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!