Thank you so much, Barb. I have learned so much useful information about the AT world. I will continue to use Board Maker, hopefully it will be Board Maker plus. I also love the idea of creating video social stories. Video social stories are far more engaging and also have the potential to look more realistic and provides the creator with a thorough means of showing the student what their behaviour or what the situation will actually look like. You have also convinced me that iPod touch is the way to go for my student who is becoming non-verbal with his degenerative condition. The Jabbala, though a good match right now, is not a good option in the long run - mostly due to the cost, but iPod Touch with Proloquo2go is far more affordable. With practice for pressure of touch, etc. the student certainly could be successful using the iPod.
The most important message for me that you made me more keenly aware of is to "Presume Ability". This is a concept that we all need to adopt in our everyday lives. When we see someone with a disability on the street, when we have students in our classrooms who aren't verbal - we need to help them the best way we can to communicate, when we are simply speaking to someone or developing their curriculum - it needs to be age appropriate. I thank you especially for this message. It is quickly becoming a major aspect of my teaching philosophy.
Wednesday, July 21, 2010
Inspirational Videos of People with a Disability.
This is just a movie trailer that caught my eye. Certainly looks to be inspirational; about a young woman who looses her vision and then decides to complete an Iron Man.
"ATHLETE" Movie Trailer
Uploaded by athletemovie. - More professional, college and classic sports videos.
Team Hoyt- this is one of my favorite inspirational videos about over-coming disability. This father is a real trooper! And with the smile on his son's face, you can see why he would say yes to his son's requests to keep running.
The AT in this video is all for accessing sporting equipment. I raft for floating on being dragged behind the father, the bicycle seat, and of course, his own wheel chair that supports his head and keeps him sitting comfortably through the run. The son has CP and also uses a switch with a computer to type and communicate with his father. This AT wasn't used until later in the boys life, and now as an adult, this is his means of communicating. Uses the switch allowed him to ask his father to run with him, and ultimately to complete an Iron Man.
"ATHLETE" Movie Trailer
Uploaded by athletemovie. - More professional, college and classic sports videos.
Team Hoyt- this is one of my favorite inspirational videos about over-coming disability. This father is a real trooper! And with the smile on his son's face, you can see why he would say yes to his son's requests to keep running.
The AT in this video is all for accessing sporting equipment. I raft for floating on being dragged behind the father, the bicycle seat, and of course, his own wheel chair that supports his head and keeps him sitting comfortably through the run. The son has CP and also uses a switch with a computer to type and communicate with his father. This AT wasn't used until later in the boys life, and now as an adult, this is his means of communicating. Uses the switch allowed him to ask his father to run with him, and ultimately to complete an Iron Man.
Monday, July 19, 2010
Board Maker Plus
When working with Board Maker Plus, I was creating the communication grid and story book through tutorials and on a lack of sleep. I felt a range of emotions! Not the least of which was frustration. I have used Board Maker before, and it is very useful and not so difficult to use. I just find that not unlike many other software programs, if you have one small mistake or a certain box not clicked or whatever, that the program doesn't run smoothly and it is a real challenge to find out where you have gone wrong, and how to fix the problem. I also found I had to "trick" the program into pronouncing words correctly by writing out phonetically what I wanted the button to say. Watching online tutorials, scrolling through a power point presentation, and navigating my way through Board Maker Plus was certainly a challenge! I do feel now, though, that I know how to use the program quite well and I certainly did become speedier in time with creating settings and buttons.
I do find Board Maker useful. Whether it just be to label items around the classroom, to use in a communication binder or Go Talk, or when creating social stories. 
I have used it for a variety of things in the learning centre, and do recognize the value of the software program. It was also interesting to see all the variety of ways in which one could use Board Maker. I also like that there are such a great variety of images and they are so colourful for the user. It is especially helpful that you can combine symbols or take from numerous symbols to create your own unique symbol. I hate the feeling of being limited by the symbols available, and that is not the case with Board Maker if you have the time to make the necessary adaptations to the symbols provided.
Switch Users
As a learning centre teacher, I know that it is inevitable that I will eventually have a student who will need to access technology and learning using a single switch. So far, I have not had that experience. I am also a high school teacher, so often, some of the AT and accessories being used by a student have already been implemented before I meet the student, so my role is more of a review of the AT being used and whether or not there have been changes to the situation, such as mobility, environment, or demeanor or updated technologies that may result in the need to find another device, or a different way to mount the switch, or a new unique way of getting the user access to the curriculum depending on the situation/changes.
An interesting site I found was all about video gaming and switch access to this fun technology and hobby.
It made me think a little but more about our need to not just help students access the curriculum and learning, but also to help them to find activities that they can enjoy independently. We all need our fun and relaxation. This site is titled "Switch Gaming - Accessible Video Games". It lists online switch games, games that are free to download for gamers, and even instructions on how to create your own switch games! Here is a good tip and instruction video about Switch access and applicable software for access the computer and internet.
Low Tech AT
As a learning centre teacher, sometimes it can be a challenge to get administration on board with your plans for programming. This challenge is multiplied when the programming items you require, the equipment to promote access to curriculum, and the sensory tools are all ridiculously over-priced. I must have gotten easily 15 different AT catalogues stuffed into my mailbox this year. I would sit and flip through when I had a chance and dream of all the possibilities for snoezelen rooms and inclusive classrooms. It got to a point where I didn't even open them up anymore because the prices on the items were so shocking! I made one purchase actually from an AT company - and that was a visual timer. It was made of extremely light weight and cheap plastic. One very quiet beep sounded when the time ran out (at first I thought it was broken, then I realized it was just really quiet) and this cost me $56 and change. I felt the need to protect it for fear it would break! Seeing all the low tech possibilities out there was amazing! It would not take much convincing to get an administrator on board to help with Dollarama purchases! Some seem so innovated and clever while also being so inexpensive and easy! I particularly enjoyed Nick's squeegee adaptations, the stuffed puppy filled with sand, and the visual schedule on the book bag. So clever! Our trip to Dollarama also proved successful. Once we are in the AT frame of mind, it was easy to spot all sorts low tech AT. We found we had to put a lot of our ideas back on the shelf because we had more than were necessary; but on several occasions one of us would say, "I am coming back for that for my learning centre".
Our first invention was for holding cards.
The plates are glued together and the pipe insulator is used to create a grip for the student. The pipe insulator could be used for any number of things to make the environment more accessible to an individual who may not have a strong grip or who has poor fine motor skills.
Next we simply used a "hook and loop strap" that come in a package of 6 from the Dollarama and made a loop to tighten a brush to a student's hand so that he/she can independently brush their hair. This can be used with any object for students again who do not have the strength or ability to grasp an item. The hook and loop strap also seemed to have endless uses and possibilities for any classroom.
The next item is simply a pouch on a lanyard that can be put around the student's neck for easy access to items such as eye glasses, additional AT that is used regularly, a AAC device, to increase independence. Having it with them always and being able to get it themselves will decrease the reliance on the "middle man" that often develops; no longer having to ask for something or have things passed to them.
OFF THE SHELF AT
Many students struggle with pouring liquids. Whether it is due to sensory deprivation, poor depth perception, or a motor imbalance, this simple addition of a control spout for pouring is easy and affordable.
Light beams are useful for those students who don't like to speak up in class or those students who are unable to speak up in class.
Four finger light beams for $1. Students can have fun answering questions by shining a light to the correct answer on the board. This is also a very inclusive low tech AT device, because who wouldn't want to play with them?!
This slicing aid is another great off the shelf device.
It gives the student a handle to grip, rather than a vegetable that may be difficult to keep a hold of or that may bruise if held too tightly. Having slots in which to put the knife allows knife control for the student while also teaching him or her about an appropriate width to slice most vegetables and fruit.
This glove for washing allows a student who may struggle with the task of washing dishes an accessible way to meet this challenge - I wouldn't want to complete a task analysis of this task! With all the steps and necessary abilities, having a washing glove increases the likelihood of student success with the task.
We want our students to learn skills of cleanliness and skills for the kitchen, and washing dishes is a daily living skill that often gets taught in learning centres and schools. This glove has a more secure grip for those students who might struggle with holding onto a wet and soapy dish. They also don't need to grip with that hand if they are unable to, they simple need to be able to move the glove on the dish surface. $2 at the Dollarama and it increases task success and accessibility.
All of these and the hundreds of more options for programming and low tech AT is very encouraging. It is nice to think that as a new learning centre teacher, I can make learning accessible without having to ask the administration for lots of money or high tech resources.
Our first invention was for holding cards.
The plates are glued together and the pipe insulator is used to create a grip for the student. The pipe insulator could be used for any number of things to make the environment more accessible to an individual who may not have a strong grip or who has poor fine motor skills.
Next we simply used a "hook and loop strap" that come in a package of 6 from the Dollarama and made a loop to tighten a brush to a student's hand so that he/she can independently brush their hair. This can be used with any object for students again who do not have the strength or ability to grasp an item. The hook and loop strap also seemed to have endless uses and possibilities for any classroom.
The next item is simply a pouch on a lanyard that can be put around the student's neck for easy access to items such as eye glasses, additional AT that is used regularly, a AAC device, to increase independence. Having it with them always and being able to get it themselves will decrease the reliance on the "middle man" that often develops; no longer having to ask for something or have things passed to them.
OFF THE SHELF AT
Many students struggle with pouring liquids. Whether it is due to sensory deprivation, poor depth perception, or a motor imbalance, this simple addition of a control spout for pouring is easy and affordable.
Light beams are useful for those students who don't like to speak up in class or those students who are unable to speak up in class.
Four finger light beams for $1. Students can have fun answering questions by shining a light to the correct answer on the board. This is also a very inclusive low tech AT device, because who wouldn't want to play with them?! This slicing aid is another great off the shelf device.
It gives the student a handle to grip, rather than a vegetable that may be difficult to keep a hold of or that may bruise if held too tightly. Having slots in which to put the knife allows knife control for the student while also teaching him or her about an appropriate width to slice most vegetables and fruit.
This glove for washing allows a student who may struggle with the task of washing dishes an accessible way to meet this challenge - I wouldn't want to complete a task analysis of this task! With all the steps and necessary abilities, having a washing glove increases the likelihood of student success with the task.
We want our students to learn skills of cleanliness and skills for the kitchen, and washing dishes is a daily living skill that often gets taught in learning centres and schools. This glove has a more secure grip for those students who might struggle with holding onto a wet and soapy dish. They also don't need to grip with that hand if they are unable to, they simple need to be able to move the glove on the dish surface. $2 at the Dollarama and it increases task success and accessibility.All of these and the hundreds of more options for programming and low tech AT is very encouraging. It is nice to think that as a new learning centre teacher, I can make learning accessible without having to ask the administration for lots of money or high tech resources.
Sunday, July 11, 2010
iPod Touch and Educational Apps
The student to benefit from the apps purchased through iTunes:
• 17 years, Currently in High School in grade 12
• Diagnosis of Landau- Kleffner Syndrome : inability to express language
• Limited mobility
• Weakening fine motor skills due to a slight tremor
• Daily seizures
• Degenerative condition
• Loves technology, electronics and is very social and wants to communicate.
• Augmentative Communication Device implemented at school
The three apps chosen for the student described above are:
1.
Time Timer: this is a visual timer. The student currently uses a visual timer in the classroom so that he knows how long he has to work on a given task, how long he has for his free time, and to aid in transitioning from task to task, when going to class, when beginning or ending lunch time, and when going home at the end of the day. With the visual timer, there has been increased independence, less behaviours, and smoother transitions. The timer he currently uses has to be transported with him when he goes to class in another room and is sometimes forgotten, etc. If he had his own timer on his iPod Touch that were with him at all times, there would be increased consistency, and therefore, increased success. Having his own timer would also increase his independence in that he could set the timer on his own and shut it off when his task is complete.
2. Build a Bragbook Story: This free app is perfect for the AT user. He is extremely social, and loves to show off his completed work, pictures of himself and his family, and pictures of things he is interested in, such as trucks and Disney characters. He currently has a small bag of pictures and items that he carries with him to show others. If he were to create his own “bragbook” which he had regular access to on his iPod Touch, he would be able to initiate communication using his AT device; this is an IPP goal. Having personal images would also create natural dialogue, be of interest to this student, and would allow him to introduce himself and his interests to others – which is his favorite thing to do- therefore, this would motivate him to communicate and to use his AT.
3. The next 4 apps are all chosen as ways for the student to access the curriculum.
•
Yummy Store: Is an interactive game that has the player chose between healthy and unhealthy food. As images pop up on the screen, the player has to quickly touch all of the symbols that represent vegetables and ignore the ones that represent ‘junk’ food. In the Daily Living Skills class that the student will be taking in the Fall, the outcomes include understanding healthy versus unhealthy eating choices. This game is a fun way to have the student show his understanding of which foods are healthy. The need to touch the screen quickly and in an exact spot on the screen may also aid in this particular student maintaining some of his dexterity and fine motor skills.
• Mapper: This free app is a geography education tool with a series of maps that are colour coded and need labeling through matching the place name with the area of land. In Global Geography 12- which is mandatory to graduate, there are mapping outcomes. These outcomes often need to be adapted for many students who cannot draw or label maps easily. This app would be the perfect way of having students practice labeling maps and identifying places interactively.
• Pizza Fractions:Comparing simple fractions The free app has tasks that have students practice simple fractions using pizzas and slices as manipulatives. It is interactive, brightly coloured and has a funny chef character; all of which would appeal to this particular learner. One of our schools goals is to increase student use, comprehension, and practice of fractions in all curriculum areas. This game would support this school initiative while also motivating the student to practice and learn fractions at his ability level.
•
The Enchanted Forest of Goblins lite: touchy book: This student does enjoy story books and interesting pictures, however, they are often read to him by an EPA or teacher. This interactive story book is of high interest and is read aloud by the app through the iPod Touch. The pictures move on the screen, the reader can make the story interact through touch and the story topic is of high interest for this learner. This book would increase independence for the student who could read the book on his own as it is read to him through the device and he can also engage in the story through his touch. This would certainly help in having the student meet listening and responding outcomes in English Language Arts curriculum.
• 17 years, Currently in High School in grade 12
• Diagnosis of Landau- Kleffner Syndrome : inability to express language
• Limited mobility
• Weakening fine motor skills due to a slight tremor
• Daily seizures
• Degenerative condition
• Loves technology, electronics and is very social and wants to communicate.
• Augmentative Communication Device implemented at school
The three apps chosen for the student described above are:
1.
Time Timer: this is a visual timer. The student currently uses a visual timer in the classroom so that he knows how long he has to work on a given task, how long he has for his free time, and to aid in transitioning from task to task, when going to class, when beginning or ending lunch time, and when going home at the end of the day. With the visual timer, there has been increased independence, less behaviours, and smoother transitions. The timer he currently uses has to be transported with him when he goes to class in another room and is sometimes forgotten, etc. If he had his own timer on his iPod Touch that were with him at all times, there would be increased consistency, and therefore, increased success. Having his own timer would also increase his independence in that he could set the timer on his own and shut it off when his task is complete.2. Build a Bragbook Story: This free app is perfect for the AT user. He is extremely social, and loves to show off his completed work, pictures of himself and his family, and pictures of things he is interested in, such as trucks and Disney characters. He currently has a small bag of pictures and items that he carries with him to show others. If he were to create his own “bragbook” which he had regular access to on his iPod Touch, he would be able to initiate communication using his AT device; this is an IPP goal. Having personal images would also create natural dialogue, be of interest to this student, and would allow him to introduce himself and his interests to others – which is his favorite thing to do- therefore, this would motivate him to communicate and to use his AT.
3. The next 4 apps are all chosen as ways for the student to access the curriculum.
•
Yummy Store: Is an interactive game that has the player chose between healthy and unhealthy food. As images pop up on the screen, the player has to quickly touch all of the symbols that represent vegetables and ignore the ones that represent ‘junk’ food. In the Daily Living Skills class that the student will be taking in the Fall, the outcomes include understanding healthy versus unhealthy eating choices. This game is a fun way to have the student show his understanding of which foods are healthy. The need to touch the screen quickly and in an exact spot on the screen may also aid in this particular student maintaining some of his dexterity and fine motor skills. • Mapper: This free app is a geography education tool with a series of maps that are colour coded and need labeling through matching the place name with the area of land. In Global Geography 12- which is mandatory to graduate, there are mapping outcomes. These outcomes often need to be adapted for many students who cannot draw or label maps easily. This app would be the perfect way of having students practice labeling maps and identifying places interactively.
• Pizza Fractions:Comparing simple fractions The free app has tasks that have students practice simple fractions using pizzas and slices as manipulatives. It is interactive, brightly coloured and has a funny chef character; all of which would appeal to this particular learner. One of our schools goals is to increase student use, comprehension, and practice of fractions in all curriculum areas. This game would support this school initiative while also motivating the student to practice and learn fractions at his ability level.
•
The Enchanted Forest of Goblins lite: touchy book: This student does enjoy story books and interesting pictures, however, they are often read to him by an EPA or teacher. This interactive story book is of high interest and is read aloud by the app through the iPod Touch. The pictures move on the screen, the reader can make the story interact through touch and the story topic is of high interest for this learner. This book would increase independence for the student who could read the book on his own as it is read to him through the device and he can also engage in the story through his touch. This would certainly help in having the student meet listening and responding outcomes in English Language Arts curriculum.
Wednesday, July 7, 2010
Proloquo2go and iPod Touch
Using an iPod Touch with Proloquo2go has proven to be fairly easy and straight-forward. Once the process for creating the categories, folders, and final icons is known and practiced, one could fairly quickly develop a communication selection set. There are certainly a lot of symbols to choose from, but for some students, it seems it would be better to have pictures that more accurately represent the given student's environment or social contexts. I realize that this can be achieved with an iPod account on your computer, however the need for IT to be on board has proven to cause complications to this process (at my school, anyway). I can certainly see that the iPod touch with Proloquo2go is successful and that once the student sees the value in using the device, the motivation to communicate will surely be apparent.
In doing a search online, I found a Proloquo2go Facebook page! With updates and a forum for users to ask questions about the uses of Proloquo2go. http://www.facebook.com/proloquo2go. They also mention a general forum for questions on the AssistiveWare Assistive Technology Community Forum.
This video shows a scenario where a boy is able to use Proloquo2go effectively with a community member.
modes of communication
When looking for modes of communication online, I came across this visual taxonomy of different modes of communication and interaction created by designer Nathan Shedroff. I found it interesting because it shows the numerous modes of communication and the variety of types of communication and how it is expanding, especially in recent years due to technology development.
My own list seems insignificant in comparison to this seemingly exhaustive list. However, I have thought of: writing, pictures, props, acting, behaviours, body language, expression, text, written, email, presentation, snail mail, media, augmentative and alternative communication devices, facial expression/eyebrow movement, various artistic expression, and general conversation.
Tuesday, July 6, 2010
HAAT Model - Human, Activity, Assistive Technology
The HAAT model (Cook and Hussey, 2002) was developed to analyze the complexities of someone (a person with a disability) doing something (an activity) somewhere (within a context), especially when the use of assistive technology is part of that context. It is based on the human performance model (Bailey, 1989) which is often used by human factors engineers and psychologists in the design and application of technology. http://www.teachingat.info/constructs/human.html
This text provides detailed coverage of the broad range of devices, services, and practices that comprise assistive technology and focuses on the relationship between the human user and the assisted activity within specific contexts.
Here is a link to a pdf file that provides an explanation of the HAAT model along with a diagram to clarify the process.
http://assistivetech-4alllearners.wikispaces.com/file/view/HAAT+model+info.pdf
Monday, July 5, 2010
In My Language - Amanda Baggs
Here is a YouTube clip of Amanda Baggs who has Autism and has found her voice and wants to share her insight into Autism.
http://www.youtube.com/watch?v=JnylM1hI2jc
http://www.youtube.com/watch?v=JnylM1hI2jc
Autism is a World
This film was not surprising to me in the sense of how capable Sue Rubin is, we have all heard of similar examples of people who are highly intelligent and capable and who have Autism (Temple Grandin, Amanda Baggs). But what was surprising was how this film made me aware of one of my own students who I worked with everyday this year and who I have repeatedly stated has a lot of knowledge and who has no ability to communicate all that he knows. This film makes me worried for him. Sue's stated that she was "lost in autism for 13 years". Is he? Her communication allows her to show her intelligence, to share her personality and humour, to have a relationship that is valued by those of us who need that social interaction, and ultimately, to be heard. I worry for my student that he has something more he wants to share and hasn't been given the opportunity and that he feels "lost in Autism" and that he wants to ask the same questions Sue has, like "I want to know why I do weird, awful Autistic things that I don’t want to do." My student has behaviours that he does and then immediately apologizes for them and gets upset over his own actions. When Sue stated, "I can be my own worst enemy", my heart went out to both her and my student. We all know the feeling of being disappointed in ourselves, our behaviour and our mistakes, and to feel that and not have the ability to change and so to be feeling those feelings repeatedly and with no control... I can't imagine.
I was also impressed and fascinated by her self-awareness. She knows how she is perceived by others, she knows what she could do to be viewed differently, she is aware of how she reacts to watching water, etc. but she needs these things and takes comfort in them. I have a student who is verbal and is high functioning with Autism and he has an awareness of himself and changes his behaviour and tries to learn from social mistakes, communication errors, and behaviour that people don't understand, but I never considered before that my other non-verbal student with Autism would have the same level of awareness. As a result of seeing Sue communicate so eloquently and reveal so much about herself and her awareness, I want to share this video with my student's family as they have been trying to teach him speech and communication skills for years through prompt and prompt fading with social scripts, etc. - I am not sure that they tried a communication device such as a simple speller, though he can spell and certainly can understand language-based communication. It seems like such an obvious next step, but being my first year with this student I just went with the programming for speech that was already established. I wonder if "language is washing over" him, too. Also, his parents are so involved and educated in the field of Autism, that I wouldn't want to insult their position as advocates and parents. Sue Rubin certainly did open my eyes to Autism as a world.
I was also impressed and fascinated by her self-awareness. She knows how she is perceived by others, she knows what she could do to be viewed differently, she is aware of how she reacts to watching water, etc. but she needs these things and takes comfort in them. I have a student who is verbal and is high functioning with Autism and he has an awareness of himself and changes his behaviour and tries to learn from social mistakes, communication errors, and behaviour that people don't understand, but I never considered before that my other non-verbal student with Autism would have the same level of awareness. As a result of seeing Sue communicate so eloquently and reveal so much about herself and her awareness, I want to share this video with my student's family as they have been trying to teach him speech and communication skills for years through prompt and prompt fading with social scripts, etc. - I am not sure that they tried a communication device such as a simple speller, though he can spell and certainly can understand language-based communication. It seems like such an obvious next step, but being my first year with this student I just went with the programming for speech that was already established. I wonder if "language is washing over" him, too. Also, his parents are so involved and educated in the field of Autism, that I wouldn't want to insult their position as advocates and parents. Sue Rubin certainly did open my eyes to Autism as a world.
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