gear is on the left, and the smaller gear is on the right. Each gear has a central bearing, and the larger gear has five spokes, while the smaller gear has a single spoke connecting to an arm. The device appears to be a mechanical assembly, used for educational or experimental purposes to demonstrate gear mechanics.

    The gears of a speaker box

    A black box-like device with a textured wavy pattern on the top surface and a faceted geometric design on the sides. On the front of the box, there are four rectangular buttons in different colors: red, yellow, green, and another red button. There are also two visible screws on the front panel. The device appears to be an electronic control box, used for educational, experimental, or assistive technology purposes.

    A 3D printed button activated speaker

    Approximately 24 teenage students standing on stairs smiling at the camera. They are all wearing blue shirts.

    The Makers!

Download & Print a More Core Stand

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Recently, several LCPS administrators participated in a short professional learning experience where they competed groups to see how many sentences they could generate from just a small set of the most frequently used words in English (known as core vocabulary). The winners of the competition received a 3D printed More Core Holder Stand to place a core board (or boards) for anyone to use. You’re invited to download the file named More Core Board Holder too! Once printed, place it in your office, library, cafeteria, or all of these places (and more) with an example of a core board that can be used anytime if needed.

Screenshot of a design made in Tinkercad of a dome-shaped object with a slit in it to hold up paper with the words More Core on the front.

More Core Board Holder

Your Invitation to Search the Inclusive Design Blog

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Use the search feature of this blog located to find information in the backlog of content. If you’re looking for specific topics or articles, the search function is your gateway to a wealth of information tailored to your interests. The search feature is located in the top right corner of any blog post. Enter keywords related to the content you’d like to explore, and you’ll find a curated list of posts, insights, and educational insights meant to help create more inclusive experiences for all learners. Whether you’re an educator, parent, or other member of the community interested in inclusive design, this feature ensures you’re just a search away from enhancing your knowledge and skills.

Here are some potential keywords to start your search: accessibility, universal design, language, literacy, word prediction, Immersive Reader, and communication. Don’t let those samples limit you! What are you curious about right now? What’s a problem or challenge you’re facing? Enter in any thing you’re curious about to explore the results to find something useful from the archives. Happy searching!

Educator Communication Partner Champions at Countryside Elementary School

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In October of 2023, in recognition and celebration of Augmentative/Alternative Communication Month, learners at Countryside Elementary School engaged in an experience where they explored augmentative/alternative communication. In a continuation of their commitment to helping all students learn language, the entire staff of Countryside Elementary were introduced to the fundamental tenets of Augmentative and Alternative Communication (AAC) by a team comprising their Speech-Language Pathologist, a 1st grade general education teacher, a Cross-Categorical teacher, and their Specialized Instructional Facilitator – Assistive Technology. The workshop focused on employing AAC as a support tool, defining effective communication partnership, and ensuring equitable and inclusive instruction for all students.

Feedback from the session was overwhelmingly positive, with numerous staff members expressing increased engagement and appreciation for the insights shared. This initiative marks a significant stride towards inclusivity and is part of Countryside Elementary’s ongoing efforts to integrate effective, innovative educational practices that cater to diverse learning needs. If you’re interested in leading a similar event, reach out to the Specialized Instructional Facilitator – Assistive Technology who works at your school!

Four teachers holding iPads with an AAC app on them in front of an interactive whiteboard that says Thank You

The team of presenters

8 teachers holding LAMP:WFL core boards

The staff at Countryside learning all about core vocabulary.

12 teachers holding up LAMP:WFL core boards

More staff at Countryside ES learning about how to teach language using augmentative/alternative communication

A group of teachers working with iPads at tables looking at the application LAMP:WFL

How many sentences can you make using just the words on the core vocabulary board?

Two teachers smiling and holding up LAMP:WFL on an iPad

Even more staff making sentences using AAC!

Learning About Braille with Lego Braille Brick Kits

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The LEGO® Braille Bricks is a play-based approach that teaches Braille to anyone using Lego bricks. LEGO® Braille Bricks have studs arranged to correspond to numbers and letters in Braille. Each brick shows the printed version of the symbol or letter inviting sighted and blind children to play and learn together. Lego provides resources for implementation and kits for free to educators.

3451 Khan Academy Resources on #GoOpenVA

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#GoOpenVA is a resource from the Commonwealth of Virginia. It provides open source materials that can be used by any educator. One of the providers of resources is Khan Academy, which provides over 3450 pre-made lessons and accessible materials on a wide variety of topics.

Khan Academy screenshot of a lesson on coordinate planes

A Screenshot of a Khan Academy lesson made in conjunction with Pixar Studios on Coordinate Planes.

Substituting Text in Google Docs

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Users can streamline the writing process using the Substitution feature in Google Docs, especially if what is being written involves typing repetitive text or special characters. To access this feature, open a Google Doc and navigate to ‘Tools’ in the menu bar. From there, select ‘Preferences’. In the Preferences window, there is a tab labeled ‘Substitutions’. Here, users can create custom shortcuts. For instance, a user can set up a substitution such as “myemail” which will automatically expand to the full email address whenever you type it. This is not just limited to text; you can also use it for symbols, like replacing “->” with “→”. Once set up, these substitutions can save significant time and effort, making the writing process both faster and more efficient. To learn more about this feature, visit the webpage Manage writing suggestions in Google Docs.

screenshot of substitution feature of Google Docs. There are two columns and seven rows each with a text substitution, like trex becoming Tyrannosaurus Rex.

Substitutions in Google Docs

Creating a Personal Dictionary Using the Check It Feature of Read&Write for Google Chrome

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When writing, learners may find they are using words that are spelled correctly, but not identified in the dictionary. Certain proper nouns, for instance, might not be in the dictionary used by Google Docs. Learners can add words to a personal dictionary using the Check It feature of Read&Write for Google Chrome. The Check It feature will underline words not in the dictionary. If the user would like to add the word to their personal dictionary, they select the word and choose “Add to Dictionary” from the drop down. For a tutorial, review the video Read&Write for Google Chrome – Check It Overview.

Add Subtitles to a Video Created in WeVideo Classroom

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WeVideo Classroom is a video creation and editing tool available to any educator and student in Loudoun County Public Schools through LCPSGo. The Subtitle Generator feature invites users to automatically create subtitles from the speech  in the video. This provides the opportunity for those experiencing the video to have a multimodal experience with text that matches the audio dialogue. To add subtitles to a video being created in WeVideo Classroom, follow the directions on the website titled Can I generate subtitles in WeVideo Classroom?

Screenshot of a WeVideo export page with subtitles shown on the left side.

Use the Subtitles button at the bottom to automatically create subtitles.