Video at the beginning of class
I think the goal was to send all of us home crying. I'm only joking. It was very emotional though.The video was very inspiring. What a great way to end the class and send us out into the world to use what we've learned in assistive technology and pass it on to others.
During the skiing video I was thinking of these people's parents and how they must feel so scared and so very proud at the same time.
We were all very surprised when Eva and Sarah interrupted the class to share a video. I was ready to break open the kleenex again when we had a good laugh. The video was hilarious.
The youtube video I chose is about an 11 year old boy who plays baseball, golf and football with a disability. He is deaf. The youth baseball league that thousands of children around the world play in, had discriminated against him and his special needs for his disability. So his parents fought the system, and after a year of struggle, they were able to change the system, teach their son a valuable lesson, and see the results of their battle with the success and play of other children with disabilities.
I feel like I have learned a lot form all five of the assignments we did in class. overall, it was a great experience and I am looking forward to applying what I have learned to my new position in September. I have gained knowledge on many tools from low tech to high tech assistive technology. The most valuable things I have learned is that there is an endless amount of assistive technology out there. You just have be confident you can find the right tool for a student.
Tuesday, July 20, 2010
Monday, July 19, 2010
Class 11
Today we started class by sharing our inventions. I was looking forward to seeing all of the low tech assistive technology creations and they were even better then I expected. There were so many creative ideas. I can't wait to see the blog being put together that will include them. One of the things that I was sure someone would have mentioned during our talk about low tech assistive technology is highlighters. It's a great (and cheap) way to have students with difficulties reading highlight important facts and it's also beneficial to use when writing to highlight main and supporting ideas in different colors. It also helps a great deal with organization. 
We spent the rest of the class working on our Boardmaker assignments. It found that it can be a frustrating program to work with. It is very easy for the most part. It's the little things that were hard to remember like where to click on the page when you are changing a board in a communication board as apposed to a book. I'm sure after a few practice trials it will come automatically. I am changing schools this year and I can't wait to learn about the students on my learning center caseload and see how much of this assistive technology I can put into good use. I really hope I remember how to use so many of these tools to help my students. I am very tempted to create a table for myself that includes all of the assistive technology we have been introduced to and some possible students it would apply to. I do have to admit I am really tired from our coursework and need a few days or weeks) rest before I venture into another work project.
While I was looking for some videos of examples of books made using Boardmaker I fell upon this video of a girl with a hearing impairment using Boardmaker symbols to create her own book. I have used boardmaker in the past to create visual schedules but now I have so many more uses for this software. The video might tie into our class tomorrow when focusing on asssitive technology for people with hearing impairments.
We spent the rest of the class working on our Boardmaker assignments. It found that it can be a frustrating program to work with. It is very easy for the most part. It's the little things that were hard to remember like where to click on the page when you are changing a board in a communication board as apposed to a book. I'm sure after a few practice trials it will come automatically. I am changing schools this year and I can't wait to learn about the students on my learning center caseload and see how much of this assistive technology I can put into good use. I really hope I remember how to use so many of these tools to help my students. I am very tempted to create a table for myself that includes all of the assistive technology we have been introduced to and some possible students it would apply to. I do have to admit I am really tired from our coursework and need a few days or weeks) rest before I venture into another work project.
While I was looking for some videos of examples of books made using Boardmaker I fell upon this video of a girl with a hearing impairment using Boardmaker symbols to create her own book. I have used boardmaker in the past to create visual schedules but now I have so many more uses for this software. The video might tie into our class tomorrow when focusing on asssitive technology for people with hearing impairments.
Task A and B - Assignment 3
Task A
Submitted by Laura Ross, Shireen Ley, and Julie Ferguson
Description of item
Item one - A clear soap dispenser in which a pump is used to dispense paint. Item two -suction bowl. Student is a grade 5 male who has a physical disability and epilepsy. He has frost bite on all of his fingers caused by an incident when he was five years old. The frost bite killed the tissue in most of his fingers on both hands. He doesn’t have the fine motor skills to complete many fine motor tasks. He doesn‘t have good pincer grasp. Therefore, he has difficulty holding items such as pencils and paintbrushes. Also, he shakes due to tremors caused by seizures. This makes it difficult for him to complete tasks that involve objects that can move. Student is able to independently grasp an object when it is the proper size to fit his hand. He requires tools that are proper size for him to be successful at independently completing tasks. The student will be able to independently pump paint into a bowl. This is so he can be more independent in completing art activities. He is unable to squeeze a paint bottle so using the pump to get the paint is more successful. Also, the suctioned bowl will remain still when he is getting paint from the boil and it comes of easy for cleaning. The student spends 80% of his day in a regular classroom with a very supportive teacher. Items are adapted and available in the classroom so the student can experience success in the regular classroom.
Task B
Item and Student One
Student is a grade 5 male who has a physical disability and Epilepsy. He has frost bite on all of his fingers caused by an incident when he was five years old. The frost bite killed the tissue in most of his fingers on both hands. He doesn’t have the fine motor skills to complete many fine motor tasks. He can not make a complete fist. Therefore, he has difficulty holding items such as pencils and paintbrushes. Also, he shakes due to tremors caused by seizures. This makes it difficult for him to complete tasks that involve objects that can move.
This is an art tray that has adapted tools used to complete a painting activity. Included is several adapted paint brushes. The first paint brush has a razor handle which is used for better grip. This would be used on days when the student has less pain in his hand and he is able to grasp smaller items. The other two paint brushes are adapted so he can hold the brush easier when painting. One is a baby bottle with a paint brush attached through the bottle nipple. The other is a paint brush with a rubber ball at the top for better handling. Paint is in a soap dispenser which makes it easier for the student to be able to access the paint. This is attached to the table with Velcro for more stability. It comes off easier for paint replacement. Finally, there is a suctioned bowl used to hold the paint. This can be removed and cleaned easily.The student spends 80% of his day in a regular classroom with a very supportive teacher. Items are adapted and available in the classroom so the student can experience success in the regular classroom. The student will independently use adapted art tray to paint a picture. All of the objects are on the tray and adapted so the student can independently use them.
Item and Student Two
Student is a grade 2 male who is diagnosed with Autism. He becomes over stimulated often when in class with his peers and requires support remaining seated. He enjoys animals and loves being in his classroom with his peers.
The item is a stuffed dog. We removed the stuffing and placed sand inside the dog then sewed him together. It is now used as a weighted dog. The student has a very supportive family who assist in teaching him strategies to deal with being over stimulated. They want him to be in class with his peers as much as possible. The class is a very structured environment which is conducive in supporting his challenges. The student will place the dog on his lap to assist him in remaining still during seatwork. The dog will be in his desk in the regular classroom and the student can place the stuffed dog on his lap. The Occupational Therapist working with the student suggested trying something weighted on his legs for deep pressure. The therapist said this should help him to remain seated and focused for a longer period of time.
Submitted by Laura Ross, Shireen Ley, and Julie Ferguson
Description of item
Item one - A clear soap dispenser in which a pump is used to dispense paint. Item two -suction bowl. Student is a grade 5 male who has a physical disability and epilepsy. He has frost bite on all of his fingers caused by an incident when he was five years old. The frost bite killed the tissue in most of his fingers on both hands. He doesn’t have the fine motor skills to complete many fine motor tasks. He doesn‘t have good pincer grasp. Therefore, he has difficulty holding items such as pencils and paintbrushes. Also, he shakes due to tremors caused by seizures. This makes it difficult for him to complete tasks that involve objects that can move. Student is able to independently grasp an object when it is the proper size to fit his hand. He requires tools that are proper size for him to be successful at independently completing tasks. The student will be able to independently pump paint into a bowl. This is so he can be more independent in completing art activities. He is unable to squeeze a paint bottle so using the pump to get the paint is more successful. Also, the suctioned bowl will remain still when he is getting paint from the boil and it comes of easy for cleaning. The student spends 80% of his day in a regular classroom with a very supportive teacher. Items are adapted and available in the classroom so the student can experience success in the regular classroom.Task B
Item and Student One
Student is a grade 5 male who has a physical disability and Epilepsy. He has frost bite on all of his fingers caused by an incident when he was five years old. The frost bite killed the tissue in most of his fingers on both hands. He doesn’t have the fine motor skills to complete many fine motor tasks. He can not make a complete fist. Therefore, he has difficulty holding items such as pencils and paintbrushes. Also, he shakes due to tremors caused by seizures. This makes it difficult for him to complete tasks that involve objects that can move.
This is an art tray that has adapted tools used to complete a painting activity. Included is several adapted paint brushes. The first paint brush has a razor handle which is used for better grip. This would be used on days when the student has less pain in his hand and he is able to grasp smaller items. The other two paint brushes are adapted so he can hold the brush easier when painting. One is a baby bottle with a paint brush attached through the bottle nipple. The other is a paint brush with a rubber ball at the top for better handling. Paint is in a soap dispenser which makes it easier for the student to be able to access the paint. This is attached to the table with Velcro for more stability. It comes off easier for paint replacement. Finally, there is a suctioned bowl used to hold the paint. This can be removed and cleaned easily.The student spends 80% of his day in a regular classroom with a very supportive teacher. Items are adapted and available in the classroom so the student can experience success in the regular classroom. The student will independently use adapted art tray to paint a picture. All of the objects are on the tray and adapted so the student can independently use them.Item and Student Two
Student is a grade 2 male who is diagnosed with Autism. He becomes over stimulated often when in class with his peers and requires support remaining seated. He enjoys animals and loves being in his classroom with his peers.
The item is a stuffed dog. We removed the stuffing and placed sand inside the dog then sewed him together. It is now used as a weighted dog. The student has a very supportive family who assist in teaching him strategies to deal with being over stimulated. They want him to be in class with his peers as much as possible. The class is a very structured environment which is conducive in supporting his challenges. The student will place the dog on his lap to assist him in remaining still during seatwork. The dog will be in his desk in the regular classroom and the student can place the stuffed dog on his lap. The Occupational Therapist working with the student suggested trying something weighted on his legs for deep pressure. The therapist said this should help him to remain seated and focused for a longer period of time.
Sunday, July 18, 2010
Class 10
Today we worked with Boardmaker. I really enjoyed using the program but I definitely got frustrated along the way. I found everything made sense and the program seemed like it was going to be easy enough to use during the tutorial but once I was on my own there were lots of little things that stumped me. When I am finished this assignment I am going to explore some other things Boarddmaker has to offer that will be more useful with the caseload I have now. I will be very interested to see how everyone else did with their Boardmaker assignments and if others experienced some of the same frustrations.
Tonight will be a quick blog. I still have lots of tweaks to work out with my assignment. Minus the frustrations while getting used to the program I think it is a very useful program and I can agruntee that I will continue to use this software in the future.
Thursday, July 15, 2010
10 items from dollar store
Here are ten item from the dollar store that could serve as low tech assistive technology.
1. Tennis balls can be used to reduce noise by placing them on the bottom of a student’s chair. The can also be used as a fidget toy for a student with ADHD.
2. Paper plates can be used as a paint tray for students with gross motor issues. They might not be able to aim and get their paint brush into a smaller paint cup. Also, they can be used as fraction plates for students that are visual kinaesthetic learners and need hands on practice creating fractional pieces.
3. Table cloths or shower curtains can be used to reduce visual sensory overload for students with autism. These are great to cover shelves that are visually distracting for students with sensory issues.
4. These rubber frogs serve as great fidget toys for students with ADHD. There are plenty of them so if a student looses it there are lots of replacements.
5. Sunglasses are great for students that have light sensitivities when it is not possible to change the lighting in a room.
6. A monthly calendar can be used to prepare a student with autism for changes and special events coming up.
7. Felt picture boards can be used for a student to assist in practicing personal care skills such as dressing appropriately.
8. A bowl with a suction can be used to assist students that has gross or fine motor skills issues when they are trying to feed themselves. I had a student this year with gross motor skill difficulties and she was more successful eating when we had a bowl or plate that was fastened to the table.
9. Sticky tac is great as an adhesive on the back of paper to keep it from moving. It’s can also assist a student by using it as a calming toy by squeezing and stretching it.
10. When you push the nipple into the top of the bottle you can place a crayon or pencil through the top so a student that has fine motor difficulties can hold the bottle to write.
1. Tennis balls can be used to reduce noise by placing them on the bottom of a student’s chair. The can also be used as a fidget toy for a student with ADHD. 
2. Paper plates can be used as a paint tray for students with gross motor issues. They might not be able to aim and get their paint brush into a smaller paint cup. Also, they can be used as fraction plates for students that are visual kinaesthetic learners and need hands on practice creating fractional pieces. 
3. Table cloths or shower curtains can be used to reduce visual sensory overload for students with autism. These are great to cover shelves that are visually distracting for students with sensory issues. 
4. These rubber frogs serve as great fidget toys for students with ADHD. There are plenty of them so if a student looses it there are lots of replacements. 
5. Sunglasses are great for students that have light sensitivities when it is not possible to change the lighting in a room.
6. A monthly calendar can be used to prepare a student with autism for changes and special events coming up. 
7. Felt picture boards can be used for a student to assist in practicing personal care skills such as dressing appropriately.
8. A bowl with a suction can be used to assist students that has gross or fine motor skills issues when they are trying to feed themselves. I had a student this year with gross motor skill difficulties and she was more successful eating when we had a bowl or plate that was fastened to the table.
9. Sticky tac is great as an adhesive on the back of paper to keep it from moving. It’s can also assist a student by using it as a calming toy by squeezing and stretching it.
10. When you push the nipple into the top of the bottle you can place a crayon or pencil through the top so a student that has fine motor difficulties can hold the bottle to write.
Class 9
We started by presenting our video social stories. They were all great! Awesome job class.
Movie - Integration Meeting The Challenge
The movie is about students that have multiple severe disabilities and how their support looks.
It started out by talking about the roles of the staff involved in the child's programming. Responsibilities and roles was such a big issue in the school I was at last year. I think that this was mostly because people didn't understand what their own and other people's roles were.
First we met Michael. He is integrated into the classroom for the majority of the day. The part that stood out to me the most about his story was that since joining the class Michael has become more responsive and alert.
Todd uses a switch and his programming is also integrated into the class. There are many roles he plays within the class that benefit the class and help him to reach his learning goals. The staff involved always try to have him connected to the group.
Joy has a personal dictionary that shows all of the ways she communicates. I think this is great for her peers and teachers that are new to her or might not be aware of all her ways to communicate. It would alleviate some anxiety of not being sure how to communicate with her.
One important point they brought up was that integration depends on the school attitude. Great point! Teamwork has to be present to make it work.
Next we looked at switch access devices and ideas.
There is an endless amount of ideas for using the switch devices. We looked at many ideas for using a switch. I had no idea the amount of switches that were out there. I actually had a cupboard in my classroom filled with these and didn't know what they were until a month into the school year. I didn't have any students at the time that used a switch. Here's a website that gives an overview of many different types of switches: http://www.inclusive.co.uk/catalogue/acatalog/switch_access_devices_and_accessories.html
I have a student coming to my school this year that uses a switch. I've never had a student that uses a switch but I know I will remember one thing. Don't say " hit the switch". I will make sure I am aware of the language I use and the language other people use when encouraging the student. Focus on the task.
Movie - Step by Step Guide to Assistive Technology
Immediately the idea that the task has to be what the focus is when using a switch was reinforces.
I found the most valuable part of the movie was explaining how a switch worked. i didn't fully understand how a switch worked with a device to complete a task. This was perfect timing for me to see this video. September will be the first time I work with a student that uses a switch and now I feel at least I have some knowledge about switches.
Movie - Integration Meeting The Challenge
The movie is about students that have multiple severe disabilities and how their support looks.
It started out by talking about the roles of the staff involved in the child's programming. Responsibilities and roles was such a big issue in the school I was at last year. I think that this was mostly because people didn't understand what their own and other people's roles were.
First we met Michael. He is integrated into the classroom for the majority of the day. The part that stood out to me the most about his story was that since joining the class Michael has become more responsive and alert.
Todd uses a switch and his programming is also integrated into the class. There are many roles he plays within the class that benefit the class and help him to reach his learning goals. The staff involved always try to have him connected to the group.
Joy has a personal dictionary that shows all of the ways she communicates. I think this is great for her peers and teachers that are new to her or might not be aware of all her ways to communicate. It would alleviate some anxiety of not being sure how to communicate with her.
One important point they brought up was that integration depends on the school attitude. Great point! Teamwork has to be present to make it work.
Next we looked at switch access devices and ideas.
There is an endless amount of ideas for using the switch devices. We looked at many ideas for using a switch. I had no idea the amount of switches that were out there. I actually had a cupboard in my classroom filled with these and didn't know what they were until a month into the school year. I didn't have any students at the time that used a switch. Here's a website that gives an overview of many different types of switches: http://www.inclusive.co.uk/catalogue/acatalog/switch_access_devices_and_accessories.html
I have a student coming to my school this year that uses a switch. I've never had a student that uses a switch but I know I will remember one thing. Don't say " hit the switch". I will make sure I am aware of the language I use and the language other people use when encouraging the student. Focus on the task.
Movie - Step by Step Guide to Assistive Technology
Immediately the idea that the task has to be what the focus is when using a switch was reinforces.
I found the most valuable part of the movie was explaining how a switch worked. i didn't fully understand how a switch worked with a device to complete a task. This was perfect timing for me to see this video. September will be the first time I work with a student that uses a switch and now I feel at least I have some knowledge about switches.
Wednesday, July 14, 2010
Class 8
Today we dove into creating our video social stories using the Ipod nanos and movie maker. We video taped, audio recorded, and added text to our story. This part of the process went fairly smooth. I felt like each group member was an equal contributor which is great when you are doing group work. The part that got a little confusing was pulling it all together. Although it took us a while to pull the three elements together I think next time the process will be a lot faster.
We created this story for one of laura's students so I will be very curious to see how he responds to it. As you will see in our presentation the student has difficulty with his lunch routine.
I'm looking forward to seeing all of the presentations. It would be nice if we could share a copy of all the stories so we would have them for future reference.
We created this story for one of laura's students so I will be very curious to see how he responds to it. As you will see in our presentation the student has difficulty with his lunch routine.
I'm looking forward to seeing all of the presentations. It would be nice if we could share a copy of all the stories so we would have them for future reference.
Tuesday, July 13, 2010
Class 7
Unfortunately I missed class today. I had a bug that my husband so kindly passed it on to me. The good news was it left as quick as it came and 24 hours later I'm on the mend.
I had a chance to speak to a classmate about some of what I missed in class. Obviously it's not the same as being there but better then nothing.
I'm excited to hear we will be working on creating video social stories tomorrow. I have a student that relies on social stories for many things. I also had a chance this year to work with a student creating a video story in movie maker. I never had the chance to create a video social story but I'm really looking forward to it. I will definitely be curious to try one out in the fall and see if they are as effective or even more effective with my student. I've never come across a good reference to assist in creating social stories so if anyone has a any suggestions I would really appreciate it.
I was looking for a video tutorial on creating a video social story when I came across the following video. The video gives a quick tutorial on writing a social story. I know there are some people in the class that haven't had a chance to work with students with autism so this might help. Although I've written many this past year I found this video helpful to remind of some specifics when writing them.
I didn't find a specific tutorial on creating a video social story. There were lots of videos and information about social stories and using movie maker separately but I had no luck with everything in one package. I'm guessing the class might have had this opportunity today and I'll have a chance to do a quick preview tomorrow.
I had a chance to speak to a classmate about some of what I missed in class. Obviously it's not the same as being there but better then nothing.
I'm excited to hear we will be working on creating video social stories tomorrow. I have a student that relies on social stories for many things. I also had a chance this year to work with a student creating a video story in movie maker. I never had the chance to create a video social story but I'm really looking forward to it. I will definitely be curious to try one out in the fall and see if they are as effective or even more effective with my student. I've never come across a good reference to assist in creating social stories so if anyone has a any suggestions I would really appreciate it.
I was looking for a video tutorial on creating a video social story when I came across the following video. The video gives a quick tutorial on writing a social story. I know there are some people in the class that haven't had a chance to work with students with autism so this might help. Although I've written many this past year I found this video helpful to remind of some specifics when writing them.
I didn't find a specific tutorial on creating a video social story. There were lots of videos and information about social stories and using movie maker separately but I had no luck with everything in one package. I'm guessing the class might have had this opportunity today and I'll have a chance to do a quick preview tomorrow.
Class 6
Today we were introduced to some low tech assistive technology. Some of the things we had seen were items that were used in the most basic ways and it seemed like common sense to use these items for the particular reason. This was (of course) after we had seen the use. One of the examples was using the large racket used in gym. Some of the inventions were very creative and practical. My favourite would be the plates that could hold playing cards. What an inclusive creation.
We then ventured of to the dollar store. We decided to go to a very large Dollarama in Sackville. The trip was successful in the beginning. It was so easy to find items to assist students when this is what you are setting out to do. We must have taken pictures of at least forty items that we thought could be used to assist a student in some way. I posted two of our finds. Stay tuned for the rest of our results.
One item was sunglasses and these could be used for a student with light sensitivity. Another item was a monthly calendar to help a student with autism foresee upcoming schedule changes.
Next it came to getting supplies for our invention. We had a few ideas in mind before we arrived at the store so we thought it was going to be an easy shopping trip. Once we set out to find our items we started brainstorming more ideas for inventions and I think we overwhelmed ourselves. In the end we left with supplies for one creation but we’ll need to make a second trip to find an second invention. There are actually so many things in the store that it seemed like it was too much to process and chose from.
We then ventured of to the dollar store. We decided to go to a very large Dollarama in Sackville. The trip was successful in the beginning. It was so easy to find items to assist students when this is what you are setting out to do. We must have taken pictures of at least forty items that we thought could be used to assist a student in some way. I posted two of our finds. Stay tuned for the rest of our results.
One item was sunglasses and these could be used for a student with light sensitivity. Another item was a monthly calendar to help a student with autism foresee upcoming schedule changes.Next it came to getting supplies for our invention. We had a few ideas in mind before we arrived at the store so we thought it was going to be an easy shopping trip. Once we set out to find our items we started brainstorming more ideas for inventions and I think we overwhelmed ourselves. In the end we left with supplies for one creation but we’ll need to make a second trip to find an second invention. There are actually so many things in the store that it seemed like it was too much to process and chose from.
Friday, July 9, 2010
Class 5
Today was Itunes day! It was my first experience downloading applications and I'm hooked. I had to tear myself away to write this blog. Once my account was set up and we got a quick tutorial I found it very easy to download applications.
The student I was focused on is a grade three student who loves animals and being read to. He is diagnosed with autism and he is on a behavior plan and works with on a reward system. He has to work in a highly structured environment and he needs plenty of preparation when there is a change in his daily schedule. The student is on a full IPP and one of his math outcomes is to be able to tell time in thirty minute intervals.
The first application I chose for this student is At The Zoo. This is a program that allows you to view real animal pictures, hear the sounds the animals make, and match the animals to the sound they make. I chose this application to compliment his reward program he is currently on. The student uses a penny board and once he earns five pennies he can choose an activity for five minutes of free time. Often he chooses to play games on the computer. An issue we had with this is that he wants it to be silent in the class when he is on the computer for his free time. He could take the Ipod to his quiet space and have his free time there. The reason I choice this specific game was because he loves animals and thinks animal sounds are really funny. Also, he also learning to match animals to sounds and words.
The second application I chose for the student is called going places. This is an application that gives a written social story matched by visuals. The visuals are humans in the story which makes it very realistic and easy to relate to. When there is a change in this student's daily schedule, whether this be at home or school, he has to be prepared for this ahead of time using social stories. This is a great visual to compliment a written social story or you could use it on your own.
The third application chosen for the student is Clockmaster. This is a math program that focuses on telling time. I chose this because it is a different way to practice skills taught in class. Avoiding paper pencil tasks whenever possible is always a good idea with this student. Although his fine motor skills are fine his penmanship is poor and he becomes frustrated easily. This would avoid the frustration and he still has the opportunity to work on an outcome on his IPP.
I feel like I opened a door to a whole new world today. I am so excited to go home and try some applications with my son.
The student I was focused on is a grade three student who loves animals and being read to. He is diagnosed with autism and he is on a behavior plan and works with on a reward system. He has to work in a highly structured environment and he needs plenty of preparation when there is a change in his daily schedule. The student is on a full IPP and one of his math outcomes is to be able to tell time in thirty minute intervals.
The first application I chose for this student is At The Zoo. This is a program that allows you to view real animal pictures, hear the sounds the animals make, and match the animals to the sound they make. I chose this application to compliment his reward program he is currently on. The student uses a penny board and once he earns five pennies he can choose an activity for five minutes of free time. Often he chooses to play games on the computer. An issue we had with this is that he wants it to be silent in the class when he is on the computer for his free time. He could take the Ipod to his quiet space and have his free time there. The reason I choice this specific game was because he loves animals and thinks animal sounds are really funny. Also, he also learning to match animals to sounds and words.
The second application I chose for the student is called going places. This is an application that gives a written social story matched by visuals. The visuals are humans in the story which makes it very realistic and easy to relate to. When there is a change in this student's daily schedule, whether this be at home or school, he has to be prepared for this ahead of time using social stories. This is a great visual to compliment a written social story or you could use it on your own.
The third application chosen for the student is Clockmaster. This is a math program that focuses on telling time. I chose this because it is a different way to practice skills taught in class. Avoiding paper pencil tasks whenever possible is always a good idea with this student. Although his fine motor skills are fine his penmanship is poor and he becomes frustrated easily. This would avoid the frustration and he still has the opportunity to work on an outcome on his IPP.
I feel like I opened a door to a whole new world today. I am so excited to go home and try some applications with my son.
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