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.
Thursday, July 8, 2010
Class 4
We started today by diving right into our Proloquo assignments. This time I found it much easier to move around within the program and I felt more comfortable using the application. I really hope I remember everything I learned when school comes this September. It really was much easier to input everything once we mapped out a plan. I didn't share this same opinion yesterday but I stand corrected.
During our presentations I received some constructive criticism. It was pointed out that we keep thinking that this is used a voice for the student. I think we somehow drifted from this idea along the way and used the application as a schedule at times. the feedback was great and I will keep it in mind in the future.
I found a newscast that is about a 10 year old girl with autism that is using the IPod and proloqu2go at school and home. It's a great story to show the impact assistive technology has on people. The link below is a video of the news story. Just copy and paste the link.
http://www.myfoxtwincities.com/dpp/news/iPod-App-Helps-Communication-Disabilities-nov-23-2009
During our presentations I received some constructive criticism. It was pointed out that we keep thinking that this is used a voice for the student. I think we somehow drifted from this idea along the way and used the application as a schedule at times. the feedback was great and I will keep it in mind in the future.
I found a newscast that is about a 10 year old girl with autism that is using the IPod and proloqu2go at school and home. It's a great story to show the impact assistive technology has on people. The link below is a video of the news story. Just copy and paste the link.
http://www.myfoxtwincities.com/dpp/news/iPod-App-Helps-Communication-Disabilities-nov-23-2009
Wednesday, July 7, 2010
Class 3
We started the class with a refresher on using Proloquo2go. I forgot how to create a category overnight. After a few minutes of playing around it all came back pretty quick. Mapping out our project on paper was the tricky part. It's been a while since I used a real paper and pen. I found that I actually had to work in an different way than everyone else. I had to go right into creating the categories and items then going back to the pen and paper. I did both as I went and then would go back and check to make sure it made sense. I did have to go back and make some changes in the program but overall I found this way effective. My one suggestion to make this program more user friendly would be the option to change an item to a category without starting from scratch.
We were given our assignments for proloquo2go and used the rest of the class to map it out.
We were given our assignments for proloquo2go and used the rest of the class to map it out.
Tuesday, July 6, 2010
Class 2
Assistive technology frameworks and processes:
I really like Dr. Marcia's (MPT) model. It was very simple to understand with each section explained very clearly. I think it would be an easy model to follow in my future programming. I don't currently use any model:( and I know this can be waist of time for the student you are trying to assist. In our previous course I started the process of choosing assistive technology without using a model to see what might be the best fit. This waisted time for that student and following a model might have led me in a different direction. I know myself and I would not use a model that is difficult to understand. This would be a quick reference to look at to make sure you looked at the student and considered the three pieces.
Although the WATI framework is very thorough and the final result might be to lead you to appropriate assistive technology I just don't think it would be beneficial to me. It just seems very lengthy.
SETT framework - Student, environment, technology, task. This is a nice framework to follow when you have the opportunity to sit with a group and work collaboratively.
Stages also seems interesting but doesn't provide a clear full model
HAAT- Human activity assistive technology. I found a great document to break down and explain the HAAT model. You don't have to search through to find what is important. It is a nice document to describe what the HAAT model is and how it works. Simple and to the point. Copy and paste the link below.
http://assistivetech-4alllearners.wikispaces.com/file/view/HAAT+model+info.pdf
Although the models are all similar my personal preference would be to use one of the models that could be looked at in a timely manner and help guide you: this appears to be the HAAT model or MPT.
Next, we did a group activity where we were given different scenarios of people that are non verbal. The skits were great comedy relief but also very effective to see the challenges of being non verbal and some of the creative ways people can communicate. It's important to remember the three critical elements in communication: Communication partner, joint attention, and common language.
Go Talk series - I love that you do not need extensive training to learn how to use this. For that reason alone it would be a great technology to introduce in a school setting. The price is another attractive feature along with the the different size grids. There is so much turn over in staff that work with students with special needs that this could easily be continued regardless of who receives formal training because the technology is so easy to use.
Presentation - Communication
There is so much involved in communicating and I think most of us don't consider this until communication becomes challenging. There are so many things to consider.
Assistive Technology device sampling - Although I've used proloquo2go with a student it was nice to get the opportunity to explore the Ipod touch more in depth. The student I worked with was hearing impaired but he was able to just use the keyboard. For this reason, I don't have experience creating anything inside the program. I did find another Ipod touch application that seems similiar to proloquo2go. The name of the applicaiton is voice4u. It doesn't seem to have as many features as proloquo2go but it is only $29.oo.
Another great class and more of my mind filled with newly introduced assistive technology.
I really like Dr. Marcia's (MPT) model. It was very simple to understand with each section explained very clearly. I think it would be an easy model to follow in my future programming. I don't currently use any model:( and I know this can be waist of time for the student you are trying to assist. In our previous course I started the process of choosing assistive technology without using a model to see what might be the best fit. This waisted time for that student and following a model might have led me in a different direction. I know myself and I would not use a model that is difficult to understand. This would be a quick reference to look at to make sure you looked at the student and considered the three pieces.
Although the WATI framework is very thorough and the final result might be to lead you to appropriate assistive technology I just don't think it would be beneficial to me. It just seems very lengthy.
SETT framework - Student, environment, technology, task. This is a nice framework to follow when you have the opportunity to sit with a group and work collaboratively.
Stages also seems interesting but doesn't provide a clear full model
HAAT- Human activity assistive technology. I found a great document to break down and explain the HAAT model. You don't have to search through to find what is important. It is a nice document to describe what the HAAT model is and how it works. Simple and to the point. Copy and paste the link below.
http://assistivetech-4alllearners.wikispaces.com/file/view/HAAT+model+info.pdf
Although the models are all similar my personal preference would be to use one of the models that could be looked at in a timely manner and help guide you: this appears to be the HAAT model or MPT.
Next, we did a group activity where we were given different scenarios of people that are non verbal. The skits were great comedy relief but also very effective to see the challenges of being non verbal and some of the creative ways people can communicate. It's important to remember the three critical elements in communication: Communication partner, joint attention, and common language.
Go Talk series - I love that you do not need extensive training to learn how to use this. For that reason alone it would be a great technology to introduce in a school setting. The price is another attractive feature along with the the different size grids. There is so much turn over in staff that work with students with special needs that this could easily be continued regardless of who receives formal training because the technology is so easy to use.
Presentation - Communication
There is so much involved in communicating and I think most of us don't consider this until communication becomes challenging. There are so many things to consider.
Assistive Technology device sampling - Although I've used proloquo2go with a student it was nice to get the opportunity to explore the Ipod touch more in depth. The student I worked with was hearing impaired but he was able to just use the keyboard. For this reason, I don't have experience creating anything inside the program. I did find another Ipod touch application that seems similiar to proloquo2go. The name of the applicaiton is voice4u. It doesn't seem to have as many features as proloquo2go but it is only $29.oo.
Another great class and more of my mind filled with newly introduced assistive technology.
Monday, July 5, 2010
Class 1
It was an interested start to our Assistive technology course. Leaving the beautiful sunshine outside and coming in to an old hot room was difficult but after a review of the course I settled in to enjoy a really interesting movie - Autism Is A World. Suzie opened the movie by talking about how she always knew she was retarded. Hearing her say this was so shocking to me. I know people can be ignorant and use such terms about people when they really don't know what they are talking about but I was really shocked to hear her refer to herself in this way. It saddened me. Nobody is born thinking that way. She was clearly an intelligent person but as a society I think we were the cause of her seeing herself this way.
I was really surprised that she was so aware of how her behaviors looked to other people. This made me reflect on my own teaching and classroom. I have made the assumption that when my students with autism display certain behaviors that the student is unaware that this behavior makes them look different.
Suzie also referred to herself as a non person before she could communicate. This was not because of how others treated her but how she felt about herself. I have a 14 year old non verbal student in my class and I can't help but feel that she might be feeling the same way. We haven't had success in finding this student an effective communication device. There are things that seem to be preventing us from finding the proper assistive technology. Some of these include her physical behavior, yearly changes in teachers and EPAs, and other medical conditions she has. I strongly believe this student has so much to offer and we are failing her by not discovering and providing her with the tools she needs to express herself in a more effective way.
By the end of the movie my thought was: How much of what I think I know about autism is really what I know? I know that sounds like a mouthful but what I mean is I feel that I have gained a lot of knowledge about people with autism but how much of this information is accurate and valuable in working with people with autism? Am I going to look back in ten years and cringe at programming I developed for students based on what I thought I knew about autism?
During our class discussion about the movie I thought the most prevalent comment was that we need to assume competency in all of our students. The retesting of Suzie's IQ when she was able to communicate is such a clear reflection of this.
Following the movie and discussion our look into Tyler's life was fascinating. I couldn't help but feel jealous that Barb was able to follow his progress and provide support throughout his education thus far. This is my fifth year in five different schools and I really want to know the feeling of watching a student grow and supporting them while they grow.
Tyler's smile was contagious throughout the entire movie. I caught myself smiling as I watched and I felt protective of him when we talked about barriers for Tyler. One was him having a teacher trying to implement hand over hand as a strategy for writing.Yuk.
At one point during the presentation I felt overwhelmed by the amount of things that have to be in place for Tyler to have reached the level of success he has now with communication and education. The amount of AT used was overwhelming. There were more than a dozen items on the list that he used in grade three. This is awesome. I am feeling like Tyler is a lucky boy to have the people and supports he needs to be successful in school. Not everyone is this lucky. We have had this conversation in class before but sometimes it just gets overwhelming to me.
Great class!
I wanted to post a trailer to a new MTV show. It's called How's Your News?
I'll be interested to see what people think of it.
I was really surprised that she was so aware of how her behaviors looked to other people. This made me reflect on my own teaching and classroom. I have made the assumption that when my students with autism display certain behaviors that the student is unaware that this behavior makes them look different.
Suzie also referred to herself as a non person before she could communicate. This was not because of how others treated her but how she felt about herself. I have a 14 year old non verbal student in my class and I can't help but feel that she might be feeling the same way. We haven't had success in finding this student an effective communication device. There are things that seem to be preventing us from finding the proper assistive technology. Some of these include her physical behavior, yearly changes in teachers and EPAs, and other medical conditions she has. I strongly believe this student has so much to offer and we are failing her by not discovering and providing her with the tools she needs to express herself in a more effective way.
By the end of the movie my thought was: How much of what I think I know about autism is really what I know? I know that sounds like a mouthful but what I mean is I feel that I have gained a lot of knowledge about people with autism but how much of this information is accurate and valuable in working with people with autism? Am I going to look back in ten years and cringe at programming I developed for students based on what I thought I knew about autism?
During our class discussion about the movie I thought the most prevalent comment was that we need to assume competency in all of our students. The retesting of Suzie's IQ when she was able to communicate is such a clear reflection of this.
Following the movie and discussion our look into Tyler's life was fascinating. I couldn't help but feel jealous that Barb was able to follow his progress and provide support throughout his education thus far. This is my fifth year in five different schools and I really want to know the feeling of watching a student grow and supporting them while they grow.
Tyler's smile was contagious throughout the entire movie. I caught myself smiling as I watched and I felt protective of him when we talked about barriers for Tyler. One was him having a teacher trying to implement hand over hand as a strategy for writing.Yuk.
At one point during the presentation I felt overwhelmed by the amount of things that have to be in place for Tyler to have reached the level of success he has now with communication and education. The amount of AT used was overwhelming. There were more than a dozen items on the list that he used in grade three. This is awesome. I am feeling like Tyler is a lucky boy to have the people and supports he needs to be successful in school. Not everyone is this lucky. We have had this conversation in class before but sometimes it just gets overwhelming to me.
Great class!
I wanted to post a trailer to a new MTV show. It's called How's Your News?
I'll be interested to see what people think of it.
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