CLASS REFLECTION :)

I can't believe how fast this course went by!  I really enjoyed the activities we did in this class and I LOVED working with the iPad!  Barb is so knowledgeable and everyone in the class had so much to add to the course, as well.  It was really interesting hearing everyone's presentations today.  It is obvious how much everyone truly cares about students.

It is refreshing to listen to a "new-age" perspective.  I hope the province of Nova Scotia is heading in the direction of more technology in the classroom, especially with iPads.  I always love to learn more about different apps.  I don't have an iPad or iPod, but this course makes me want one even more :) 

The things that are going to stand out the most from this course are: using the iPad, playing around with different apps, searching and creating low-tech assistive technology, learning about everyone's low-tech AT, seeing videos of children using AT, learning about everyone's case studies, viewing the AMAZING people who can/have done so much with just a switch, and trying to soak in all the information Barb has to offer us.

I really enjoyed this course and it ended too quickly.  I look forward to a future that involves lots of technology for all students within the classroom!

DAY SIX - Presentations!!

PRESENTATION DAY

1. Michelle

• Pic Collage and Pocket Pond
• It is so great that he is taking the initiative to seek out something to calm him down!
• Pic Collage and other apps will be good for him in the future (ex: projects, assignments, etc)
• It is unfortunate that he can't get assessments done for "diagnosis" so he can get exactly what he needs - may allow him to be more calm with strategies he can learn to use.

2. Adelle

• iPad
• I like the concept of not using the iPad as a reward
• Apps like: Unblock Me, Rush Hour, Busy Harbour
• Then apps: Pic Collage, Camera and video, Book Creator, Puzzles, Photo Booth
• I really like how you put yourself out there to introduce the apps to Jay
• I also like the "tiny" steps you do with him
• Very interesting! You're so funny, I love listening to you :)

3. Kari

• Asus Tablet to work on personal info and sight words
• Whiteboard app: knew his last name and address and phone within 2 weeks
• Hand Writing Without Tears app:I WANT THIS APP FOR MY SON :)
• WOW, big difference with sight words!
• Nice that he was increasing his confidence as well

4. Heather

• iPad
• used text to speech to read from the internet and then copy and paste for notes (for reference)
• Dragon Dictation and Typ-O: it is great that he is willing to try these apps!
• GREAT RESULTS! That must have made him feel good.
• iPod for him to take to the middle school is fantastic!

5. Amy Sargent

• iPhone and iPod
• wants to get away from paper/pencil
• Apps: ABC Tracing, ABC Magic, Sound Sorting Beginning Sounds
• Wanted to keep him motivated over the summer months for starting school in September
• Needed a prompt to know where to start tracing letters
• Motivation increased and is going to continue working with the apps
• Student was very proud
• I love these apps - my son is 4 and would love them!

6. Shauna

• uses Kurzweil at home, but doesn't like to use it in front of people
• iPad
• Dragon Dictation: very quick to email what you did in the app to your email
• It helped with detail in her writing and no more repetition
• Good app when you're able to get the wireless.
• It is too bad that there isn't a spot where she can go to use it

7. Jeff

• writing is minimal verbal is MUCH more
• does not interact with many people socially, except girlfriend and teachers
• Inspiration App on iPad
• iPad was used previously as a distraction (ex: search the web) - want to use it as educational
• when used inspiration - most work he has done
• Student found it easier, meaningful, creative
• VERY interesting feedback from student!!  It is great that the app allowed him the opportunity to express his thoughts and creativity

8. Rebecca

• Autism Spectrum Disorder
• doesn't know how to interact with others who he is not comfortable with
• iPad
• he found it easy to use (with prompting)
• ABC Pocket Phonics, Book Creator, Tell Me About it, Word BINGO, Visual Timer
• BIG improvements with using these apps!
• Awesome that you got a friend involved with his social story
• HE IS TOO CUTE :)  I loved seeing the videos
• great that the EA is going to use the apps and iPad next year

9. Anne

• Autism Spectrum Disorder
• non-verbal
• using iPad to "distract" - hasn't had the time to learn to use iPad
• moved and agitated a lot now
• Book Creator - social stories
• Jigaw Puzzles, Disney, Doodle - loved
• It would be interesting to find out more after he has used iCommunicate

10. Alana

• ADHD
• organizational charts - he helped to make
• Sit and Fit Cushion - not a fan of it but uses it sometimes
• fidget toys are his favourite
• Laptop - when he uses his laptop he rarely needs his fidget toys
• Co-Writer
• Comic Life - note taking
• Kidspiration
• It is great that he has many things to help him get his energy out!

11. Jenn

• very disorganized, trouble starting
• Google Calendar - for organization
• he didn't like it because it had "too much going on"
• Soishiku - for organization
• he liked this one because it wasn't as busy
• Due to concussion - he wasn't able to use it as much as he could have
• Great idea for MANY students on mine!!!
• TrackClass may be a next step because you can take notes on it
• Evernote, myHomework, etc....other apps to recommend

12. Amy Strong

• CP - mild
• Raz-Kids
• can be used at home, school, anywhere with computer access
• can have it read to him, read himself, take quiz, earn stars for rewards, click on words to get help
• easy to tie in with PM Benchmark reading levels (Active Readers is too high for him)
• Justin really likes the books and program
• I love Raz-Kids!!  Moved up 4 levels of reading, WOW!!

13. Janna

• Verbal LD and ADHD
• Tools4Students - various graphic organizers
• gFlash - flash cards and quizzes
• online videos, pictures, and YouTube for support
• GoogleMaps - help with anxiety to know that she can find her way back home
• It's too bad that you weren't tutoring her earlier, but great tools for her organization!
• Love her drawings!

14. Jillian

• Developmental Delay
• Split up from family - foster care with Grandmother
• Toca-Boca app - expressive/receptive language (series of apps - engaging)
• Book Creator app - writing prompts, attention/focus
• Screenshots of Toca Boca and using them for writing prompts
• She seems so interesting!!  Very excited to use the apps!!

DAY FIVE - afternoon

Tyler...

I want to know this kid!  He seems so happy, unique, smart, well, just awesome!  Many people, including me, think of the negatives of having CP and not being able to control his body first.  BUT, seeing and getting to know Tyler through this class, makes me see the positives more.  He is an awesome kid first, who happens to have CP.  I LOVE all the technology he is using for AT.  He is doing very well socially and otherwise, which is what we should all concentrate on.  The stigma related to disabilities is what makes people "scared" of interacting.  We all need to do some research and stop being so ignorant about disabilities!  There is a real person behind what you see!

The care of Tyler is taken on primarily by his family and MANY specialists.  Everyone needs to be on the same page for progress to be made.

Tyler knows exactly what he needs to do (ex: touch the board, iPad with his hand), but he cannot "tell his brain" to do that action.

Everyone involved needs to TRAIN TRAIN TRAIN to keep up with the technology and the rotation of people working with Tyler (or any student with a disability, like his).

Switch was used and Tyler accessed it with his head, which made him very tired.  Even just deciding what switch, how it will be mounted, etc takes a team of people working very closely together (ex: IWK, OT, AT, etc.).

Anything that involved physical manipulation of any objects (ex: paper, pencil) HAD/HAS to be adapted!!  Outside the box thinking is key!

Tyler went from switch, to iTalk/iPod, to Kurzweil, to iPad.  The technology has allowed Tyler to advance and has given him more opportunities!  Very exciting!  I am very curious to see what is in Tyler's future....endless possibilities :)

PowerLink

• You can plug in any electrical device and a switch.
• controls the device with the switch in different ways - hold on, timed minutes/seconds, latch - hit for on and hit for off.
• You can have 2 devices, 2 switches - developmental progression - what are you assessing: cause/effect or choices, etc.
• Make sure you DO NOT say, "Turn on the switch" to complete a task.  ALWAYS say, "Turn on the light, or music, etc" - say what the task is.
• Advice: think about your prompting - do not prompt too much! They have to process every time you prompt.  Be patient and wait.
• Made by AbleNet - $240.00 (US)

 

Switches

Switches give children with disabilities a way to interact, stay involved, control activities, etc.

• Benefits of using a switch:
• control over the environment
• inclusion in activities
• communication
• engagements in curriculum
• engagement in social activities
• leisure activities (music, etc)
• access to employment, Internet, education
• Successful switch operation depends on:
• motication\suitable activities
• practice time
• lots of encouragement
• position of the switch
• type of switch
• Types of switches:
• PalPad
• AbleNet
• Picture Switch
• Adjustable Pressure
• Stages of Switch Control
• cause and effect
• training
• different switch decisions (best one for the student)

Remarkable YouTube Videos of Switch Use:

 

 

SWITCH ACTIVITIES IN-CLASS:

• List of ways to use switches and get students involved:
• clock - timer
• blender - smoothies
• sewing machine
• popcorn maker
• LCD projector/overhead
• lights
• buzzer
• toaster
• paper shredder
• music (ex: musical chairs)
• electric razor
• hair dryer
• iron
• kettle
• coffee maker
• TV
• game system (PS3)
• fan
• Tech. Ed. tools
• air compressor (put air in the balls in gym class)
• ETC...

 

Videos of AT used for people who are deaf/blind:

The Deaf Blind Communicator (DBC) is a communication device that helps people who are deaf and blind communicate with others face-to-face, by phone, by text message, and using DB-BrailleNote with others who are deaf-blind.

The main unit of the DBC is the DB BrailleNote. The second unit is the DB-Phone (a special cell phone). These two units communicate wirelessly with each other using Bluetooth.

People who are  deaf-blind do not have to use methods like tracing letters on the hand of someone else (and vice versa) to spell out words.  They can communicate with anyone, for example bus drivers, waiters, shop clerks, sighted friends and family, etc. by activating a face-to-face chat.  A message is both spoken and displayed on the DB-Phone stating, “Hi, I’m blind and I can’t hear. To communicate with me, type a message on this keyboard and press (the return arrow).”  A person who is sighted can type in a message, then it is displayed in Braille for the DBC user. The DBC user then types a response on the DB-BrailleNote and sends it back to the DB-Phone.  This is how someone who is deaf and blind can communicate with someone who is not.

DAY FIVE - morning

Inventions Presentations

Sticky Tray

• double sided suction cups
• stick objects to tray
• students who have difficulties holding on to objects
• Great idea!! love the multiple ways to use the suction cups!!

Turkey Baster Pencil Holder

• holds pencil
• bigger to hold on to
• fine motor difficulties
• Very inventive!!  Interesting how the top of the baster can be used as an eraser.

Squeeze Bottle Pencil

• holds pencil in place
• elastic bands on the bottle to grip
• for a weighted pencil - sand in bottle to weight it down - gives orientation for students who need it
• Very cool and lots of thought went into this project!!

Sponge Stand-up Clipboard

• slit in sponge with a flexible cutting board in it to hold paper
• Another great idea, Shauna!!

Easy Grip Magnetic Letters

• whiteboard strip on a a stand with suction cup towel holders for handles on the strip of board
• magnetic letters on ice cube tray (for handles to lift letters)
• WOW!!  Looks like this could be sold in stores!  I like how there were different colours for vowels and consonants.

Spongy Whiteboard

• whiteboard is elevated off the desk with sponges - not on an angle, but that was the goal
• Neat idea!  Great way to prop up a surface for writing!

Spatula Scissors

• cut handles off  regular scissors and place spatula ends on for handles.
• clamp is to a table, so the motion is just to push and lift the scissors
• This idea is very useful for anyone who cannot use scissors properly!  I can see using this idea with students who would benefit from this!!
• Someone who only has the use of one hand could benefit from this idea as well

Dice Master

• container that has dice in it to help someone shake dice without shaking them in your hands
• no more dropping dice, excellent!!
• can have bigger and smaller containers

Swim Buddy

• 2 L bottle with a sheets of what to do when in the water (ex: swimming terms - social stories) inside the bottle
• waterproof and child can take it with them in the pool
• GREAT IDEA!!  I would NEVER have thought of this!  Awesome!

One-Handed Marker Pull

• clay (mix-up kit and hardens) in the bottle of a pot to hold lids of markers
• Child does not have to take on and off lids, just have to pull out marker and push markers back in.
• Works very well with MANY students and small children who cannot take on and off the lids of the markers

Popsicle Painter

• This is our invention - to view more information about it and pictures, see previous blog postings

Measure-Assist

• flex squeegee with velcro on the end and can stick to rulers, protractors, etc (velcro attached as well) to help measure
• for students with fine motor difficulties
• Interesting idea!  May have to steal this one :)

 Skater Rex

• Help children engage in active play with others
• velcro T-Rex to a skateboard
• Rex can open and close his mouth - to pick things up
• Skater Rex can move around and helps child engage in play

Camera Floater

• attach to a zipper
• large grip (floater part) so easier to grip on to zip up zipper

Clothespin Alphabet

• letters on clothespins and child can clip on to a container to sort in order, spell words, etc.
• Great for early literacy!!

WOW!! Everyone's ideas of off the shelf items and inventions were amazing!  Many different ideas and involve many needs of children with disabilties.  I really enjoyed shopping for different items and thinking differently about basic items.  I also enjoyed creating our invention!  It was difficult at first because it was overwhelming to decide what to do; however, once an idea got started many followed!  You have to think differently about basic things, and isn't that why we are all taking this course?  Thinking differently starts with the basics and working your way up to more complicated things.  It was great to start with the basics of the Dollar Store! :)

LOW - TECH ASSIGNMENT

Dollar Store shopping!!  :)  We went to the dollar store in search of low-tech AT.  We probably spent WAY too long in the store, but with 2 people who love to shop, what can you expect? 

The first task was to fins 5 things that could be used for low-tech AT.  Here are the 5 I found:


(1) Water Shooter

• Technology
• This device can be extended or not to assist with pointing (ex: tapping a smartboard)
• Students can use it to point on any surface, since it is made of plastic.
• Since it is made to suck up water, you cannot place anything on the end of it (ex: soft ball) because the air will need to escape for the pointer to lengthen and shorten
• Student/Personality
• Students who may benefit from this are students who are smaller and have trouble reaching, student who are need a wheelchair, students who cannot move around easily, etc.
• Task
• Student would hold onto the pointer with one hand (or 2) and reach with it to point, tap, etc.  They can lengthen or shorten the pointer by moving the top part up or down. (Students may need assistance with the moving).
• Milieu
• school, work, home

(2) Gardening Gloves

• Technology
• Glove can be used to assist with grip.
• Inside of gloves (on palm) has rubber grips
• Student/Personality
• Students who may benefit are students who have trouble holding onto objects, may have a disability that involves shaking and/or weakness of the hands.
• Task
• Student would put the gloves on (of course in their favourite colour and print) to help them carry, hold onto, pass objects.
• This could increase what the student can do, by allowing them to help pass things out in class, for example.
• Milieu
• school, work, home, out in the community, shopping, etc.

(3) Magic Clay

• Technology
• This play clay can be used to many different things, like: help stick things together, help students exercise their hands while playing with it, create soft corners for objects, etc.
• Student/Personality
• Students who would benefit are student who may need to exercise their hands (ex: physical therapy), help stick objects down (ex: plate), and/or students who need to have a softer play area (ex: putting on pointed corners).
• Task
• See above for ideas for the tasks of this object.
• Milieu
• school, work, home, community, physiotherapy, etc.

(4) Ash Tray

• Technology
• This ash tray has a hole on the top and 3 slots around the edge of the top.  It is enclosed, so whatever is inside cannot spill out.
• Student/Personality
• Students who may benefit from this are students who may only have use of one hand/arm, or for students who may be unsteady when using their hands/arms.
• Task
• Students can fill this ash tray with paint (of any colour) and use it to help them with not spilling the paint, holding the paint brush while not painting (slots).  It can also be used for glitter glue, regular glue - something that may need to be brushed on.
• Milieu
• school, home, community

(5) Handled Baskets

• Technology
• Baskets can be used to hold objects and with the handle, pass things around.  They are tall enough so many things would not spill out.
• Student/Personality
• Students who would benefit from the baskets are students who like to be involved and want to help pass out things to the class, but may not be able to hold on to the objects (ex: papers, coloured pencils/crayons/markers, scissors, etc)
• Task
• Have student help pass things out to the class by placing the objects in the baskets for him/her.  If the student can grasp the handle, they can use the handle to carry the basket around to his/her classmates.  If they cannot grasp the handle, they can hold the basket on their lap while other students came to them, or carry the basket on their lap while using his/her wheelchair.
• Milieu
• school, home, community, work, church (collection, bulletins), etc

Our second task was to create our own low-tech AT.  Here is what we came up with:

CREATE YOUR OWN LOW-TECH

ASSISTIVE TECHNOLOGY

TECHNOLOGY:

We created a modified paint brush set. We used popsicle trays and added large fruit-shaped balls to the ends that allow for easier grasping. On the ends of the stick, we placed foam pieces cut into various designs/shapes. Paint would be placed into the receptacles.

STUDENT/ PERSONALITY:

This modified paint brush set would be best suited for students who have difficulty with fine motor skills and those who find it difficult to grasp a smaller handled paint brush. It is designed for students who do not have a well developed pincer grasp and who may use a fist or four-fingered grip.

This set was created to support students who are artistic and appreciate the access to various brush types and colors, but need support with manual dexterity.


TASK:

To build INDEPENDENCE when painting and/or creating artwork. Students are better able to access paint (glue, glitter, etc.) with better control of the paint brush. The large ball at the end allows for this comfort and accessibility. The creations painted/made by students will be a more accurate reflection of their artistic vision when they can control the instrument more precisely.




MILIEU:

The tray can be used at HOME, SCHOOL, during EXTRA-CURRICULAR ACTIVITES, etc. The tray can be rinsed out and the brushes can be washed out and/or replaced if needed. Various things can be placed in the receptacles, such as paint, glue, glitter, soap, etc.

DAY FOUR - morning & afternoon

We discussed early development checklists and what milestones should be reached and what time, and when to be worried. This is an example of an early development checklist:

http://www.preschoollearningcenter.org/images/upload/developmental_checklist.pdf

Knowing the development process helps us understand what steps in the process can be worked on, especially if milestones are not being met. There are so many toys out there that help develop certain skills. We were asked to do a toy analysis and look at toys differently than what we're used to.

TOY ANALYSIS

TOY:  Mr. Pencil Saves Doodleburg (game for LeapPad and Leapster Explorer)

Store:  Toys R Us

Disability Category:              Rating:  **** or * stars

Physical                                   ***

Sensory                                   ****

Communicative                       ***

Cognitive                                ****

Toy Company:

Price:                                       $24.99  for the game [$79.99 – Leapster Explorer; $99.99 –                                                              LeapPad]

Box Age Range:                     4 – 7 years

# Pieces:                                  1

Washability:                            none

Storability:                              easily stored in a protective case

Directions:                               included with game and talks child through it while playing

Play Locations:                       everywhere

Adjustability:                          there is an add-on that can be purchased, as well as online                                                                activities that can be purchased and downloaded to the game

Levels of Play:                        many

Batteries:                                 2 AA batteries

Description general:

Number writing

Children learn to write numbers using proper stroke order.

Letter writing

Children use knowledge of letter names and shapes to write both uppercase and lowercase letters.

 
Shapes

Children learn to recognize the defining properties of shapes (such as a square having four sides of equal length and a triangle having three sides) and identify them in different rotations.

Art and drawing

As they draw, children develop spatial reasoning, visual acuity, and hand control, which later helps them write letters.

Creativity/Imagination

Children can create their own art using cool tools, colours, filters, stamps and effects and they can become an animator by creating their own flip book.

APPLICATIONS FOR CHILDREN WITH DISABILITIES

Physical

Description	Helps the child physically form numbers and letters with a writing utensil.  Develops hand control.
Skills	Correct formation of numbers, letters, shapes, etc.  Develops hand-eye coordination.
Play Ideas	Have child create the shapes, numbers, or letters they just made using the game on a chalk board or paper for practice.
Adaptation Ideas	Help the child by guiding his/her hand while trying to form the letter, numbers, or shapes.

Sensory

Description	Visually stimulating.  The animation is entertaining and there are many patterns and colours throughout the game.  The auditory stimulation is entertaining, as well.  Many different voices, actions, stories, etc.
Skills	Visual and auditory cues for what is happening, directions, right/wrong, etc.
Play Ideas	Have the child put a sticker on a chart each time he/she received a visual/auditory cue that he/she did something correct.
Adaptation Ideas	Follow along as the child plays and help give cues, advice/suggestions, praise throughout the game.

Communicative

Description	The game is meant to be played with one player; however, the child can learn turn taking and patience if the child plays with another child.  They can also discuss the game and what to do next, what is right/wrong, what creative ideas each one has, etc. The game communicate with the child and the child needs to know how to respond (ex: follow the directions of the game)
Skills	Following directions, taking turns, patience, listening and responding, etc.
Play Ideas	See above in Description for 2 player ideas.  Children can sign in with own names (on same game at different times, or on different games) and try to get to the next levels before the other, or try to do the same things (ex: drawing pictures) as the other.
Adaptation Ideas	Have the child repeat directions, or stories for memory practice.

Cognitive

Description	This game has a lot of depth with what can be learned by the child (ex: numbers, letters, shapes, colours, creativity, etc).  The levels allow for challenge and a steady rise in difficulty as the child masters different skills.
Skills	Writing numbers, letters, shapes, knowing colours, being imaginative and creative, etc.
Play Ideas	Suggest the child create different drawings and animation booklets to challenge his/her creativity.
Adaptation Ideas	If the child is not understanding the movements of forming numbers, letters, shapes, guide the child’s hand while playing the game.  Also, practice on paper/chalk board away from the game.

FEATURES AND BENEFITS       CHECK IF APPROPRIATE

	Durable
X	High Contrasting Colours
	Tactilely Stimulating
X	Visually Stimulating
X	Wide Age Range
X	Inviting Due to Uniqueness
X	Open-ended
X	Innovative
X	High quality
X	Detailed
X	Hands on Approach to learning
X	Easy to grasp/hold
	One-piece unit
X	Upright position for play
	Other:

DEVELOPMENTAL PROCESSES PROMOTED

X	Visual attention
X	Visual tracking
X	Visual processing
X	Memory and recall
X	Cause and effect
X	Action concepts: in/out, push/pull, on/off, go/stop
X	Fine motor
X	Eye-hand coordination
X	Problem solving
X	Finger and hand control and dexterity
	Physical range of motion
X	Deliberate finger movements
X	Precision
X	Directionality
X	Wrist rotation
X	Hand and finger grasp
	Pointing, one isolated finger
	Motor planning
X	Self esteem
X	Manual dexterity
X	Sequential thought
	Reaching
	Strategic thinking
X	Turn taking
X	Patience
X	Spatial relationships – over, under, on, off
	Reaching/arm extension
X	Functional finger movement and exploration
X	Coordinated movement
X	Sorting and classification
X	Early Literacy
	Texture Discrimination
	Object Permanence
	Tactile Discrimination
X	Problem Solving
X	Directionality
X	Cooperative Hand Movement
X	Letter Recognition
	Life Skills
X	Pre-Literacy
	Social Interaction
	Foot Placement
	Weight Shifting
	Core Strengthening – Trunk Strengthening
X	Colour Recognition and Identification
X	Word Recognition
X	Number concepts
X	Visual Acuity