DAY SIX - PART 2

The above cartoons really sum up my feelings about assistive technology and this course.  The classroom of the future will be full of students with technology at their fingertips yet we are not meeting the needs of such students.  We limit programs, ban cell phones, and permit only those with specific criteria to use technology. 


This course has definitely taught me the need and benefits of technology FOR ALL STUDENTS!  I think the education system is still stuck in the belief that technology is a reward and for "special circumstances", but technology is, and should be, an educational tool.  The places we could go with the proper access to technology would benefit all students.  That stigma attached to a "technology adaptation" would be gone.


Just like the last course I took with Barb, this course makes me WANT AN IPAD even more!! :)  I think that might be a gift I give myself when I complete my Masters degree.  The most exciting thing about it is that I can use it with my two boys and really open their eyes to the possibilities.  I might settle for an iPhone for now :) 


I often find myself looking at my students who have an iPhone and think....."I'm SOOO jealous!!" But after I get over that :) I think.... you don't even KNOW what that thing can actually do for you!

DAY SIX - PART 1

We presented our case studies today!  What an amazing class! I was very impressed with the various technologies introduced and suggested by my peers.

Below are a few notes on the various presentations:

1.  Michelle

Logan

• autism?
• no formal diagnosis
• TECHNOLOGY:  picCollage and Pocket Pond
• picCollage
• topics: bridges and about me
• learned quickly, focused engaged
• able to demonstrate what he knew
•  Pocket Pond
• very anxious and overwhelmed
• found app himself and used it
• calmed down
• Next steps: 
• Co-writer?
• iPad for home?
• investigate behaviours -- diagnosis?
• COMMENTS: I thought it was awesome that he sought out the technology (Pocket Pond) to help him calm down after being introduced to it briefly

2.  Adele

Jay

• oppositional
• behaviour plan
• in LC most of time
• meds
• Youth Advocate Program
• behavioural psychologist suggested iPad
• TECHNOLOGY:  iPad -- first part of making the match -- introduced him to this technology then searched for apps:
• SPATIAL APPS-- unblock me, rush hour (problem solving app), busy harbour
• VISUAL APPS-- picCollage, camera and video, book creator, puzzles, photo booth
• Introduced him to the APPS inch by inch -- slow implementation process
• COMMENTS:   I thought Adele's comment about seeing computers/iPads as educational and not as a reward VERY interesting.  I had never thought about that before, but that is often the case.  W use technology as a reward and as much for educational purposes. We need to switch our thinking. 
    

3.  Kari

Justin

• fine motor difficulties and learning issues
• borderline -- psych ed.
• ADHD
• gr.2 -- IPP for math and ELA
• IWK Behaviour Program
• anxious
• violent and aggressive in playground and at home (not in classroom)
• TECHNOLOGY:  Asus tablet
• Focus:  know personal information and sight words
• used APPS
• whiteboard app -- practiced name and phone number
• very engaged
• Handwriting without Tears APPS
• learned 31 words through technology -- improved GR K, 1, 2 sight words
• very proud of himself!
• Next steps:  social stories
• COMMENTS:  I was very impressed with the Handwriting without Tears APP.  Very useful -- an important and now portable program

4.  Heather

Ben

• emotionally immature
• cried easily
• disorganized
• negative self image
• average, above average, superior in a lot of areas -- psych ed assessment
• decoding, spelling, reading comprehension -- borderline
• a lot of interventions/support
• access written text
• means to show understanding
• TECHNOLOGY:  iPad
• reluctant to previous technologies (Kurzweil, Co-writer)
• engaged in iPad
• text to speech, copy, and paste in Pages
• Dragon Dictation APP, Typ-o APP(word prediction
• amazing results -- produced great work!
• Next step:  iPod to take to middle school!
• COMMENTS:    I liked Heather's focus from changing remediation to compensation. Very powerful and important strategy to realize, especially for junior high students.

5.   Amy Sargent

'T'

•  no known disability
• going to school in September
• TECHNOLOGY:  iPhone/iPod
• 3 APPS:
• ABC Tracing
• Sound Sorting Beginning Sounds
• ABC Magic 2
• kept motivated and engaged -- paper/pencil - reluctant to use; found it boring
• continued to use technology - own an iPod
• Challenge:  tracing -- no indication of where to start writing letter
• mother impressed with motivation, 'T' was proud and really enjoyed it
• Next steps: different APPS, iPad?
• COMMENTS:  I found Amy's presentation very interesting and applicable to me as I have a six year old and a four year old.  The APPS she chose were ones useful for a child getting ready to enter grade primary.

6.  Shauna

'C'

•  insecure about work
• somewhat disorganized, misplaces work
• advocate in math but reluctant in ELA (weak)
• diagnosed with ADD in 2010
• suggested LD, possibly dyslexia
• SLD support
• uses Kurzweil (doesn't like to use in the classroom), Word, Smartboard
• TECHNOLOGY: Dragon Dictation (speech to text) on iPad and iPhone
• email out easily
• better flow when writing, no repeating, more detail to writing
• doesn't want to use it in front of anyone
• self conscious so difficult to match to technology
• COMMENTS:  I related to Shauna's situation as my student was very reluctant to use technology and did not want to stand out, even though it benefits him and supports his learning (like 'C', in this case).

7.  Jeff

'R'

•  picCollage - about me
• disengaged
• lack of motivation and self esteem
• ADD - medicated -- side effects? (sleepy)
• verbal expression - strong
• very competent in technology
• iPad at all times
• task completion is a big issue -- does not pass things in
• limited interaction with peers -- only interacts with girlfriend
• socially isolated
• TECHNOLOGY:  Inspiration APP (graphic organizer)
• visual way to organize ideas
• manage on own
• used to create Research Essay -- Grade 12 Global Geography -- required paper (1200 - 1500 words)
• Goal = use iPad as a tool for learning not as a distraction
• created a good framework for essay
• engaged and enjoyed doing it
• writes very well -- reflection was very well written
• COMMENTS:  I thought Jeff's comment on the success of technology is dependent on the support of the classroom teacher and willingness to use and incorporate.  This is very true.  Often times this support is due to lack of training and awareness.  We need to do a better job of this.

8.  Becky

• autism spectrum disorder
• developmentally -- age 4
• gr. 2
• 8 years old

• wants to engage with peers but doesn't really know how
• TECHNOLOGY:  iPad
• help achieve IPP outcomes
• able to use quite easily
• abc pocketphonics APP
•      worked very well -- learned new sounds and letters
• Book creator APP
•       create a social story about personal space
• Tell me about it APP
•       expressive and receptive language
•       demonstrated much more receptive language than initially thought -- helped to determine true ability
• Word BINGO APP
•       sight word recognition
•       set up by level
•       great!! very engaged and loved the rewards built in
•       went from 7 to 12 sight words
• Visual timer
•      help build understanding of elapsed time
• trained EPA on how to use the various APPS -- to be used next year
• great motivator, increased confidence, success with individual outcomes
• put in as strategy on IPP
• COMMENTS:  I really appreciated how Becky was thinking ahead and trained the EPA to use the technology with the student.  Excellent job putting the student first!

  

9.  Anne

Will

•  autism spectrum disorder
• staggered level of cognitive ability
• non-verbal
• highly of severely affected in autism scale
• mother is very supportive and very involved -- attends conferences, learns, involved in autism
• high incidence of negative behaviour since moving from Alberta 
• PECS, PCS
• Boardmaker on computer
• DynaVox
• iPad - iCommunicate, Little Speller, Winnie the Pooh
• was using iPad as a distraction, not to communicate

• communication book -- good at organizing things
• likes order and symmetry
• use 5 incredible point stage
• TECHNOLOGY:   iPad with book creator
• Mother helped to create a story about movin
• also Pocket Pond, Jigsaw Puzzle, Disney Jungle Book/puzzle, my Brushes, Doodle Dandy APPS
• Next steps: suggested other APPS for problem solving, word recognition, iCommunicate, Proloquo2Go
• mother is looking into PODD (low tech -- mum is looking into this)
• COMMENTS:   I found it very interesting that this family had an iPad to use in the home yet did not search for ways to use it to support learning.  I can fully understand the overwhelming nature of this situation and the lack of time to take on such a task.  I hope that with Anne's influence and support, they can start to see the iPad as the valuable tool and educational support that it is.

10.  Alana

Rex

• frustrated with tasks that take commitment/concentration
• ADHD in 2010
• meds - started this year - "concentration pills"

• visual-motor processing speed
• difficulty focusing, easily distracted
• task completion is an issue
• uses  Organizational Charts
• publishing software - helped to create these
• placed around the room for him but didn't make him stand out - everyone can benefit
• uses Sit and Fit cushion
• doesn't really use it that much
• uses Fidget toys -- loves these!
• uses an Energy release area in classroom -- this is very helpful for him
• TECHNOLOGY:  Mini laptop
• this is very useful -- produces more!
• portable
• Software:  Co-writer - LOVES the word prediction, Open office, Kidspiration, Comic life (note taking)
• Websites:  Into the book, Tumblebooks, Storyline
• may not be able to take laptop to grade 5 -- grade 4
• COMMENTS:  I think the initiative to give all grade 4 students laptops is an excellent idea!!  It really enhances the idea that technology can benefit everyone -- access for all!  It would be disappointing, however, if this student was not able to continue with this technology into grade 5.

 

11. MY PRESENTATION

 12.  Jackie

Variety of LC students -- focus on Student 'A'

• EPA with Student 'A'
• TECHNOLOGY:  

• Tiny Eye
• backpack games
• also can work with SLP remotely via headset and screenshot pic
• The Wand/Pointer
• pointer for student B (in wheelchair and couldn't access SmartBoard) -- BUT all students use it -- LOVE IT! 
•  Tumblebooks/Tumblereadables
• access books at their level -- high interest -- read aloud
• COMMENTS:  I have never heard of the Tiny Eye program.  I think it is a wonderful program.  It would really benefit those students who need SLP assistance on a regular basis.  The ability to access these individuals regularly is a remarkably forward-thinking idea. 

13.  Amy Strong

Justin

• Mild CP
• recent diagnosis of arthritis
• IPP math and ELA
•  TECHNOLOGY:  Raz-Kids.com

• improve reading skills -- fluency, practice
• own file -- books at their level and assigned by teacher
• listen to book, read the book, take a quiz
• rewards built in -- stars -- can "buy" games
• based on PM Benchmark system -- easy to link to levels
• AYR too difficult for some students -- this can help access lower levels
• COMMENTS:  Raz-kids looks like a wonderful program and very effective in today's classrooms as it applies to programs already put into place (PM Benchmark).  I like the idea of each student having their own individual folder that is pre-programmed with books designed to meet their reading level needs.

14.  Janna

'K'

• grade 10
• LD in 2002
• verbal LD and ADHD
• repeated Gr. P and started Spell Read 3 days/week
• TECHNOLOGY:   iPad and APPS
• Tools4Students

• various graphic organizers
• gFlash+Flashcards and Tests
• good to help study
• own built in or create your own
• also used youtube videos and pictures online
• Google maps -- lessen anxiety about getting lost
• she liked the Tools4Students APP
• written work improved -- able to organize ideas
• adaptation to use computer for daily work and assessment
• Next steps: use laptop, iPad, APPS to help next year
• COMMENTS:  I like that Janna is thinking about 'K's functional skills as well (ex. anxiety, etc.) and incorporated Google Maps into her program.  It's great that she will be working with her over the summer and, hopefully, they can make headway into improving her sense of anxiety in new and different situations.

15.  Jillian

Ashley

• 58 students in entire school
• grade 1
• developmental delay
• custody of minister of community services
• strong rote learner
• ELT program
• SLP and resource
• IPP - ELA, math, functional language/communication
• request iPad from community services
• TECHNOLOGY:   iPad
• task initiation
• written output
• motivated to use
• planning/impulsivity
• APPS
• Toca Boca -- expressive/receptive language
• series of apps that are functional  and sequential-- cooking, hair salon, doctor, hair, butterfly, kitchen
• take screenshot of Toca Boca and use as writing prompt
• Book Creator -- writing prompts, attention/focus
• helped with knowing spaces between words
•  increased motivation, independent use, attention to task, expressive/receptive language development
• Next steps: purchase iPad for school (use as journal), training
• COMMENTS:  I love the Toca Boca APPS!  I have never heard of them before but they would be amazing to use with students.  I like the way Jillian incorportated that APP into writing by using a screenshot as a writing prompt -- GREAT idea!

DAY FIVE - PART 2

During the second part of the class, we were re-introduced to Tyler.  I have seen Tyler before in this course and the previous course taught by Barb, but this was a more in depth look at his life.  It was great to see all of the pictures of Tyler when he was a baby, toddler, kid.  As I watched the presentation I was struck with two thoughts.... the overwhelming amount of assistive technology required for Tyler's successful integration and the overwhelming support of his family (especially his mother).  As a mother of two boys, I often wonder about how I would deal with a situation like this.

The "Tyler clip" was an introduction to switches -- identifying control sites, how to set them up, the training involved, how they can change over time, the various types of switches, and the incredible ways in which switches can open the world up for many people.

We were introduced to PowerLink.  This is an environmental control unit used with switches and often used to intially train people how to use a switch.  Various devices (ex. lamps, toaster, etc.) are plugged into the PowerLink and, as a result, can be control via a switch (which is also plugged into the PowerLink). 

The PowerLink system is explained in the video below:



As a group, we made a list of the many different devices you could use with a PowerLink system.  Here are just a few of the possibilities:

Paper shredder

Pencil sharpener

Vacuum

Toaster

TV

Blender

Toaster oven

Slow cooker

Alarm clock

Fan

Music/radio

LCD on

Kettle

Overhead

Razor

Christmas lights/tree

Laminator

Musical chairs

Sewing machine

Listening center

Tech ed tools

Stopwatch at track and field meet

Smoothie maker

Click HERE for a link for more ideas on incorporating PowerLink at home and at school

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 It was very interesting to see the different youtube videos Barb showed us regarding switches.  There was one in particular of Nicole.  She was a young woman who used a pillow head switch.  It was heart warming to see her realize that moving her head up and down would turn on her music and lights. 

This video was also important as it showed us the importance of WAITING!!  Learning how to wait for a response is an important part of the training process.


See Nicole's video below:






Two of the MOST AMAZING videos with regards to SWITCHES featured Mike Phillips, a young man who played video games using SwitchXS, and a woman diagnosed with ALS who uses SwitchXS and a control site on her cheek.

See the videos below:

Mike Phillips using SwitchXS







A Pivotal Role in the Household







At the end of our class, we learned about Dr. Karen Erickson, is the Director of the Center for Literacy and Disability Studies and a professor at the University of North Carolina.  Her research focuses on literacy assessment and insturction for struggling readers including those with significant disabilities.

She is involved in the North Carolina Deaf-Blind Project which is a project designed to identify and implement exemplary practices in literacy and communication for students who have been identified as deaf-blind. 

You can follow the project and the individual CASE STUDIES by going to the following links below:

http://www.med.unc.edu/ahs/clds/projects/north-carolina-deaf-blind-project

http://www.med.unc.edu/ahs/clds/projects/north-carolina-deaf-blind-project/db-case-studies


The class was split into SIX groups and given a task to locate a HIGH IMPACT video per person that displays ASSISTIVE TECHNOLOGY being used by a group of people with a particular disability that was assigned to us.

My group was assigned the "deaf-blind" disability.  I found an AWESOME video used by people who are deaf-blind to communicate with others.  The device is called the MOBILE LORM GLOVE.  It uses the LORM alphabet typically used by people who are deaf-blind and takes it to a new and exciting level!!

Watch the video below to learn more.  You can also visit the website listed below to get more information.

The Mobile Lorm Glove

http://www.design-research-lab.org/?projects=mobile-lorm-glove

The Mobile Lorm Glove is a mobile communication and translation device for deafblind persons. The glove translates the hand-touch alphabet “Lorm”, a common form of communication used by people with both hearing and sight impairment, into text and vice versa.

Textile pressure sensors located on the palm of the glove enable the deafblind user to “lorm” onto his or her own hand to compose text messages. A Bluetooth connection transmits the data from the glove to the user’s handheld device. It is then automatically forwarded to the receiver’s handheld device in the form of an SMS. If the wearer of the Mobile Lorm Glove receives a text message, the message will be forwarded via Bluetooth from his/her handheld device to the glove. Initiated by small vibration motors located on the back of the glove, tactile feedback patterns allow the wearer to perceive incoming messages.

DAY FIVE - PART 1 - LOW TECH INVENTIONS!

In the morning we presented our homemade low-tech AT inventions.  There were a lot of very interesting and useful ideas!

1.  Sticky Tray

Created by:  Kari, Adele, Michelle

Design:  Double-sided suction cups stuck to bowl, book, plate which are stuck to tray (could also be stuck to desk, etc)

Useful for:  CP, apraxia, students who find it difficult to control movements
Comments:  I love this idea!! Very simple, yet VERY effective! Could you used for many different objects.  Very portable.

2.  Turkey Baster Pencil Holder

Created by: Amy Sargent

Design:  pencil put inside a turkey baster
Useful for:  Fine motor problems, ADHD -- larger and easier to grasp, also has a good fidget toy at the end (squeeze bulb) -- makes it top heavy therefore you can take it off, but it does erase! :)

Comments:  I love this instrument!  I would have never thought of this idea.  It is very easy as most households have a turkey baster.

3.  Squeeze Bottle Pencil

Created by:  Shauna

Design:  Squeeze bottle with pencil in it, cut tip off, can adjust amount of air, put on rubber bands for better grip

Useful for:  students with fine motor problems, Asperger’s/Autism – need weighted pencil

Comments:  I thought this was a very useful idea.  I like how you could adjust the amount of sand (rocks, sugar) you can put in it for weight.  It was a great idea to pu the elastic bands on the bottle.  I think the colorful sand would be nice too -- students could create their own.

4.  Easy-Grip Magnetic Letters

Created by:  Becky

Design:  Suction cup with knobs stick to white magnetic strip à leaned against iPad holder à sticker letters placed on ice cube trays with magnet on back (use ice tray as knobs to pick up letters)

Useful for:  students with fine motor difficulties who find it difficult to pick up typical magnetic letters

Comments:  What a wonderful idea!  This could really be patented!  Becky put a lot of thought and time into this – right down to the different colors for vowels and consonants 

5.  Spongy Whiteboard

Created by:  Jeff

Design:  Car sponge connected to whiteboard with corkboard

Useful for: students who find it difficult to write on a flat desk

Comments:  I think it would be very beneficial for those students who need an alternate surface for writing. I think Jeff’s idea of putting large doorstops to tilt the surface would be great too.

6.  Spatula Scissors

Created by:  Janna

Design:  Removed handles from scissors and replaced with silicon spatulas.  Student has to push up and down to cut.

Useful for:  student with ine motor difficulties and those who find scissors difficult to grip.  Cutting with scissors requires intense visual motor integration that some students struggle with.  There is also the possibility for one handed usage.

Comments:  I think Janna’s idea is wonderful!  What an invented idea.  I like the large, softer area to push down on.  I also thought the clamp to secure to the desk was a great idea.

7. (a) Dice Master

Created by:  Jillian

Design:  dice inside clear butter dish that has been glued together

Useful for:  students who find it difficult to grasping, ADHD

Comments:  A simple yet very useful device.  It would really support those students who have difficulty picking up dice and/or keeping them from flying around the room

 

(b)  Swim Buddy

Created by: Jillian

Design: page of pecs printed off and put into empty, clear 2-L bottle

Useful for:  students who are swimming yet require AAC

Comments:  Another simple yet wonderfully effective technology.  Students can point to pecs in water through bottle.  Jillian’s suggestion of getting the pages from the SETBC website was very helpful

8.  One-handed Marker Holder

Created by:  Amy

Design:  Heavy pot with plaster in bottom.  Mix plaster and place marker in to let set.  Markers stay in place and can access using one hand

Useful for:  students who rely on one hand to complete tasks

Comments:  This was a great idea.  I would find it useful for my young children as they are always losing the covers to the markers and finding it difficult to get the covers off.  I liked that Amy thought to get markers that had covers the  same color as the end so students could see where to put the markers.

9.  Popsicle Painter

Design:  Jenn and Jackie

Comments:  This was my group – see post on DAY FOUR – Part 1

10.  Measure-assist

Created by:  Anne

Design:  Squeegee with Velcro on the end.  Velcro also placed on ruler and protractor.  Use squeegee to pick up ruler and protractor to measure, or just to pick up from desk/table.

Useful for:  students who have fine motor difficulties, or any person who finds it difficult to pick up these measuring devices from a flat surface.  Also the possibility for one-handed usage.

Comments: I LOVE this idea!!! Being a math teacher I see every day the need for this type of tool.  It is very difficult to pick up a protractor from the desk, floor, etc.  This device would help ALL students.

11.  Skater Rex

Created by:  Alana

Design:  Toy dinosaur that is velcroed/glued to a skateboard.  Dinosaur can be made to open and close mouth.  Teething toy glued to dinosaur to help pick it up.

Useful for:  Encouraging active play among students with special needs, can help pick things up for students with fine motor difficulties

Comments:  This would be a very interesting toy for students to play with.

12.  Camera Floater to assist with Zippers

Created by:  Heather

Design:  attach to zipper to help open and close

Useful for:  students with fine motor difficulties or anyone who finds it a struggle to grasp a zipper to open or close

Comments:  This would be beneficial to a lot of students.  I can see this being helpful for younger students/children too as they find zippering a difficult task at times.  Older individuals and/or those with arthritis would benefit from this too.