Tuesday, July 20, 2010

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


Monday, July 19, 2010

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.







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



Sunday, July 18, 2010

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,

Friday, July 16, 2010

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.

copyright © 2000 - 2005 Assistive Technology Training Online Project

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

Thursday, July 15, 2010

Assistive Technology Day 10 July 16, 2010

It has been 10 days already and we have been learning intensely for the past two weeks, I am sure when we are able to take a breath and reflect on all this learning it will all fall into place and in the fall in our respective positions we should be able to recall and access good information for our students.

So the one thing I know for sure is that today we are going to be playing with a one switch activity on the keyboard to give us a better understanding of how this works, I am interested to see how we adapt, and then we will be moving into board maker and completing our final assignment that is due, not sure when? We have downloaded Board maker plus and have the tutorials, manual and other on line support to help walk us though this software, and Barb, our Assistive Tech specialist, so this will be fun.


Here is some of what can happen with Board Maker Plus, so stay tuned for tomorrows class and lets see what we do for our next assignment, it will be interesting to say the least, so far we have been very well in our groups, so I know this one will be the same

Assistive Technology Day 9 July 15, 2010

We did our social stories presentation and it was wonderful to see the range of scripts and perspective, I was pleased to be part of this in class presentation, it was relaxed, respectful and absolutely wonderful. Then we watched a film about inclusion and how that would look for a variety of students with a variety of needs. I was blown away at the amount of planning and people that it really does take for it all to come together, so I can see how that can be very challenging.


So in this picture is a selection of switches, a very small selection, minuscule is comparison to what is available in the assistive technology world that is ever changing. I was overwhelmed, a bit scared and uncertain about my confidence in this area, I can see how important it is to surround yourself with good people. My mind was unable to comprehend the tutorial it was I was taken in this information for the very first time and had no idea where to start.

I do realize that inclusive education is changing so quickly that we can hardly keep up, especially after today in both classes, this morning I watched Aimee Mullins, who has 12 sets of legs, and is bridging the cap between disabled and able body as it relates to her athleticism and she is not alone in this quest for equity. It is unprecedented the progress we have made in this field of technology and I can only imagine where we are headed.

Morning Routine- Preparation Story

We posted our social story to YOUTUBE it was a wonderful opportunity for some hands on experience, not to mention the fun we had video taping and recording our story. There are some learning challenges but overall it was a valuable experience for all of us and we now that the hands on approach is a good way to experience the learning.

Wednesday, July 14, 2010

Assistive Technology Day 8 July 14, 2010

It is nice that I am able to blog more effectively this course, and it is actually quite fun and also a bit addictive. I was able to finalize assignment 3 other than task B which needs to be created and presented on Monday, so at least I feel like I am on task.
We are finishing our social stories today and this is quite fun since we are filming, editing and doing voice overs to set up our social story video. We are working in groups and the members of my group are Calee, Sarah, Gail and me, Kathy, we seem to all work well together and this assignment is coming together and almost completed.

We wrote a social story about a student that has difficulty following his morning routine and usually ends up in his homeroom with his coat and without his binder and pencil case prepared for the morning. This is call a preparation story and we are hoping to be able to load it on our blogs, exciting our first movie production actually a video but does it really matter.
5173 Assignment 4 – Video Social Stories
By: Gail Josey, Kathy Kays, Sarah Miles, Calee Comstock

Student Profile
David is a grade 7 student. He has an IPP. He has cognitive delays and short term memory challenges. He benefits from frequent repeat instruction and prompting. He uses an iPod Touch for checklists and prompts and for writing with Dragon Naturally Speaking. David uses checklists to improve organizational skills and routines. David’s strengths include social interaction with adults, technology use and making connections to topics of interest (ie boating).

Social Story
School arrival routine
When I come to school in the morning I go directly to my locker and hang up my coat. I look at my checklist to see what I need for the morning. I pick up my binder, my pencil case and my water bottle. I will put my iPod Touch around my neck. I will do this quickly, lock my locker and go directly to my homeroom classroom so my teacher will know that I am here. This will make my teacher happy and make me happy too.

Video plot
1. David walks to locker.
2. Hangs up coat and checks task list.
3. Collects binder, pencil case and water bottle.
4. Puts iPod Touch around neck
5. Close locker
6. Walk to class

EDUC 5173- Assistive Technology

By: Muneera and Kathy
A – Low Tech & Adapting our World
Student Profile: (Female Age: 39)

The primary user had a career in the printing industry, was an athlete playing sports at national competitions and also she had a young son, then she was burned in a major fire on her 30 foot boat; first responders were horrified at the sight of a human candle, totally engulfed in flames. We have chosen her because this fire changed her life, leaving her with several physical limitations, not to mention that 75 percent of her body has third degree burns. As a result of the fire she lost her job, unable to work in her field, had to apply for disability (which is significantly less than what she would earn) and no longer has the full use of her hands. The digits have been rebuilt, unfortunately due to the damaged skin the digits have now begun to close, limiting her ability to pick up or hold things.

Most everything else has been repaired through many operations, other than the shrinking of the skin around her mouth, making it very difficult for her to open her mouth, affecting her speech. I guess initially we do not stop and think about what we take for granted but it can be the simplest of things that hinder her performance. She was now facing limited options for her ongoing life, not able to drive a car, play sports and enjoy the hobbies and past times of her previous life; well she has been able to find low tech solutions that enable her to live a full and meaningful life. The deformity in the hands prevent the simple things, like holding a hot cup of tea or coffee, picking up coin that she drops, lighting the BBQ, and playing golf.

Fortunately, she did not listen to her doctors and so found herself, modifying the grips on her golf clubs, is a matter of interest took up golf after the accident and has won several women's titles. She always wanted a motor cycle and now owns and drives one, she did have to have special handle bar grips made to support her disability. Fundamentally we will look at ways to adapt and modify holders for her grip which will support her when she needs to hold or pick up something.

Task A:
Description of the main low tech assistive technology: - (Magnetic extension rod)

It is an extension rod with a magnet head on the end that will help her to pick up any metal objects such as change, keys, hardware, lids from cans and clothes hangers etc., allowing her to have a grasp, that otherwise is not there, also she can interchange this magnetic tool for the pick up grabber that has grabbers on the end.

The environment (Milieu):
This extension rod and all the other items could be used in different environments to serve the same purposes. To mention some of those environments, it could be used at home, the park, in the community, as well as during recreational time. There are other low tech devices that she must use to support her day to day living other than the magnetic extension rod.
- Cup holders with handles for holding drinks
- Plastic/aluminum grabber with hand like ends to pick up shoes, food, garbage, etc
- Binders clips to help in turning pages of books
- Rubber Stamps for easier printing/writng
- Fitness ball (small) that would help for relaxation and strengthening her hand muscles
- Specialized handle grips, modifications for her golf club, specialized gloves, motor cycle
- Reading glasses, magnifying glasses

One type of Cup Holder



This is one of several types of cup holders that are available, this one is usually used for the hot beverages because the cup an immediately be placed in this holder. Hot drinks can be especially challenging because she is not always aware of how hot the drink really is, this is caused from the nerve damage and loss of feeling.

Tuesday, July 13, 2010

Assistive Technology Day 7 July 13, 2010

Well today is a day about social stories and reminded me of the project I did around social thinking by Marcia Garner-Winters, although the lady in the spotlight today is Carol Grey. I do believe that we looked at her social stories when doing the broader topic of social thinking. Interestingly we looked at it from four different perspectives, Learning Center/Resource, Parent/Teacher Professional Development, Severe Learning and the 3-4 classroom that I happened to be teaching this year.

The social stories quickly help a personal identify the behavior expected in certain circumstance,s and ideally we have an expectation that all children have these skills, that is not always the case. We all need explicit and clear instructions on what behavior we are looking for in what circumstance so that everyone is clear, that is something we take for granted some times. I mean if we can identify specific needs in a child based on economics, home dysfunction, anger, etc., then how is it we can expect those same children to know the specific behaviors in the school site.

We had a wonderful time today in a group with Sarah, Gail, Calee and me making a social story video, we had Calee as the student that needed to focus on one specific behavior. It is important to realize that we must practice, repeat, practice repeat, especially for children with memory issues and cognitive delays. It was exciting to watch a presentation on social stories, hear about the successes, and then get the opportunity for the hands on experience. I made an observation how both of our classes are working in conjunction with each other, we are learning about collaboration and sharing information in the morning class and then getting the opportunity to practice in the AT class, thank you Barb.

Pencil Grip



Although there are several ways to provide a grip on a pencil, and several pencils and pens already come with grips, this is a blessing for someone that has severely burned skin that is easily irritated. She has custom designed grips made for her golf clubs and gloves, her motor cycle and her hockey stick. This is just a sample of what is available on the shelf that can support people that require pencil grips.

Magnetic Extension Stick



This tool allows her to pick up small tedious itms that she would not be able to grasp, like coin, keys, tacks and hardware items. This also extends her reach and allows her to move hangers in the closet, pick out clothing andbe able to have a grip on the items she is trying to pick up.

Magnetic Extension Stick



She uses this stick to help her pick up changes, keys and move anything metal that she needs to grasp. This low tech tool gives her the ability to pick up tedious items that she would otherwise not e able to pick up. The example in the picture is showing a women using it to move hangers and pick out clothing.

Card Holder

Here are some off the shelf items that would support our profile for this low tech assignment.
female, 39 years old in a major boat fire; first responders were horrified at the sight of a human candle; her life as she knew it was about to change. After several operations her hands and face are not healing like they had hope, leaving her with curled fingers because of the shrinkage of the skin. Therefore no matter what they insert into the digits to keep them straight are not working, because as the skin heals it shrinks, causing the digits to curl. Therefor some of the items that she uses to support her lifestyle, is hand grips, on her golf clubs, motor cycle, pens, pencils and any surface that she spends time holding. She loves cards and finds it very difficult to hold the hands, so a card holder would be support the cards giving her more flexibility in the game.

assistive Technology Day 7 July 13, 2010

Today was another opportunity to shop in our classroom, the low tech assistive technology. What an incredible experience, I am continually amazed at how simple ideas can become real modifications and adaptations to support learning. Although we seem to think that we have to spend lots of money, sometimes the solution is right in front of us and accessible. Sometimes I think we are looking for the bigger solution when keeping it simple can be a proactive and immediate solution that is affordable.

When we take a moment and reflect on the simple things in life that for all intense in purpose, we take for granted then it becomes surreal, not such a big challenges. It is important to be mindful of our environment and how that might look in our professional communities, teachers and students alike. It took my partner and I a little while to think about a profile that we would work for us since neither of us have been involved in the learning center or resource classrooms. Is a matter of speaking we have not been involved directly with the inclusive process therefore being a bit anxious about this assignment. Once I began to reflect on the profile I thought about someone I know that is an adult that was severely burned in a boat fire and her hands were severely maimed so she had to modify and adapt several things in her life. Although she was told that she would not be able to drive, play sports or work in her career of 20 years, well the adaptations that she has discovered that support her life style has allowed her to play sports, drive and most recently she is the proud owner of her first motorcycle, with adapted hand grips.

Monday, July 12, 2010

Assistive Technology Day 6 July 12, 2010

Muneera and I are partnering for the next assignment, it was very interesting to look at the low tech items that Barb presented today and realize how effective some very simple applications can really be. I guess firstly when you stop and think about eye glass that improve your vision, hearing devices that enhance your hearing and a magnifying glass which supports your reading, are all considered low tech.

Sometimes we tend to take some much for granted so on that same note why is it so difficult to surmise that people with disabilities are not able to figure out ways to help themselves. That is the big AHA moment, people can and do think for themselves and find ways to help them, even with their so called limitations. I remember last year in my very first course the professor saying why is it that we always want for fix people, maybe they are fine the way they are; that change the lenses in which I viewed the world.

On another note I was looking for awesome YouTube videos and came across one about Jenny McCarthy and her claim that she cured her son from autism. She certainly has been an activist in the autism world, talking about the cause and effect and how a simple vaccine can bring on the onset of autism. Not sure how I feel about all of this because if that was the case then so many more people would be looking at ways to cure their children. Diet, exercise and moderation in life tend to keep us on a reasonably healthy path, not sure that it can cure disease? Then of course my next thought is what really is autism and how can she make such claims, write best selling books and speak on national television and not ne validated. Certainly the medial community does not agree with her finding and does not think her son is cured, or is he?

World Autism Day

Sunday, July 11, 2010

iFish Pond App

iPod app

Assistive Technology Day 5 July 11, 2010

I am posting this reflection on Sunday because I needed a chance to absorb all the information we have learned over the past five days.I do enjoy the hands on classes because it allows us to have a different perspective from the tutorials and literature about assistive technology. There is lots of available material that can promote products that will service our clientele, the onus is us to review the needs of our students and try and make the best fit. I was listening to some of my classmates and when they were searching for iPod touch apps,they were actually saying, I know that such and such would love this. To be able to identify a child that immediately comes to mind when you see software that you know would support that student and help them attend to task it is a wonderful feeling.

I must admit that I was struggling with finding a student, or making that connection because I was looking for someone that was already labelled, instead f looking for software that might enhance a students learning. Once I realized that I was placing limitations on myself it was so much easier to find software that would be suitable to support student learning. I do have a particular student in mind and the more I searched the iStore the easier the task became, it was like a light went on and I knew exactly what I was looking for; to engage all my students in their learning. I have placed a couple of the apps on my blog for you to observe, some are links that show a video clip and some are actual videos for you to review, I was thrilled thrilled that I was able to set them up in my blog for you all to see.

I have created a student profile and realized that there are several applications for this iPod touch, not exclusively for children with a diagnosis but for all learners that would like to stimulate their personal learning and be challenged with news ways of learning. Is that not what happens when we introduce assistive technology to our students, a new learning opportunity, which
challenges them to learn and become experienced enough in their learning to ask for more. I know from experience that when we are distracted or having difficulty attending to task it would be nice to have an alternative learning application that would support our behaviors. We all learned differently and sometimes that can be very difficult for some students, we could actually give them shared learning opportunities and the time required to refocus and attend to the task. Sometimes a slight diversion is all it takes to assist a student in regrouping, and modifying his/her behaviors that are not conducive to the learning at that moment in time. Instead we program for behavior and assess for a justifiable reason why they are unable to commit to their learning, maybe it is the manner in which the material is being delivered, there are not always answers and diagnosis that can be attached to student inattentiveness.

In closing I downloaded one of my sons videos, a film that he wrote, produced, directed, was the lead male character and did the rapping and vocals for the scene. This film is called 'Misunderstood' and what a fitting title for the position that we find ourselves in when we are advocating for a child and no one is listening. It is a brilliant film about a relationship between an older man (26) and a 16 year old girl and the stereotypes and innuendo that ultimately tear them apart. Only to realize that lack of understanding and support ended up destroying both of their lives, damaging several relationships in the process and the two people involved ironically ended back at the same place in their minds, together.

My sons film - misunderstood

Thursday, July 8, 2010

Category set Up - Campgrounds

IPOD Touch Assignment Cover Page

Assistive Technology Day 4 July 8, 2010

Today was a hands on, work related class which was very productive and also gave us an opportunity to share information, it was great. This is a good way to see how differently everyone approaches the task, especially since we are not all learning center or resource teachers so this is new to us. I had such a good time with Kidspiration, because I played with it, and discovered how to work it on my own time, not proficiently but certainly excited about the learning that did take place. Immediately I thought of students in my classroom that would love the opportunity to have this software available to them for exploration purposes, not because it is a necessity but because it would actually engage them in their own learning.

That is exactly what I am doing to learn how to build my blog, effectively, efficiently and to also make it interesting and informative, that is a tall order when you are not familiar with the technology. That is what is great about summer courses, especially when you have time to experiment, not so easy during the year when you have life, school, board meetings, masters courses and your family who all need some of your time. I do appreciate that we are all in similar situations and if we are not technology savvy then we do the best we can, and this blog can be overwhelming.

It is hard to believe that we are in day five already, the week is almost over, time truly does fly when you are having fun. I must say that it was interesting to see how difficult it can be to make up voice cues for students, knowing that we want the social etiquette and at the same time allowing them to be cool and like their peers. It was clear that we have to mindful of our audience and program for their needs, not ours.

Wednesday, July 7, 2010

Assistive Technology benefits to the primary user

IPOD Touch

Assistive Technology Day 3 July 7, 2010

Well today was an interesting day, I actually understood the programming of the IPOD touch, so I am feeling a bit more relaxed with the technology. Then I played with Kidspiration 2 to design our grids for the group project on the IPOD touch, it was very user friendly and I had a wonderful time playing with the software. The difficulty with this is that I took time away from my other responsibilities to explore the possibilities of this software, something I did not have the time for before this course. Summertime and staying in Wolfville has afforded my the time to explore the learning and extend my understanding of some of this technology that is available and accessible to all our students.

As a facilitator I understand the importance of effective communication so having solutions to support non verbal students is a definite asset for our ability to continue to support our students. I can not say it enough, the biggest gem I received from this masters is the phrase from you barb, create independent learners, I know this is where we need to be headed in order to support all our students in making informed decisions and this can not happen if we can not show them how to become independent. The education community talk about students taking ownership for their own learning and how important it is to be accountable and yet we do not teach this model, independence because we are data driven.

I know that our students are technologically savvy and that this device the IPOD touch would be a challenge and very exciting for them to use to support their learning, although it can be frustrating and there will be some down time, ultimately I think it will be the team and the support staff that get frustrated more than the student. I think this because this generation of children have incredible skills as it relates to video games, music, cell phones, Iphones and yes computers, so this would be just another gadget for them to master. I have a vision that laptops for every student would give them the opportunity to use what they know and expand on that knowledge. The days of paper and pencil are dwindling because the immediate access of technology has shown students a faster way to gain information. For society it would allow students to be more environmentally friendly and less wasteful because computers can be their binders and organizational piece that would support time management and effective work habits, less stress on the struggling readers and writers. I am excited about all the software that is accessible that can support reading, comprehension and word building skills, this could be a turning point for the disengaged student.

I do not understand why if we have access to all this wonderful information it is not shared and distributed in the school sites for student development. I attended a Professional Development day for grade 4 teachers that was aboard initiated roll out of technology that was comprised of movie maker and a design program for graphic novels, I totally enjoyed making a movie and sharing it with my colleagues, I was able to have hands on experience and training that showed me what is available on the board sites that is accessible to all school sites. In the learning centers in elementary classrooms there is limited access to technology, I am not sure why but I think we need to be asking the questions, after all our job is to improve student learning.

Tuesday, July 6, 2010

ACC Video

Assistive Technology Day 2 July 6, 2010

Very technical information today about the most popular models used in assistive technology consultations. It appears to be a timely process to make the correct AT match, so it is important to do the necessary research to best service our clients. It is important to make sure that any recommendation is affordable and upgradeable but most importantly replaceable. We must remember that not all boards have the same budgets, but neither do the families, so we must be mindful of budget restraints and get the most value for our dollars spent.

I must say that this class is becoming more and more enlightening because this is all new to me I have had some difficulty in absorbing all the technical supports and availability of what is the best use of assistive technology. I will reiterate how wonderful it is to have an instructor that knows her way around technology and is passionate and committed to her profession, it certainly makes this technology journey much easier.

Today we had the opportunity to participate in skill building techniques about communication and how that might look in a variety of situations where we must deal with people who are non verbal and want to relay information to us, be an active participant in the conversation. What a challenge. It was interesting to note that because we can and do communicate just how much is involved in this skill set that we take for granted and make assumptions about what people require

Communication is commonly defined as the imparting or interchange of thoughts, opinions, or information by speech, writing or signs. Interesting note that communication is only considered successful when both the sender and the receiver understand the same information, making it imperative that we use whatever means possible to get our message understood. We know how difficult it is when we are misunderstood, or misquoted, can you imagine how it must feel for someone who is without a voice or an ability to communicate or advocate for themselves. It makes that saying a picture is worth 1000 words somewhat more meaningful when I realize that understanding the message is communicating, regardless of the medium used to achieve this task.

Communication requires that all parties have an area of communicative commonality. There are auditory means, such as speech, song, and tone of voice, and there are nonverbal means, such as body language, sign language, para language, touch, eye contact, through media, i.e., pictures, graphics and sound, and writing. The list can go on and on as we head in the 21st century especially with the rate of our changing technology and innovate solutions to enhance effective communication, it seems to be prevalent on every ones minds. So for all of us that have the ability to communicate and make our voices heard we should be appreciative of these skills and realize how vital they are to our success and progression within our lives. It was refreshing to see how each group approached their communication task as non verbal participants, yes we looked at the humor but in reality we could see how difficult it would be to not have our voice and be our own representative, some of us require communication partners and devices to allow us that opportunity.

In closing I would like to say that it is important to our learning to have some hands on experiences because that will give us a better idea of how difficult it will be for our clients. We are easily frustrated and can ask the questions required to provide support to assist us in using the equipment efficiently and effectively. What about the people that we are providing that require the technology to communicate, they are already disenfranchised with their limited voice access, let alone the learning curve involved in using assistive technology. One of the key things that stood out for me in the article, 'Living in the State of Stuck was the difficulty in the continued use of the technology and how many clients actually get frustrated, become disengaged and abandon the technology, So I guess this speaks to the issue that we still have worked to do toward education and proactive approaches to technology supports to help create the independent learners, with a voice comes knowledge and power.

Monday, July 5, 2010

Assistive Technology Day 1 July 5, 2010

We have had two presentations today, one on Sue Rubin and the other on Tyler, not sure of his last name, to introduce us to the range of assistive technology and how that is beneficial to both of these students. The message was and is clear that communication is the key tool required in all of our lives to give us a voice and the ability to advocate for our own learning, even when co-dependence is part of the solution. These videos today just reaffirmed for me the importance of communication
and the commitment we must make to work towards all students having the opportunity to have a voice

It is clear both in these video presentations and for me as an educator and parent that communication is the key to providing the missing link between access to ability and knowledge. Rather than the alternative which is allowing people to make the assumption that non verbal means not competent, it is these stereotypes and generalization and the 'labeling of children' a huge risk. I must admit that I find it a bit difficult to try an imagine how a person like Sue or Tyler think and feel, a part of me would like to be able to be inside their heads, just to experience what is going on for them from their perspective. I am sure that we would be amazed at how much they are processing and learning their way similarly the way they must look at us and wonder about our learning abilities.

For Tyler this video starts in the beginning as a baby and his progression to from early childhood to upper elementary and his learning journey and adaptations annually. It begins with developmental milestones and that is when mum becomes aware that something might be happening with her child, this was about the three month mark, well within the next couple of months Tyler has a diagnosis, Cerebral Palsy (spastic) and non verbal. I am not even sure how you document this information politely and honestly am not sure how a family would prepare themselves for news of this nature. Ultimately it is the family and community support that give Tyler the opportunity to pen his window to learning because he is surround by people who want what is best for their child, regardless of the label.

I remember the Amanda Baggs video last summer and how it awakened me to a level of understanding about how critical it is to allow people to be accepted for who they are, not what we want them to be. To me this was a bit of a double edged sword, almost challenging the very idea that she is not normal and we are, or are we? I was pleasantly surprised at the manner in which she addressed her differences and shared her similarities from her perspective, very different from her view point. This is where the communication piece is crucial to our understanding an abilities to better support our learning communities.

Really a person should not be at all amazed, look at Helen Keller, a child left in silences, once her behavior was put in check and she realizes that she can learn; it is a life altering experience, It was clear to me that Sue Rubin had the support and commitment from her family to provide opportunity for her to flourish, what surprised me was it took thirteen years before she was introduced to a communication device. Then again I must remind myself about the length of time involved in making our way to providing communication opportunities to children with autism; a relatively recent diagnosis with several unknowns still associated to the spectrum. It is with time, research and money that we can better prepare ourself to become informed educators which will result in creating informed learners, or better still better communicators, because that is the key to opening the world and allowing us to become inclusive.