Assistive Technology Day 12 July 20, 2010

Well I know it is hard to believe that we are finished but we are, and the day was wonderful. We had a wonderful lunch together with both professors and then headed to our AT class. We watched a video that was moving, especially the football player, for me a personal connection because I have two children that play football, and that was an amazing sight for me to see.

I do realize that we had to find an inspirational video and talk about the AT involved but the first one was just inspirational, the man has no arms or legs and he is a motivational speaker, you have to see his presence, it is awesome. So then we started looking for others and came across this golfing video and again it totally surprised us, this man has a modified golf cart, with hydraulics to stand him up to shoot his ball. He can be self sufficient and also enjoy the game of golf with the adaptations in his chair/cart that allow him to stand upright.

Like you said, YouTube can be addictive, and so can blogging, but the reality is that there is so much about technology and how it supports people with disabilities. We have been exposed to so much over the past couple of months that it has been an eye opener. The biggest gift was to have an instructor that lives the life, and is passionate and caring about her profession. It helps us going into new positions to feel supported and connected to someone who will always lend us an ear, not to mention we have some knowledge of what is out there, so we can be better prepared for our jobs in the fall.

This has been a wonderful journey and the cohort has served us well, in each class we get to see more and more of what are colleagues are made of; this class was no exception. It was wonderful to see the projects and enthusiasm during this time, especially since we just finished a course that seemed to have been over before we knew it. The hands on experience and opportunities were the best learning for us to be exposed to, it gives us some knowledge and understanding of the types of assistive technology that is available, and that it does not all have a big price tag.

It was nice to see Eva do an appreciation video for Barb, who is committed and dedicated to her profession and certainly continues to support and work within the field to share her knowledge to other professionals in the business; thank you Barb.

Have a wonderful summer and look forward to working with you in the near future.

This is a must see

Inspiration Video

Assistive Technology Day 11 July 19, 2010

I was so excited about today seeing everyones presentations on low tech, off the shelf and then a unique designs made by our classmates; they were brilliant. Some were altered from the off the shelf items and most were simple creative ways to find a solution, it was amazing. I am a believer in keeping it simple and was thrilled to see how many people worked under this premise.

Just to see the learning taking place in this class this course is encouraging because we need the knowledge in order to bring the solutions to our classrooms, learning centers or resource positions. So thank you to everyone for this valuable experience, I am able to review your blogs to revisit your innovations and experiment with in my new position this year.

After this we worked on our Boardmaker plus assignments, a book, communication board and an IPP with 2 annual goals, we started this assignment on Friday afternoon and worked on the paper side on the weekend so that all we had to do today was put it all together, and yes then send it to Barb! C'est Fini.

For me the scanning and switch component was the part that I found the most intriguing, mind boggling and after the class on switches quite overwhelming, in a good way. It made me realize just how much we need to learn in order to better able support our students, and yes we can and should ask for help; we do have access to the resources that support the learning.

I found in a couple of interesting sites in Canada, that are devoted to assistive technology, they are taking a browse through, we all the resources we can find.

http://www.setbc.org/psap/docs/05_boardmaker_plus.html

http://www.pacer.org/stc/pubs/SDPro-BMPLUSbooktutorial.pdf

Task B Low Tech Assignment by Muneera and Kathy

Remember the profile of an adult female severely burned in a fire, she has hands and digits but the digits are curled up due to the skin shrinkage making it very difficult it have grip control. She has most handles with grips modified and I showed the extensions rod, the grabber and the Tim Hortons cup holder in, part A of this assignment, all part of her daily life.

It was our thought to create a universal style cup holder for all occasions and cup styles in order to support her where ever she goes, she can have these holders by her side, and maybe even out and around her house or other peoples houses when she is being a guest. So here is one option that we thought about and made a prototype for our presentation today; a door stop with a bendable steel clasp to hold the cup.

This image has the cup inserted in the holder, later in this blog we will show you what it looks like without a cup to give you an idea of how it was constructed.

Then while making this we had company and they suggested using the actual butterfly hanger and bending the hangers to mould the shape of the cup, this could be hung around several places for looks and convenience.

It was exciting to think that we could actually create something that would be adaptable and support the cup and we could pick it up off the shelf and modify it somewhat to meet her needs. Although I must admit she has been quite resourceful in finding her own modified gadgets to help her around the house, in the kitchen as well as on the gold course, I was still excited to think with a little thought and effort what we could really do to support out students.

The key phrases in this course that has change my perspective is to always assume competence and our job is to create the independent learner. If we keep these thoughts in focus then it would appear that we should be able to find the strength and conviction to be able to support our students.

Based on the all the inventions and modified low tech demonstrated in class today i know we are all thinking about what we will be able to do in our classrooms in the fall.

It is exciting to be bringing this hands on knowledge to the school sites where will be able to share this information and technology.

here is a wonderful website for your viewing pleasure

http://southshorenow.ca/archives/2010/060810/sports/index001.php

Sunday July 18, 2010

Well I did not realize that we were suppose to answer specific questions relating to switches, so initially I just made a brief comment and uploaded an image because I was overwhelmed with all the information. Then I decided to review some tutorials and place bit and pieces on my blog that should cover the material asked, with pictures and the copyright, and web site for a link to very valuable information. I felt much more confident giving qualified information with supports, links and resources from a credible sight that is far more knowledgeable and aware of what is available to support children that require switch activated accessibly for a variety of needs and requirements in their daily lives.

I am going to be leaving these courses this summer with my eyes wide open, what an incredible learning experience these pas 10 days have been, I know that this information and knowledge that we acquired during this time will prove its value over and over again, especially in my new job as a learning center teacher. About the time I start this position the material that we learned will actually have sun in and I will be able to rely on sources links, blogs and many other venues for support, not to mention my colleagues that have been involved in this learning.

So I am spending the rest of the evening working on y board maker plus assignment and preparing all the necessary information to finalize that assignment, as well as to prepare for my low tech presentation, I am excited to see what everyone will be presenting. I hope everyone has had a wonderful weekend and I look forward to tomorrow,

Switch Use, Overview and Purpose

Overview & Purpose

This module provides an overview of the different types of switches and interfaces that can be used by students with disabilities. The module includes information on characteristics of switches and switch interfaces, mounting systems and suggestions for classroom switch activities.

Purpose of Switch Use

Switches offer access to anything electronic for persons with disabilities. They are a great way to begin experiencing independent control. Through a variety of interfaces, switches are connected to electronic devices. They work to turn things on and off or indicate choices when used with scanning software or interfaces.

For children with physical disabilities, a single, reliable movement can cause a toy to move or turn a radio on. Those with sensory impairments learn that they can be the controlling source of sound, light and vibration. Children with cognitive impairments are able to interact with toys and computers with a single "button," limiting the need for more complex directions. Switches provide new opportunities to learn and participate. For example, a simple battery interface can assist a student in creating a 'Spin Art' picture with friends. Children often begin by using switches with toys. This develops skills that can include:

Turning them on and off,Moving them for social and communicative purposes, and Making choices to indicate preferences.
These skills provide a foundation for learning and for more complex technology use such as multiple switch use, computer interactions and more extensive environmental control of Switch Use.

Environmental Control of appliances such as radios, fans, blenders, and televisions found in
homes and schools.
Play & Exploration are expanded through using switches to independently participate in games and other recreation activities. Battery-operated toys or games such as Light Brite and Spin Art can be easily adapted for switch use.

Movement
can be experienced with motorized mobility items such as powered wheelchairs and cars (Jeeps, Big Foot cars) that are driven with single and multiple switches.

Computer Access is achieved through single and multiple switch access. Switches can be used in combination with other input devices such as head pointers and voice dictation software. A single switch user can use scanning systems,giving full access to any commercial software program. (For more information, see our module on switch and scanning systems.)

Communication is encouraged through early switch use. Single switch devices with recorded messages provide a way to relate language to the activity at hand and to initiate and participate in a variety of activities. More complex systems use multiple switches or internal scanning methods to access multi-layered designs.

Selecting a Switch

Types Features Additional Options
If a student is having difficulty participating and interacting with objects in the environment, you may decide to try a switch activity with him. Before you begin you need to observe him in his natural environment to determine his best "switch site"-- the body part and movement that he is most consistently able to control. It can be large or small, weak or strong. The movement should be reliable, meaning it can be repeated. A reflexive pattern is not a good choice. Since switches are designed to work with any body part, look for the movement that requires the least expenditure of energy and the one the student prefers. Ask an Occupational Therapist to help.

You may find more than one switch or switch site that can be used during the day as the student's position, energy level and activities change. All of these will affect the selection of the switch and where it is placed. The student should be able to initiate a movement to activate a switch and then be able to sustain and/or release contact with the switch. You can consider additional interfaces to ensure success.

Try a switch activity. Identify an electronic activity that is fun and motivating to the student. [Ablenet (Making Connections, 2001) suggests starting with a musical activity because of its popularity with students.] Select a switch with features that match the abilities of a student. Connect a switch to the music device (i.e. tape recorder). If the student is able to use his fingers, hands or fists, start with these as their interaction with a switch. The resulting response will all be within a contained visual field. Give the student lots of time to practice, encouraging him with cues and praise.

Types
Switches come in all shapes and sizes. The Abledata database (2001) reports the availability of almost 1800 switches! Switches are often activated by the hand or arm, but can be used with any body part. To independently use a switch, a student must be able to voluntarily move any single body part with large or small movements.

There are several categories of switch types. We have grouped them by how a switch is activated. See our handout on switch types for photos and further explanation.

Push (or touch) switches are the most common type. The student activates the switch by pushing against its surface. These switches have a single surface area for activation.Lever switches can be activated by pushing in more than one direction. They are easily mounted.Motoric-Specific Movements activate other switches such as pinch, grip, bat, pull, etc. Activity switches require the student to complete an activity like a puzzle or stacking activity before the device turns on. Sensitivity switches are designed for students with minimal movements. They respond to the slightest muscle contraction (the ability to flex and release any muscle).Other Input switches depend on
systems other than touch and include a change in air pressure or voice activation.

Features

There are several ways to examine a switch to determine its "match" for a student's abilities and preferences. For example, the size of the surface "target" that a student must activate is a primary characteristic. How large does the surface have to be?

Other questions to ask include:

How small might it be?
Which areas actually activate the switch? The center? The corners? The edges?
What does the switch feel like? Does the student prefer a particular texture? Can it be added to the surface later?
Other features to consider include:

The amount of force (pressure) required,The amount of travel that a switch has, The type of switch feedback when activated, and The durability of the switch. Ask the student which switch he likes. It is important to let him try a variety of switches during different times of the day as his energy and comfort levels may change. For additional information, we offer a handout on switch features.

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For more up to date information please view on line switches tutorial http://atto.buffalo.edu/registered/ATBasics/Populations/Switch/printmodule.php