Barrington instructor helps students find their voice
Kelly Key helps students who cannot speak use technology to communicate verbally.
But when the Barrington Area Unit District 220 instructor walks into a classroom, her students - many of whom have known Key since they were preschoolers - don't need words to express their joy.
One such student is Dan Pop, a 17-year-old who has worked with Key for 14 years. Dan has cerebral palsy and is nonverbal, but can communicate using a computer system he and Key have worked on together for years.
Using head movements tracked by a camera, Dan manipulates a computer attached to his wheelchair to select the words he wants to say.
As the assistive technology coordinator for District 220, Key is tasked with finding technology solutions for students who, like Dan, struggle to communicate.
While Dan's barriers are more difficult than the average student Key sees, neither is discouraged by the challenge. With wide smiles on their faces, they work together to give Dan his voice.
"Dan has it all in here," Key said, pointing to his head. "He just needs to get it out."
Jen Schaap, a preschool teacher at the district's Early Learning Center, said Key is an asset to the special needs students and teachers in the district. She brings a contagious energy to the classroom and will respond in a heartbeat to any needs that arise.
"If you ever get a chance to meet her, within five seconds you can tell what a great person she is," Schaap said. "She creates an inspiring vision for all of us."
Connie Simon, the district's assistant superintendent for special services and Key's supervisor for more than a decade, said one reason Key is so valuable is because of her ability show teachers how to best use the technology that helps students communicate.
"It has certainly opened up a world that was closed off for students who struggled with communication," Simon said. "They're just like every other student in the school, and that's just how it should be."
Under District 220 policy, students who need help communicating aren't pulled out of the classroom to receive special instruction. Instead, they work alongside their peers while using special communication apps and programs on their school-issued iPads and laptops.
"It's made certain studying situations a lot easier and more efficient for me to complete," said Will Graff, a freshman at Barrington High School who uses communications technology in his regular classes.
"It's given me the ability to worry less about big assignments and to create a more happy environment when working."
Among the tools in Will's arsenal are programs that will read any text on his laptop aloud, even text in a picture file that can't be selected in a word processor.
Another program will follow along with what students are typing and predict what words they could use next if they get stuck.
Communications technology available to Key and her students has improved greatly over the course of her career.
Years ago, she said, a third-grade student who had a speech impediment tried voice recognition software, but the technology wasn't good enough to recognize what the student was saying. By middle school, the program could recognize 60 percent of what the student said. By high school it had risen to 98 percent.
Key said the most significant improvement in her time has been the introduction of the iPad. Not only can it install and run useful applications without needing CDs, but it has become ubiquitous in the culture.
"There is a normality and cool factor," Key said. "Parents and students are more apt to use them out in the community rather than the bulky devices they used to have to use."