A pencil grip to help a child write, a high-tech system to enable a student to use his eyes to communicate when his brain function is perfect, yet his body cannot move, and nearly everything in between that can make having a disability less debilitating: these are what Elisa Wern has provided for children of all ages for over a decade.
Wern, an occupational therapist by trade, sees dozens of children on a regular basis, as well as many more throughout the course of every school year. She works with all of the public schools in the county, and also provides limited support to private and charter schools. Wern serves as the only fulltime assistive technology specialist in Alachua County, with the aid of a speech language therapist. Additionally, she has a good network of other specialists throughout the state who provide support and information.
Anyone who knows Wern knows that she loves her job. In fact, she often says just that. Although the work can be frustrating and hectic at times, she loves her students and their families so much that she attributes her “good days” to them.
Due to the intensity of student needs, Wern spends time at Kanapaha Middle School. Principal Jennie Wise, who consistently interacts with Wern, witnesses her enthusiasm: “She is hardworking and professional and is passionate about her work.”
What is Assistive Technology?
Assistive technology can range from relatively simple solutions, such as a slant board for writing, to adapting highly complex software to allow someone to write by “learning” to predict his or her words. Regardless of the type of technology, the objective is to find a solution to make each child more independent.
Kathleen Black, Interim Executive Director ESE/Student Services, says that for students whose disabilities interfere with their communication, learning, participation within the classroom, or relationships with peers, assistive technology can increase their opportunities for education and social interactions, as well as meaningful employment in the future.
Wern’s goal is to provide support for kids to access the regular school curriculum. Every child needs to read and write plus do math that his or her peers are performing in grades K through 12. To make that happen, she creates or uses adaptive devices that help kids take weekly tests, as well as standardized ones, such as the FCAT.
“In her role,” said Black, “Elisa finds alternative ways for our students to complete their work and to achieve academic standards. Some people think Elisa opens doors for students to learn. I know she gives the students the tools so they can open the doors themselves.”
“A lot of kids work day in and day out to be students. How do we help them to be successful?” said Wern. “Technology for you and me is ‘nice.’ For kids with disabilities, it’s a game-changer.”
Wern emphasizes the importance of having good educators who are familiar with what assistive solutions are accessible for their students. They need to know how to identify children who may need help, and then call on her to help them.
“We need to help people know what is possible. They don’t need to know how to do it, just that it’s available to their students,” said Wern.
Wise has nothing but great things to say about Wern. “I so enjoy working with Elisa, as she ALWAYS puts the needs of the students at the heart of what we are trying to do in the schools. She is bright and so knowledgeable about the various forms of assistive technology, but she is truly gifted when it comes to helping us all figure out how to best help students to be independent and successful in school, and able to communicate in the most effective ways possible.”
Tim Treadwell, whose son, Forest, is helped by Wern, concurs: “She has been instrumental in helping the teachers, school therapists and aides gain familiarity with the best way to incorporate our son’s communication needs into the classroom setting.”
Wern emphasizes that children should feel empowered to speak up when they need help, especially those whose disabilities may not be evident to those around them.
“Children also need to learn to advocate for themselves. We need to teach them that they can ask for what they need,” said Wern. “Once we know what they need, we can make the appropriate accommodations. Every job a kid does as a student has a tech match in some way.”
According to Wern, sometimes kids figure out their own solutions, and she accommodates them as needed. Children whose needs are simpler or easily addressed are usually seen at the beginning of the school year. Once they’re set up and successfully using the solution, Wern no longer needs to see them. Others who have complex issues are seen on a regular basis.
“I can’t make the disability disappear, but I can make sure that the technology is there to do what’s best for every child,” said Wern. “I’m like tech support for these kids.”
Variety of Solutions
“Middle-of-the-road” students who have difficulty with comprehension can be helped with the use of Kurzweil software, which is a literacy tool that allows those with the cognitive ability, but not the literacy skills, to accomplish their objectives. The learning labs at both the University of Florida and Santa Fe College also use this software for their students.
Some children with significant disabilities, like the one pictured here, work with Wern to determine what they can use and what they will use. In his case, she incorporated a technology that allows him to use the buttons on his head to move items on a computer. With the use of those buttons, he can “tell” others what he knows. He uses software, plays computer games, and enjoys joking around and laughing, much like any other boy his age.
“Elisa is always learning as technology changes and is always sharing that new knowledge with our students,” said Black.
Treadwell, whose son’s condition is similar to that of the boy pictured, says that Elisa worked closely with his family to find a viable communication system for Forest. In his case, the best option turned out to be an eye-gaze system that allows interaction with a computer based on where he looks at the screen.
“Her knowledge and research into various systems led us to equipment trials and consultations with company reps to determine the best communication device and the best way for him to access the capabilities of a device,” said Treadwell.
“She has been there every step – from acquisition of the computer to his attaining proficiency on it – and we always know that we can count on her help any time issues arise,” he added.
Several of the students that Wern sees have cerebral palsy, movement disorders or neuromuscular diseases and require the most advanced tech devices. She assesses what each student needs to communicate and then develops a solution to make that a reality.
“We know that the knowledge is ‘up here,’” says Wern, pointing to her head. “So how do we get the child to communicate that?”
Michelle Staab is the mother of Tyler and Samantha, both of whom have Dystonia. Dystonia is a neurological movement disorder characterized by involuntary muscle contractions, which force certain parts of the body into abnormal, sometimes painful, movements or postures. Both Tyler and Sam have attended public schools, and Wern has helped them – especially Tyler – extensively.
“Elisa has the ability to take a kid like Tyler, who is bright but feels trapped in his body, and help him not only communicate to peers and teachers, but also succeed academically…and not only English, but Spanish too!” said Staab. “Elisa keeps up with all the newest technology and is always open to listening to the kids and working with them to achieve their goals. She is one of a kind.”
Newer devices, such as iPads iPods, and smart phones can be used as communication gear. A school district or parent can buy software from about $700 for a simple communication solution to upwards of $15,000 for others. Wern reminds us that these kids did not create their disabilities, and although the cost is high for some software, she asks, “Would you pay $40 to talk to your kid every day? Is it worth that much to communicate with your loved one?”
Undoubtedly, the answer is “Yes.”
The Results
“You know you’re doing something right when kids start to develop and exhibit normal behavior for children their age,” said Wern.
She likes it when teens are sarcastic or try to flirt with their peers because that’s exactly what they’re supposed to be doing. Wern chuckles when she recounts a story of a high school boy who needed some advice about how to “pick up” girls, and she explained the appropriate and inappropriate times to do that.
Wise attests to Wern’s positive influence. “She has great rapport and relationships with students, and is helpful and a valued source of information for parents, teachers and school administrators. The students and the schools are so much better off for her efforts!”
Wern’s objective is simply to help the children achieve their goals and transition into adulthood with the tools necessary to thrive. “We want kids to be as successful as possible when they exit our program,” said Wern.
All evidence suggests that Wern’s caring and expertise are ensuring a better future for all of her kids.