(Photos: Googles Images)
Janet Acobes
Clicker 5 (available for Windows & Macintosh)
Clicker 5 (available for Windows & Macintosh)
Crick Software, Inc.
14687 NE 95th Street
Redmond, WA 98052
1 Clicker 5 (5-user License) $399
3 additional user Licenses: 90
TOTAL (excluding shipping & tax) $489
Assistive or adaptive technology refers to “…products, devices, or equipment, whether acquired commercially, modified or customized, that are used to maintain, increase, or improve the functional capabilities of individuals with disabilities…” – Assistive Technology Act of 1998
The Clicker software was created in England. It has won five BETT Awards (the Oscars of the UK educational industry), and has been well received in the United States, and I can see why. The Clicker software helps with increasing word usage and supports struggling writers and readers of any age. It comes with a child-friendly talking word processor, called Clicker Writer. It allows the user to write using words, pictures, digital camera images, photographs or symbols.
Grids give children immediate access to words, sounds and pictures. Clicker comes equipped with ready-made grids. The user is also able to create a grid in seconds. Personal “word walls” could be added, with pictures if needed, and updated accordingly.
How does Clicker Writer work? Text created in another application or from the grid is clicked into Clicker Writer. Using the right-hand mouse button, students can hear the word before they write it. Clicker Writer uses `html` (hypertext mark-up language) as its native format, so documents are ready for the web or e-mail. This facilitates the creation and publishing of web-based materials. Multi-line text boxes can hold an unlimited amount of fully formatted html text, which can include hyperlinks so that you can start designing web page content with students who have special needs. The talking spell checker is supported with graphics to assist early learners or those who struggle with text. If the student needs picture support, it is only a click away.
Some additional features include facility to write with pictures as well as words; a fully integrated word processor; instant editing and creation of grids; being able to transport text from the keyboard to one or more linked grids. By using a one-click icon, you can hide the grid for full word processor view, and create talking books in a variety of languages.
Because children with disabilities have difficulty organizing thoughts, getting through difficult words, working with difficult text selections, reading and rereading text, and summarizing and writing about what they have read, teachers should use technology tools to help these students become independent and provide opportunities for success. Following a designated process for reading and writing provides the student with a logical sequence to work with the authentic materials they choose.
In my second reflection, I spoke about a student in my third grade class, “Sam.” “Sam” is a sweet, cheerful, athletic boy with a wonderful sense of humor. He has positive interactions with peers and adults and works well in one-on-one, small group or whole group settings. Of all the subjects, he enjoys science the most. His strengths are that he is focused and able to retain and retrieve newly-learned information. “Sam’s” home life is a bit unbalanced. Both parents work long hours, which leaves him and his siblings with two au pairs. No one is really overseeing the day-to-day goings on with the children. “Sam” knows that he has to do his homework and get in some reading at home but forgets because he is playing (this is what he has told me). – My goal with homework is to help my students become independent and not rely on their caregivers to remind them to do their work or place whatever belongings they will need for school the next day. Accountability is what I seek, therefore, my students are somewhat “pumped” when they leave at the end of the day because we have gone over what is expected of them. Questions are answered about the night’s homework and so on. In this way, my hope is that my students will value the home-school connection and begin to freely discuss what they have learned with their parents. - It is important to point out that an older sibling of “Sam” receives services and has difficulty with fine motor skills. A younger sibling is also exhibiting difficulty forming letters. “Sam” area of need is with fine motor skills and organization, mechanics of writing. Although he has never complained, writing is clearly painful for him (physically and mentally). When he wants to produce a piece of writing that is legible, it takes all of his concentration to form the letters correctly, resulting in disjointed writing that lacks organization, conventional spelling and basic mechanics. Interventions used thus far are graphic organizers, yellow-lined paper (this paper is highlighted and guides the student’s writing), Inspiration (which he loves) and typing text on Word. I spoke with “Sam’s” parents and informed them of my concern and shared interventions that have been tried thus far. Additionally, I told them that a next step for “Sam” would be to present him to the IST team to seek the advice of the specialists in my building as to how best provide additional support for “Sam” in the area of fine motor skills and writing. They agreed, I have submitted my evidence, and am now waiting for a date to be set by the team.
“Sam” would benefit from using the Clicker software because he is comfortable using a computer. I introduced my class to Inspiration so that they could organize information they are collecting on rain forest animals. “Sam” was drawn to the program. It was easy for him to manipulate the diagram and type. He was also helping peers attach links to the square. Back in September, I introduced a web graphic organizer to my students. The web allows them to easily organize their thought before writing. Having knowledge of how to use a web was pertinent with “Sam” being able to embrace using Inspiration. I believe that, if given the opportunity, “Sam’s” writing would evolve if he had the opportunity to use the Clicker software. This software is like having a writing buddy alongside, guiding, and reminding the user of sentence structure, spelling, punctuation and basic mechanics of writing. The added benefit is that he can hear himself think. For years I have suggested to parents of children who struggle with writing to let their children record their stories on tape. After the stories have been recorded, the child types their work on a computer or the parent could scribe for them. Recording stories on tape allows the child to hear him/herself think out loud and quickly catch errors that they would not easily find if they were writing. This is what the Clicker software provides and I am thrilled!
The Clicker would be a tool to aid “Sam” in his writing, but I would not give up wanting him to write. The Clicker software would provide the support and balance that my student needs.
All of the articles that I read regarding Clicker are favorable. They all praise this software because it is so user-friendly. Being able to create your own materials using the software is an added bonus because you are not constrained to only using what is being offered on the software. This kind of flexibility allows the software to grow with your students, as well as facilitates planning for differentiated instruction for the teacher.
Last week I observed two inclusion classes. The first class was first grade and later that week I observed a third grade class. From what I observed, both classes would benefit from using the Clicker software. The younger children would be able to read at their own pace because this software allows you to choose the pace (single word, full sentence). When writing, pictures could be added to words in order to successfully guide the child’s writing. Buddies in inclusion classes could easily publish talking books and other forms of writing, further including special needs children and making them a part of the whole class environment.
Being able to utilize technology to help students become successful is definitely a positive tool. A concern I have, however, is the time factor. There are a lot of choices to be explored and it seems to be a full-time job. I changed my mind four times before I found and was satisfied with what the Clicker software has to offer. This project gave me a “sneak preview” to what purchasing appropriate software for a school is all about. It’s about slowing down, reading, reading, reading, and carefully examining the pros and cons with using a selected software/program. Companies constantly upgrade software so it is imperative to do research and choose wisely before leaping to purchase. On too many occasions, districts spend huge amounts of money purchasing technology that is never truly used to its capacity, all because the audience (students) and facilitators of the technology (teachers) are not included in the initial planning. The promise of the end-product that the software can deliver is what is looked at, not the process needed to achieve the end result.
14687 NE 95th Street
Redmond, WA 98052
1 Clicker 5 (5-user License) $399
3 additional user Licenses: 90
TOTAL (excluding shipping & tax) $489
Assistive or adaptive technology refers to “…products, devices, or equipment, whether acquired commercially, modified or customized, that are used to maintain, increase, or improve the functional capabilities of individuals with disabilities…” – Assistive Technology Act of 1998
The Clicker software was created in England. It has won five BETT Awards (the Oscars of the UK educational industry), and has been well received in the United States, and I can see why. The Clicker software helps with increasing word usage and supports struggling writers and readers of any age. It comes with a child-friendly talking word processor, called Clicker Writer. It allows the user to write using words, pictures, digital camera images, photographs or symbols.
Grids give children immediate access to words, sounds and pictures. Clicker comes equipped with ready-made grids. The user is also able to create a grid in seconds. Personal “word walls” could be added, with pictures if needed, and updated accordingly.
How does Clicker Writer work? Text created in another application or from the grid is clicked into Clicker Writer. Using the right-hand mouse button, students can hear the word before they write it. Clicker Writer uses `html` (hypertext mark-up language) as its native format, so documents are ready for the web or e-mail. This facilitates the creation and publishing of web-based materials. Multi-line text boxes can hold an unlimited amount of fully formatted html text, which can include hyperlinks so that you can start designing web page content with students who have special needs. The talking spell checker is supported with graphics to assist early learners or those who struggle with text. If the student needs picture support, it is only a click away.
Some additional features include facility to write with pictures as well as words; a fully integrated word processor; instant editing and creation of grids; being able to transport text from the keyboard to one or more linked grids. By using a one-click icon, you can hide the grid for full word processor view, and create talking books in a variety of languages.
Because children with disabilities have difficulty organizing thoughts, getting through difficult words, working with difficult text selections, reading and rereading text, and summarizing and writing about what they have read, teachers should use technology tools to help these students become independent and provide opportunities for success. Following a designated process for reading and writing provides the student with a logical sequence to work with the authentic materials they choose.
In my second reflection, I spoke about a student in my third grade class, “Sam.” “Sam” is a sweet, cheerful, athletic boy with a wonderful sense of humor. He has positive interactions with peers and adults and works well in one-on-one, small group or whole group settings. Of all the subjects, he enjoys science the most. His strengths are that he is focused and able to retain and retrieve newly-learned information. “Sam’s” home life is a bit unbalanced. Both parents work long hours, which leaves him and his siblings with two au pairs. No one is really overseeing the day-to-day goings on with the children. “Sam” knows that he has to do his homework and get in some reading at home but forgets because he is playing (this is what he has told me). – My goal with homework is to help my students become independent and not rely on their caregivers to remind them to do their work or place whatever belongings they will need for school the next day. Accountability is what I seek, therefore, my students are somewhat “pumped” when they leave at the end of the day because we have gone over what is expected of them. Questions are answered about the night’s homework and so on. In this way, my hope is that my students will value the home-school connection and begin to freely discuss what they have learned with their parents. - It is important to point out that an older sibling of “Sam” receives services and has difficulty with fine motor skills. A younger sibling is also exhibiting difficulty forming letters. “Sam” area of need is with fine motor skills and organization, mechanics of writing. Although he has never complained, writing is clearly painful for him (physically and mentally). When he wants to produce a piece of writing that is legible, it takes all of his concentration to form the letters correctly, resulting in disjointed writing that lacks organization, conventional spelling and basic mechanics. Interventions used thus far are graphic organizers, yellow-lined paper (this paper is highlighted and guides the student’s writing), Inspiration (which he loves) and typing text on Word. I spoke with “Sam’s” parents and informed them of my concern and shared interventions that have been tried thus far. Additionally, I told them that a next step for “Sam” would be to present him to the IST team to seek the advice of the specialists in my building as to how best provide additional support for “Sam” in the area of fine motor skills and writing. They agreed, I have submitted my evidence, and am now waiting for a date to be set by the team.
“Sam” would benefit from using the Clicker software because he is comfortable using a computer. I introduced my class to Inspiration so that they could organize information they are collecting on rain forest animals. “Sam” was drawn to the program. It was easy for him to manipulate the diagram and type. He was also helping peers attach links to the square. Back in September, I introduced a web graphic organizer to my students. The web allows them to easily organize their thought before writing. Having knowledge of how to use a web was pertinent with “Sam” being able to embrace using Inspiration. I believe that, if given the opportunity, “Sam’s” writing would evolve if he had the opportunity to use the Clicker software. This software is like having a writing buddy alongside, guiding, and reminding the user of sentence structure, spelling, punctuation and basic mechanics of writing. The added benefit is that he can hear himself think. For years I have suggested to parents of children who struggle with writing to let their children record their stories on tape. After the stories have been recorded, the child types their work on a computer or the parent could scribe for them. Recording stories on tape allows the child to hear him/herself think out loud and quickly catch errors that they would not easily find if they were writing. This is what the Clicker software provides and I am thrilled!
The Clicker would be a tool to aid “Sam” in his writing, but I would not give up wanting him to write. The Clicker software would provide the support and balance that my student needs.
All of the articles that I read regarding Clicker are favorable. They all praise this software because it is so user-friendly. Being able to create your own materials using the software is an added bonus because you are not constrained to only using what is being offered on the software. This kind of flexibility allows the software to grow with your students, as well as facilitates planning for differentiated instruction for the teacher.
Last week I observed two inclusion classes. The first class was first grade and later that week I observed a third grade class. From what I observed, both classes would benefit from using the Clicker software. The younger children would be able to read at their own pace because this software allows you to choose the pace (single word, full sentence). When writing, pictures could be added to words in order to successfully guide the child’s writing. Buddies in inclusion classes could easily publish talking books and other forms of writing, further including special needs children and making them a part of the whole class environment.
Being able to utilize technology to help students become successful is definitely a positive tool. A concern I have, however, is the time factor. There are a lot of choices to be explored and it seems to be a full-time job. I changed my mind four times before I found and was satisfied with what the Clicker software has to offer. This project gave me a “sneak preview” to what purchasing appropriate software for a school is all about. It’s about slowing down, reading, reading, reading, and carefully examining the pros and cons with using a selected software/program. Companies constantly upgrade software so it is imperative to do research and choose wisely before leaping to purchase. On too many occasions, districts spend huge amounts of money purchasing technology that is never truly used to its capacity, all because the audience (students) and facilitators of the technology (teachers) are not included in the initial planning. The promise of the end-product that the software can deliver is what is looked at, not the process needed to achieve the end result.
Resources
www.Abledata:Products
http://www.assistivetech.net/
www.CAST:DiffferntiatedInstruction
www.cricksoft.com/us/products
www.ltscotland.org.uk/.../screenreaders.asp
www.pocketmobility.com/quizzler
www.powertolearn.com/articles/software
http://www.schwablearning.org/
http://www.spectronicsclicker4/
www.2001ConferenceProceedings/ClickerTheExcitingNewToolForLiteracyAccessAndCommunication/Crick
www.2003ConferenceProceedings/UsingClickertoCreateAccessibleWriting,MultimediaandCommunicationActivities/Crick
(2003). Using Hand Held Technology to Improve Literacy Skills: A SEIR TEC
Workshop.SEIRTEC, Vol. 6, No. 1, pp. 10-11.
Castellani, J., Jeffs, T. (2001). Emerging Reading and Writing Strategies Using
Technology. TEACHING Exceptional Children, Vol. 33, No. 5, pp. 60-67.
www.Abledata:Products
http://www.assistivetech.net/
www.CAST:DiffferntiatedInstruction
www.cricksoft.com/us/products
www.ltscotland.org.uk/.../screenreaders.asp
www.pocketmobility.com/quizzler
www.powertolearn.com/articles/software
http://www.schwablearning.org/
http://www.spectronicsclicker4/
www.2001ConferenceProceedings/ClickerTheExcitingNewToolForLiteracyAccessAndCommunication/Crick
www.2003ConferenceProceedings/UsingClickertoCreateAccessibleWriting,MultimediaandCommunicationActivities/Crick
(2003). Using Hand Held Technology to Improve Literacy Skills: A SEIR TEC
Workshop.SEIRTEC, Vol. 6, No. 1, pp. 10-11.
Castellani, J., Jeffs, T. (2001). Emerging Reading and Writing Strategies Using
Technology. TEACHING Exceptional Children, Vol. 33, No. 5, pp. 60-67.
3 comments:
This sounds fabulous. I would love to try this out with a few of my students. As an adult, I can see the benefits for myself, of having a framework such as the Clicker. In this day and age, I don't believe that students should have to suffer, because of language or processing disabilities. This type of technology can help the children now and transition to less assistive technology.
I love this for all students! I can see where it is extremely helpful for children with processing and writing disabilities. I know of at least 2 or 3 children that I would like to use this with in my class. I am sure that with a product like this writing would not be so difficult for them. Ideas will come to them more easily and the picture option would work wonders! Thanks, Janet!
This sounds like a great tool - but a little on the expensive side. What is the likelihood that you could get it for 'Sam'? Maybe you could check out Audacity that Maggie reviewed too, but it doesn't have the visual support. Great product and excellent review. It was very helpful that you identified a student who could benefit from this product.
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