Clicker Success Stories
Tracey Horne reveals how Clicker 7 is transforming attitudes to writing in this secondary special education school in Sale, England.
"The students are very proud of what they are able to accomplish with Clicker 7. Many actively disliked English before, because of the reading and writing aspect of the lessons and their inevitable struggle with it. However, they are now able to achieve something independently. Every student can now participate, even those with the biggest learning challenges..."
Ellen Smith tells us how Clicker 7 is being used to support 'Big Write' sessions and topic assessments at her school.
"The children use Clicker in English, Language Arts, Social Studies, and Science - the teachers are able to create differentiated learning resources for them based on their lesson content, which enable those students to access the curriculum and participate in the same way as their peers."
Suzanne Lazarus shares how Colindale are using Clicker 7 to develop literacy skills across the school.
"I think if I was to sum up the impact Clicker 7 has on learning in our school, I’d say that Clicker makes writing a fun, exciting, and accessible experience for everyone, including reluctant and struggling writers. I would really urge other schools to consider using Clicker as their word processor of choice – it’s designed for children after all!"
This video was recorded at Willow Dene School, where they are using Clicker extensively to help students access the curriculum and find their voice.
Highfield School is a Foundation Special School designated for learners in the 11-19 year old age group. Elaine Blake tells us about the Clicker Expert Trainers Group her students have set up.
"The students have gained an enormous amount from this project. Not only has it helped them to develop various functional skills themselves, but it’s been really motivating for them to teach their teachers something! Their confidence has really increased too...…"
Aeshia Grine is a special education teacher at Skyline High School in Colorado. She works with students from Grades 9-12, all of whom have significant needs, and has been trialing Clicker with two of her students.
"Josh is very good at repeating words as he hears them, but I wanted to work on his recognition of their written form. I have had a lot of success with the ‘Matching’ wizard in Clicker ..."
Emily's trainees used Clicker during their 'Connecting Worlds' module, which involved setting up a cross-curricular project and incorporating technology to support and engage their students.
"The children were motivated by using Clicker and really responded to creative activities that could be tailored to their interests. I was also really impressed by the ease with which the students were able to differentiate activities for the different learning needs within their groups..."
Jon Hickman tells us how he has been using Clicker and the Clicker Apps to help ELL students and learners with special needs access the science curriculum.
"The outcomes have been very positive – all of the children have demonstrated significantly improved literacy skills. Their work is much easier to read and they are able to get their ideas down much more quickly, and achieve a lot more within the time frame of a lesson. What’s really important is that with the help of Clicker, they are encouraged to use that key subject-specific vocabulary in context, and produced more detailed explanations."
Debbie Vita writes about an autistic high school student using Clicker to express her stories and develop her artistic skills.
“When introduced to the software program Clicker, Quiana taught herself how to use the program. She is presently using this resource to write, illustrate, and even narrate books! Technology skills and Clicker have provided a fantastic tool to help this young lady create additional characters with on-going storylines and/or experiences.”
The school’s Sixth Form Enterprise Group have used Clicker to create an interactive storybook of ‘Alice in Wonderland’.
The money raised from sales of the printed version of the book will go to Bobath Wales, a Cerebral Palsy support charity. Clicker users can download a free copy of the talking book…
Teachers from Montgomery County Public Schools share their thoughts and ideas after first learning about Clicker.
“I talked to my team about Clicker today. They loved how the words could be read as students are typing. We plan to use the program so that students can type their animals research projects in March. Advanced students will also read and record their voices with their books.”
SET-BC finds success with Clicker in supporting students’ academic engagement and achievement in an inclusive classroom.
““Write On …” describes the use of Clicker to support inclusion in the curriculum with both pre-made Clicker Sets and the creation of talking books. The talking books are illustrated using Clicker Paint, which is now an integral part of Clicker.”
Jacquelyn Criger describes how one student in the Indian Prairie School District uses Clicker’s word prediction feature to better express his thoughts.
“I was collaborating with a team of teachers who support a 5th grade students’ learning. We were looking for a way he could better express his ideas in writing after they told me that when he speaks, no one would ever guess that he has a disability. But, when he writes, it’s a different story.
Of course, I suggested we consider using Clicker, and showed them a bit about the program.”
Marisa Kaplan talks about how she uses Clicker with 7-11 year olds to support vocabulary, spelling, planning, and revising.
“I have used this program primarily with students who struggle with writing, particularly in the areas of spelling, vocabulary and expansion of ideas. What I have found is that Clicker can take on various forms of support depending on the focus of the educator. When working with students on developing their writing skills, the first thing I do is set a focus point. This helps me isolate the skill we’re working on to set clear and specific goals for the learner. If my focus point is for the student to be able to use new vocabulary then Clicker takes on a different use than if my focus is on expanding writing using sensory details.”
Teachers report their findings following the use of Clicker with middle and high school students working on a functional life-skills curriculum.
“Clicker was used with approximately 30 students at a high school and 20 students at a middle school in MCPS.
All of the students had intellectual disabilities and were working on a functional life-skills curriculum. Many of the students also had motor and speech impairments.”
Peggy Bergey uses Clicker talking books and word bank grids to support students in reading and writing about books that are beyond students’ reading abilities.
“I asked a second grade teacher in my school for books that she used as class books. After getting the books I created templates for these books to help the students. These templates can be easily modified for use with any reading selection by adding the appropriate vocabulary.
Although this started as a project for special needs students, it can be used with all students. I have used it with second and third graders as created and with fourth and fifth grade students with more student input.”
A mother of a nine-year old boy with moderate autism and learning differences explains how she creates Clicker resources for her son to support his learning across the curriculum.
“I had researched Clicker and miraculously, the assistive technology assessor recommended it for my son. That was one of our lucky breaks!
I did the tutorial and got to know Clicker on an "intimate" level. My son has an intensive Applied Behavior Analysis program (ABA) and I would make grids for the therapists to work on synonym drills, antonym drills, and double meanings.”
Dana Perez describes her excitement about the countless ways to creatively use Clicker to support the language skills of children with hearing loss.
“I have seen some amazing things happen in our classrooms where I have introduced Clicker. We have students as young as 3 and 4 year olds that are using Clicker's forced order grids to write sentences and then read them back. On the other end of the spectrum, I have older students creating story books, history projects, and presentations of all kinds. There's nothing these kids can't do.”
Students at Perkins School for the Blind use Clicker with symbols, photographs, and other images to facilitate sentence formation, and to support vocabulary and language.
“The power of a tool such as Clicker lies in the ease of creating and using activities that are perfectly correlated to standard curriculum but at a functional level appropriate for each learner.”
Maureen Gates reports on how Clicker and EagleEyes technologies can be used for communication, using the eyes instead of a mouse or a switch.
“Clicker software allowed Michael’s teacher, Maureen Gates, to create Clicker grids with words and pictures with which Michael used to communicate. By moving his eyes, Michael would select words in the grid, then, a “dwell time click” would “highlight the words in the grid and print them in the Clicker Writer” communicating what Michael was thinking.”
Brad J Wing shares how one of his students, who has difficulties accessing a keyboard, uses Clicker to support his reading and writing skills.
“John has his reading program presented on the computer using Clicker. Because he has difficulty turning the individual pages of his books, the material has been scanned and modified to meet his needs. Now he can independently open the story, read the story (or have the computer “read” it to him) and then move the graphics into the Clicker Writer. His vocabulary pages appear and he can write a novel sentence about what he has just read, proving his comprehension of the material.”
Indian Prairie School District finds that special education students are actively participating in the curriculum, and are able to express their own thoughts and ideas with the support features in Clicker.
“We can adapt Clicker to meet the needs of many different learners; children who are benefitting now include children with autism, cognitive difficulties, learning disabilities, children who struggle with new vocabulary, and children with physical disabilities who have trouble accessing a computer keyboard. The main reasons it can be used for such a wide variety of learners include the ability to use audio cuing, recording of responses, pictures, videos, and different sentence structures. What’s great about Clicker is that we can set up these support features ourselves and combine them in many different ways to meet the needs of all our users.”