This course has done more than expose me to many new technologies that can benefit my students. Our prof promotes a mindset that puts the student first, encourages teachers to focus on the task and the purpose when designing and implementing AT, and reminds us to believe that students are capable - always presume ability! I've learned that the team approach is necessary for success and that true inclusion in the classroom is possible with creativity and determination. I've learned that socializing alone can be a motivator for students with special needs and that involving students with special needs in classroom activities works to improve learning for them and their peers (and teachers!). Assistive technology can make true inclusion happen in the classroom. AT can make communicating and learning possible for many students and keep them where they belong, with their peers in the classroom.
Thank you, Barb W!
Tuesday, July 20, 2010
Monday, July 19, 2010
Boardmaker Plus Tutorial
Boardmaker Plus is a program that allows one to create original activities that are accessible to switch users. Books and communication boards can be individualized for a user. Voice and speed of scanning an be adjusted easily making the activities more accessible for the individual user. Boardmaker Plus also provides templates that are compatible with other AAC devices, for example GoTalk templates can be created to insert into GoTalk machines. The program comes with many symbols that are easily recognized, especially by users familiar with PECS.
The program is simple and straight forward allowing students using a switch to access appropriate learning activities in the classroom.
Friday, July 16, 2010
About SWITCHES
Step by Step Guide to Assistive Technology - SWITC
HES 
What is a switch? A switch is a mechanical device that closes an electrical circuit to turn on a device or open the circuit to turn it off.
Who uses a switch? Anyone who needs a task made more accessible can use a switch. Switches are commonly used by people who are non-verbal and/or have physical limitations.
Why do we use switches? We use a switch to provide access to certain tasks that otherwise could not be completed independently. Switches are used to replace a required action that a person needs to do to complete a task.
The aim of the switch is to do whatever action a user needs to do to accomplish a task. Choosing a switch is always TASK ORIENTED!! The user is not simply hitting a switch, they are completing a task, ie turning on the lights, advancing a slideshow presentation, turning on the blender, etc...
The selection criteria for selecting a successful switch:
The specifics that need to be considered at all times-
1. Positioning - (user seated, laying)
2. Movement pattern of user – the switch will be placed in the movement pattern zone (ie head, arm, leg, foot). Consistent and voluntary. No movement pattern – speciality switch required. Operate with minimal fatigue
3. Control site for the user – The control site is the area that activates the switch at the end of the movement pattern. Fine or gross motor skill (gross - ie knee, fine ie finger tip)
4. Types of switches – simple or specialty
**An OT must be involved when making these switch related choices
How would you start assessing a student for a switch?
Look at the following areas:
Force – Switch must be aligned with strength of user
Feedback – motivated by auditory, visual, tactile, kinaesthetic, proprioceptive feedback?
Travel – distance the activation must move from its resting position to the point of activation – sensitivity to touch.
Play – amount of give in a switch. Extraneous movement considered.
Size and Weight – height and diameter, matches user’s control point(s)
Switch Types – single, dual (2 switches in 1, can control 2 devices), multiple (5 simple switches in one ie joystick on power wheelchair), speciality (activated with breath, infrared, eye blink or motion), latched (latch can be locked on even after switch is released).
****Making decisions about switches for individual users is a complex process. Specialists (like the Occupational Therapist) need to be consulted to make the experience a successful one.
HES What is a switch? A switch is a mechanical device that closes an electrical circuit to turn on a device or open the circuit to turn it off.
Who uses a switch? Anyone who needs a task made more accessible can use a switch. Switches are commonly used by people who are non-verbal and/or have physical limitations.
Why do we use switches? We use a switch to provide access to certain tasks that otherwise could not be completed independently. Switches are used to replace a required action that a person needs to do to complete a task.
The aim of the switch is to do whatever action a user needs to do to accomplish a task. Choosing a switch is always TASK ORIENTED!! The user is not simply hitting a switch, they are completing a task, ie turning on the lights, advancing a slideshow presentation, turning on the blender, etc...
The selection criteria for selecting a successful switch:
The specifics that need to be considered at all times-
1. Positioning - (user seated, laying)
2. Movement pattern of user – the switch will be placed in the movement pattern zone (ie head, arm, leg, foot). Consistent and voluntary. No movement pattern – speciality switch required. Operate with minimal fatigue
3. Control site for the user – The control site is the area that activates the switch at the end of the movement pattern. Fine or gross motor skill (gross - ie knee, fine ie finger tip)
4. Types of switches – simple or specialty
**An OT must be involved when making these switch related choices
How would you start assessing a student for a switch?
Look at the following areas:
Force – Switch must be aligned with strength of user
Feedback – motivated by auditory, visual, tactile, kinaesthetic, proprioceptive feedback?
Travel – distance the activation must move from its resting position to the point of activation – sensitivity to touch.
Play – amount of give in a switch. Extraneous movement considered.
Size and Weight – height and diameter, matches user’s control point(s)
Switch Types – single, dual (2 switches in 1, can control 2 devices), multiple (5 simple switches in one ie joystick on power wheelchair), speciality (activated with breath, infrared, eye blink or motion), latched (latch can be locked on even after switch is released).
****Making decisions about switches for individual users is a complex process. Specialists (like the Occupational Therapist) need to be consulted to make the experience a successful one.
Low Tech Assistive Technology! ( Thank You Dollarama)
OFF THE SHELF
Technology:
Carrying bag with exterior picture sleeves
Student personality:
This item is for a student named Molly. Molly is a 12 year old girl who has profound global delays. Molly has memory issues and needs support with appropriate communication with adults and peers. Molly also needs support organizing herself for her classes and following routine. Molly is integrated into the regular grade 7 classroom with the support of an EPA.
Task and Environment:
Molly will use this bag to carry her school supplies to class. The picture sleeves will be used by Molly as a visual checklist reminding her of her schedule, her teachers and the items she needs for her upcoming classes. The photos on the bag can be updated (by the EPA) and Molly can check her photos before transitioning to her next class. Molly will be able to prepare for and go to and from each classroom with independence using this tool that also helps her to stay organized with her supplies. Molly will also enjoy carrying this trendy canvas bag as they are popular with the teenage girls in her class.
MODIFIED LOW TECH AT:
Task 2
Molly is working on classifying numbers, pictures, and objects according to sorting rules. For example, given numbers, coins, or Molly will sort them as smaller, bigger and same. To do this Molly must move items around on her desk using a graphic organizer or by circling items. This classifying is difficult as she struggles with fine motor and often gets distracted from her tasks. She also tends to mix up her piles (smaller, same, larger) on her desk even when using a flat jig.
Technology
We have adapted a three compartment snack tray that fits easily on a classroom desk top. We have labeled each compartment (ie smaller, same size, larger) and using manipulatives (foam cards, playing cards, number blocks, coins) Molly can sort with more structure and support. The EPA or teacher can alternate the category labels by swapping removable cards using sticky-tac.
Other low tech AT found on the Dollar Store adventure:
- Foam dominoes for counting, adding and classifying
- Large key calculators
- Adding and Subtracting flash card game
- Red plastic ashtray sets used upside-down replicating the small math counters used regularly in class
- Large clothes pins used as paper stabilizers or label holders
- Two sided tape
- Multi-coloured laser finger pointers
- Lanyards
- Transparent name tags cases with clips
- Magnifying glass
- Large balloons for phys. ed. class
- Mini-etch-a-sketch
- Highlighters
It was remarkable scanning the Dollar Store aisles with AT focused eyes. "How can I change this?" ... "Look! We could add a handle to this?" ... "Student ‘A’ would love this!"
It was easy to spot simple and cheap alternatives to expensive devices offered in AT catalogues. Our advice is, if you’re heading to the dollar store with AT in mind, have specific students in mind to keep you focused! Otherwise your basket will be filled to the brim with dollar store treasures ready for AT modifications. The possibilities are endless.
Thursday, July 15, 2010
What you can do with a Switch and a Powerlink!!
Key Messages from Switch Access - a Barb Welsford PowerPoint Presentation
Switch +Power Link + electronic device =
control --> power to the user
skill development --> meeting outcomes -cause and effect, choices, communucation.
active role in the class --> motivation
SWITCH Access Benefits:
*control over the enviro
*inclusion in activities
*communication
*engagement in curriculum
*engagement in social activities
*leisure activities
*access to employment, internet, education
Success depends on:
*motivation
*suitable activities
*practice time
*loads of encouragement
*positions of the switch
*type of switch
Socialization is motivating!
Try incorporating switch use so a user can:
*make popcorn, smoothies - sell them!
*present songs at music concert
*present activities to primaries
*start the sentence in a repetitive book in circle time
*move the teacher's PowerPoint slides ahead.
Other fun activities:
*Have the switch toy knock over blocks
*Stage a race with two children operating two walking switch toys
*Bubble making machine
*Dress up switch toys to reflect the seasons or clsasroom units
*Encourage child to have the toy walk toward whoever calls out his name
*Have toy walk off the table or into a box etc...
*Use a water pic to paint
*Turn on a foot bath
*Turn on decorative lights
*Turn on toaster oven, popcorn popper, blender, etc
*Turning on/off music for musical chairs
*Turn on the fan
*Artwork - streamers on fan, ping pong balls attached, dip in paint, turn on fan towards paper!!
*Attach markers to toy car to draw on paper on the floor
*Operate pencil sharpeners, shredders, electric stapler, scissors etc
* At a dance - operate the fog machine, black light
*Access adapted devices - phones, iPod Touches, computer.
The possibilities are endless. Be creative!!
Check out hiyah.net for ready made Switch access activities
Truly Inclusive Classrooms - July 15th
All students can be included in the classroom. Students with special needs can be part of daily class work, meeting outcomes and needs in their own way. Matching the educational needs of a student with special needs with those of students working on regular curriculum requires creativity and dedication. Teachers may worry about meeting the needs of high needs students but worries are often put to rest when they realize that students can become involved in the work that is already going on in the class. Students may not always be working on the same outcomes as others when taking part in activities but they are learning. Being included is valuable and essential for all students.
An example of a typical classroom activity is "Buddy reading". While other students are practicing oral literacy skills with this very non-judgemental parter, this student who uses a wheelchair b/c of limited physical movement, may be practising his head turning exercises that help to increase mobility when he turns to follow along with his book buddies on either side of him. There are endless examples of adapted activities and alternative outcomes for common classroom activities.
Socializing with other classmates can be a great motivator for students with special needs. They often have to work much harder than others to complete tasks. They need motivation to continue working. Being included in activities with classmates can provide this motivation.
Including students with special needs benefits all students in the classroom. Creativity, patience, awareness and acceptance are some of the qualities naturally promoted when all types of learners are actively included.
With team work, creativity and dedication the challenge of integration can be met in any school, in any classroom.
An example of a typical classroom activity is "Buddy reading". While other students are practicing oral literacy skills with this very non-judgemental parter, this student who uses a wheelchair b/c of limited physical movement, may be practising his head turning exercises that help to increase mobility when he turns to follow along with his book buddies on either side of him. There are endless examples of adapted activities and alternative outcomes for common classroom activities.
Socializing with other classmates can be a great motivator for students with special needs. They often have to work much harder than others to complete tasks. They need motivation to continue working. Being included in activities with classmates can provide this motivation.
Including students with special needs benefits all students in the classroom. Creativity, patience, awareness and acceptance are some of the qualities naturally promoted when all types of learners are actively included.
With team work, creativity and dedication the challenge of integration can be met in any school, in any classroom.
Video Social Story Sample
David's Morning Routine Preparation Story
When I come to school in the morning I go directly to my locker. I look at my checklist to see what I need for the morning. I hang up my coat and I put my iPod Touch around my neck. I pick up my binder, my pencil case and my water bottle. I lock my locker. I do this quickly and go directly to my homeroom classroom so my teacher will know that I am here. This will make my teacher happy and make me happy too.
See video below:
Tuesday, July 13, 2010
Video "Social Stories"
Social Stories (or preparation stories) can have a great impact on students with autism. Other students who have challenges surrounding memory, routine, socialization and behaviour can also benefit from the explicit, personalized education pieces.
Today's case study - Miranda at Fulton's - proves that adding the video element to a social story can be very effective. Not only can the student hear and read about appropriate actions, the student can see the modeled behaviour in action. Better yet, a student can sometimes be the star of the video, and see him/herself on film successfully completing activities.
Another note: Video Social Stories can be saved and viewed on the student's iPod Touch!! Very accessible!
Sites for Social Stories:
http://www.thegraycenter.org/autismaspergers
http://www.speakingofspeech.com/Social_Skills_Pragmatics.html
http://www.machkovich.com/Cory/AutismRecovery/SocialStories/index.htm#
Today's case study - Miranda at Fulton's - proves that adding the video element to a social story can be very effective. Not only can the student hear and read about appropriate actions, the student can see the modeled behaviour in action. Better yet, a student can sometimes be the star of the video, and see him/herself on film successfully completing activities.
Another note: Video Social Stories can be saved and viewed on the student's iPod Touch!! Very accessible!
Sites for Social Stories:
http://www.thegraycenter.org/autismaspergers
http://www.speakingofspeech.com/Social_Skills_Pragmatics.html
http://www.machkovich.com/Cory/AutismRecovery/SocialStories/index.htm#
Sunday, July 11, 2010
APP Detectives for the iPod Touch - Assignment 2
Student Profile:
Student A is a grade 5 student. She has Down Syndrome. She is a persistent communicator using multi-modal communication styles - sign, body language and some words. She learns new routines and transitions well when prepared with prompts and visuals. She has strong self-help skills (dressing, morning routines, tidying up toys) and is self-motivated to be independent. Student A demonstrates pride in independence and learning accomplishments. Student A also has strong receptive language skills and good imitation skills, following direction from both peers and adults. She participates willingly in class and specialist subjects (music and PE) and interacts well with adults and peers in most situations. Student A can become frustrated, particularly concerning communication and turn taking, and can become aggressive. She has limited verbal communication and has difficulty expressing wants and needs. Student A also tires quickly using fine motor skills.
The 3 apps chosen are:
iPlay&Learn
Model Me Going Places
Tap To Talk 
APP Description & Match
iPlay & Learn is an interactive application for non-readers. It offers bright, colourful, fun learning and activity zones concentrating on early learning development and pre-reading skills. Vocal guidance and visual cues help student work more independently. Happy face rewards for correct answers motivate student. Collect 5 happy faces and you get a bright start reward. Register your name and pic and the program personalizes to the user.
The program includes:
Identifying shapes, letters, numbers, animals.
Sequencing numbers and letters
Identify odd one out
Free style drawing game
Tracing letters and numbers
Match:
This app will help Student A develop her early literacy and numeracy skills. She is working on recognizing numbers from 1-10 and becoming familiar with reading and writing letters in the alphabet. These games and activities will provide opportunity to practice skills in an engaging, motivating way. Repetition is also important for Student A’s learning and the activities provide opportunity for this. There is also a tracing activity that will help Student A practice writing her letters and numbers with prompts. Student A learns well through imitation so this guided activity is appropriate for her.
Model Me Going Places
User touches forward or backward buttons to view a slideshow of photos and hear the narrator read social stories aloud. Locations include: Hairdresser, Mall, Doctor, Grocery Store, Restaurant etc.
Match:
This app is appropriate for Student A. The Playground slideshow is particularly helpful for Student A who has trouble waiting her turn and keeping her hands to herself when playing with peers. Social stories can help Student A understand what to expect and how to act in different situations. Transitioning skills can be a focus. Using photographs/visuals taps into Student A’s strengths.
Tap To Talk
This app turns the iPod Touch into an AAC. Albums are preloaded with pictures accompanied by phrases (text to speech function) giving a voice to the user. Albums are available to assist in casual conversation, asking questions and voicing wants and needs.
Match:
The preloaded albums are appropriate for Student A’s level. Additional individualized albums can be created however, to meet her specific needs at the Tap To Talk website (www.taptotalk.com). Text is limited on the icons and the clear visuals make reading unnecessary, which is important for Student A. Student A is able to understand the connection between symbols/visuals and words and phrases. After training she could understand the icons and the connected layers. Student A has seen some success meeting her communication outcomes using her communication book. Incorporating an iPod Touch with communication apps such as Tap To Talk will make communication more efficient. The iPod Touch can be carried on a lanyard making it more accessible than her larger communication books. Her fine motor skills are advanced enough to manoeuvre the device easily.
Wednesday, July 7, 2010
iPod Touch + Proloquo2Go
Class July 7th & 8th: Hands on experience with an iPod Touch with the Proloquo2Go application
The iPod Touch can revolutionize learning! They are inexpensive, portable, relatively durable and desired by students. There are a number of accessories available that make the device even more appropriate and accessible for students with special needs, including the protective cases and lanyards. Of course the iPod touch is not a perfect AT match for all students with disabilities but it certainly improves independent learning and communication opportunities for many students.
Once the appropriate match is made the success of implementation depends on a number of things. One of the most important elements is the planning process. Programming for students needs to take place with team cooperation. Input from the entire programming team is essential.
The Speech Language Pathologist is a crucial team member. The wording within the folders and categories within Proloquo2Go designed for individual students needs to be appropriate and also powerful. The options the team design act as the voice of the student; this voice needs to be efficient, relevant and allow for sufficient choice and directives for the student to use.
Below is a link to sample "Conversational Control Phrases" that may help in the design of appropriate programming.
http://aac.unl.edu/CCPHSV1.html
Homepage for Augmentative and Alternative Communication (AAC) Connecting Young Kids (YAACK) http://aac.unl.edu/yaack/index.html
Check out the Video introduction to Proloquo2Go:
Monday, July 5, 2010
1st Class - PRESUME INTELLIGENCE!!
* Providing the appropriate assistive technology can break the barriers between "worlds" and can unlock the intelligence within.
(Sue was assessed before keyboard use - IQ in the 20s. After, 133!!)
*********************************************************************
TYLER ROY
* Tyler is a student with CP
* His cognitive ability and positive attitude are his greatest strengths
* Tyler accesses computer and wheelchair controls with his best control site - his head * Fully dependent for health care needs
* Tyler is essentially non-verbal
MPT Model
Milieu
* Young engaged parents.
* Supportive and connected to outside supports
* AT support access
* Engaged in Early intervention program
Personality
* Eager to learn
* Surpassing peers in cognitive tasks in pre-school
Technology Match
* Control site identified - right side head switch
* Switch accessible software identified
* Primary classroom - environmental scan occurred for availability & appropriateness
* Primary team trained (parents as well!)
* Software in home (fundraised!!)
Essential *** CONTINUOUS TRAINING!!!
As years progress - Continual reassessment of enviro, personality, skills, goals (appropriateness of AT match) + Continuous training for Tyler and new team members
Like with Sue Rubin and other people with autism, it is essential that we presume intelligence with Tyler and other non-verbal students.
Tyler's success is another example proving that identifying appropriate supports can open doors and reduce communication barriers.
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