Course Reflection

     The first thing that comes to my mind when I think about writing a reflection is that I have learned so much about the special needs of students and ways to accommodate for their differences and difficulties - whether visible as in CP or invisible as in some LDs. There is a lot that can be done to accommodate for exceptionalities when looked at with a  new perspective and in a creative manner. However, there is also much more to be said about this course.

     As I had taken EDUC 5163, I was already exposed to apps with the iPod and iPad but this course shared even more information on Assistive Apps. I especially liked the handout that was emailed "A List of Apps for Social and Autism Spectrum Disorders" by Jessica Chase, an SLP. I showed this to my friend who has an ASD child and she loved it: I printed out a copy for her. I think my new favorite app is the QR Code Reader. So much information can be embedded in a code and I know the students would love using this app to find out what the code really means. Very motivating.

     One of my favorite classes was the low-tech modifications to everyday items. It really taught me to look at everyday low cost items in a new light. I especially liked the fact that there are ways around spending a fortune on "Educational Products" by big companies (who I think overcharge way beyond the cost of materials, production and a reasonable profit knowing that government - school boards - are paying for it) as in the example of creating an angled table support by using a binder and shelf grippy sponge as opposed to spending over a hundred dollars for similar adaptive tech equipment from a company. I also really enjoyed watching the videos on switches and how they can literally change a person's life by letting students at school and at home participate in activities like everyone else.

      I agree with what one person said on the last day of class about AT in the classroom. Because children can avoid some AT usage due to fear of looking 'less-than' in the eyes of their peers, AT should be used by all students in school to some degree so that the AT does not look like a compensation for a "deficiency" that would make a student self-conscious and stand out compared to their peers.

     One thing is for sure, in taking this course, I have been inspired to pursue a teaching position with children who need the benefit of augmentative and assistive technology (AAT). - a Learning Centre classroom or  a Resource teaching position. I already followed the differentiation model in the classroom, as I believe most teachers do, but now I believe I have a new skill-set as a result of taking this course that I can apply to any teaching position. The access to participation is key to reaching learning potential and I am glad that technology has developed - low tech. through to high tech. - that allows the possibility that more children can be successful in school than ever before. I have been motivated to search the internet to look for videos that showcase the many tools and AT that is available. Youtube is great for this - not only for showing the AT itself but for showing it being used by others with success.

     My final thought is that I think at least one school inservice day per school year should be devoted to educating school staff about  AT and how it could possibly be used with one of their current or future students in the school. Perhaps the discussion would end up being about finances and the school or school board not having the money to purchase AT or train staff but I think most schools have a pretty good group of parents with the PTSA. Parents can be very innovative and resourceful when it comes to raising money for a good cause.

I'll conclude my reflection with a few videos that I found interesting that show some adaptions available for accessability to independent computer usage.

 Tracker Pro a computer input device that takes the place of a mouse for people with disabilities. The text reads: "TrackerPro tracks a small dot that you can place on your forehead, glasses or the rim of a hat; it is dedicated assistive technology designed exclusively for people with limited use of their hands."




No Hands Mouse which uses the feet to control the movement of the cursor on the computer screen. http://www.footmouse.com/  Although the video doesn't show the model sitting correctly in the chair, it does show the ease of use of the adaptive foot pedal.





Alternative Mice for those persons who do not function well with the standard design. The man demonstrating is from  the Enable Ireland AT training service.

Last Class

Our last class involved the final project for our course: presentations of our case studies. These case studies allowed us to explore exceptionalities with students and determine what we would consider the appropriate Assistive and Augmentative technology match that could benefit such a student.

The following is a brief summary of the presentations:

1. Michelle:  Logan Grade 3 – fine motor skill difficulties, social skills underdeveloped. Doesn’t like writing with a pencil; the OT gave him a thicker grip for his pencil which he didn’t like.  AT Match – iPad Pocket Pond, Pic Collage apps. He had success with the apps used as the apps encouraged Logan to engage in learning and also helped calm him down when frustrated.

 2. Adele:  “J” Grade 5.  Behaviour an issue, oppositional and moody.  Visual and tactile learner.  Use of computer was a discipline issue. Not a risk taker. Time on computer is spent playing flash games for less disruption for the class.  In learning center most of the time.  Assigned a worker for a youth advocate program. Behavior psychologist assigned an iPad and explore apps that interest him such as sport apps. After this then used iPad for education purposes. Spatial, non- textual apps.  Rush hour, Busy Harbour, Unblock Me for example. Following these, pic collage, book creator, puzzles, camera and video and photo booth. Then new educational apps were introduced: Google earth & frog dissection. Working out well for “J”. Increase in compliance and started to foster a positive attitude.

3. Kari: Justin – Grade 3. Born premature and complications – failure to thrive. Referred for testing in grade 1. On IPP in school. Was in outpatient behaviour at IWK. Many issues but wants to be part of the group. Medication to control behavior and anxiety but he has problems at home and on the playground with aggressive acts. Used own tablet computer to explore apps with him. Writing his name on tablet with finger - Sight words apps, traces word. After placing these apps on the tablet, he loved using it.

 4. Heather:  Ben – Grade 5. Mi’kmaq decent lives on a reserve. Low frustration and cries easily. Emotionally immature.  Psych-Ed assessment indicates a severe learning disability. He has had a lot of interventions. Moving to middle school next year. Change from mediation to compensation using the iPad. Used text to speech and made notes into pages app. Dragon dictation and Typ-o used also. His ‘person I admire’ assignment turned out great using the iPad apps. Has an iPod for his next school year in Middle school.

5. Amy: nephew ‘T’   - Entering primary next year. Comes from a small town with extended family and great support.  Mom a grade 3 teacher. Making the match was the use of the iPod to continue to motivate as he was used to using paper and pencil.  AT match - three apps, ABC, Sorting Sounds and Tracing. He liked the apps and Mom asked for suggestions for apps to continue using the iPod as he was very motivated.

6. Shauna: “C” – grade 7, 13 years old.  Pleasant, quiet in class, disorganized and unorganized. Diagnosed learning disabled. Dyslexia possibly. Three grade levels behind when diagnosed Psych- Ed. Kurzweil, smart boards.  Processing speed for writing slow so used Dragon dictation with student.  Written content was put into Word so it was edited.  She was shy to use in front of others.  Result is she needs to be encouraged to use AT to reach learning outcomes.

7. Jeff: ‘R’ grade 12 student. Disengaged, lack of motivation.  ADD – medicated.   Difficulty with written output and completion of assignments.  Junior high school marks Cs and Ds. Since primary grade, not meeting learning outcomes. Very competent with tech. Has iPod and iPad.  AT match used Inspiration app on iPad. Made a web organizer to research nuclear weapons with this app. Result - the student loved the Inspiration app. Great success.

8. Rebecca: grade 2, eight year old boy. ASD student.  Repetition is key for learning, many issues with access to learning. Friendly, funny and happy personality.  Goal to help students reach IPP program outcomes. AT match:  ABC pocket phonics, word bingo, book creator. Tell me about app for receptive language. Result - He really liked using the apps and he was excited. The apps were a great motivator and he had increases in meeting his learning outcomes.

My case study – Will, 17 year old diagnosed ASD student. Non-verbal. Moved from Alberta this past school year.  Communication between himself and others occurs through the use of: PECS – Picture Exchange Communication system, PCS – Picture Communication Symbols (Mayor –Johnson), Boardmaker on computer (for behavior supports, scheduling, writing with symbols, behavior visuals, social stories & requests).   He also has his book/binder of symbols with symbol boards on wall in his bedroom room and fridge.  Also uses Sign language and basic/ gestures.  DynaVox communication device was used in his Alberta school but he did not like it. After move to Halifax his behavior deteriorated as he had difficulty with the change in place and routine as well as not having his Dad living with him due to job considerations. As a result, he needed medication for an increased number of meltdowns. AT match: use of iPad and apps such as Book Creator for mother to create social stories for him and apps for communication, relaxation and enjoyment – Pocket Pond, Jigsaw Puzzles, Disney books such as Jungle Book, and Apps that increase word identification,  vocabulary and are text to speech. Examples: ABA problem solving – “What Rhymes”, ABA Receptive Identification by Class, Animal Flash Cards, Sight Words, Word Bingo, Food Flash Cards, ABA Problem solving – “Which Go Together”.

9. Alana: Rex eight years old in Grade 3-4 split.  ADD diagnosed on medication. Very active and does not sit down for a long period of time. Low tech AT: a visual picture schedule, sit and fit cushion and fidget toys. His portable laptop is key for him – uses Cowriter, Open Office, Comic Life (for note taking) Kidspiration. Motivational sites: into the book, Tumblereadables. Result - increased motivation and output to accomplish learning outcomes.

10. Jen: student ‘J’ – grade 8. SLD - referral in grade 6, Psych– Ed assessment, hearing & speech difficulties. Executive functioning areas need attention. Not on an IPP in Jr. High.  He really relates to sports activities. Difficult to initiate work on any assignment.  iPad recommended for AT.   Apps being used – Evernote, My Homework, Egretlist, iHomework. Computer sites being used as well with useful “apps”: Google Calendar used first but found to be not so great – complicated.  Soshiku Calender was better as it was easier to use. TrackClass. However, it was found that, overall, he didn’t like the technology.

11.  Jackie: used 3 students from the learning center. AT match:  TinyEYE, Tumblereadables, smart board with pointer used in room. One grade 7 functions at a 4 to 4 ½ year old level. The SLP set up TinyEYE – an online remote SLP session therapy, http://www.tinyeye.com. Tumble books were used for older students. Results with AT helped students achieve leaning outcomes and increased motivation.

12: Amy: Justin, grade 7. Diagnosed with CP. He has an IPP Math & LA. Shy to ask for help. AT match – computer and raz kids.com (PM Benchmark level) and Smart board usage encouraged in classroom.

13. Janna:  16 year old, grade 10 student in private school. She is a tutor to this student. Student has extreme anxiety. Anxiety level relatively OK at home or school but won’t go anywhere else alone as she has a fear of getting lost. Diagnosed ADHD &LD.  Repeated grade primary. Attended learning disability school for grades 2 to 6.  Stays at present school to be near sister. Assessed for effort and not so much for actual work submitted. She already owns technology - her own laptop computer, iPod & iPad.  AT match – iPad & apps. Tools4students and gFlash+flashcards. Also, Google Maps on iPhone to lesson her anxiety about getting lost. She is using her laptop to write exams which increased the quality of her written work. Result – she should continue to use AT to assist with her learning outcomes.

14. Jill: Ashley – grade 1 girl diagnosed with global developmental delay. She attends a small school. She has an IPP, receives SLP therapy and resource 3x week and is an easy going child. AT match – iPad. The apps: Toca Boca – for expressive language – series of apps within each app. Book creator – for writing prompts conventions of language. Result - skill development, independent use of AT and attention to task increased.

Online assignment: Video on Disability

This past Saturday, the class was given the task to investigate relevant videos on specific disabilities: my partner and I were assigned the disability category of  visual impairment or blindness.

After searching the internet, I found a couple that addressed the needs of the visually impaired.

The first video showes an AT device that I had never heard of before: a Tactile Image Enhancer, or T.I.E., which is described as Assistive Technology for the Blind. Tactile graphics are becoming an essential part of a complete learning experience for visually impaired or blind students in the school system.  This video is American and refers to standardized state testing and I have not seen such a machine in a school that I have worked in to date but I must admit that the machine demonstrated in the video is pretty cool.



More information can be found at the website http://www.repro-tronics.com/tie.html which indicates this machine creates a tactile, sensory image for the visually impaired; a china pencil is used to draw onto chemically treated, cotton-woven paper and inserted into the machine which heats the paper. The resulting output of paper reveals that dark marks become raised lines - thicker lines become more pronounced (raised) and the resulting image (produced in less than 10 min.) is felt by finger touch to enhance learning experiences. Also beneficial for creating graphic organizers, tables and charts for students.

The second video is from the INDATA project at Easter Seals Crossroads which discusses and demonstrates some iPad apps for the low vision population.



All the apps addressed are available from the itunes Apple store. Discussed in the video are:

Magnifier – free: view enlarged pictures or print, goes from 1X to 9X,will take a picture which will allow the iPad to be viewed closer to the eyes for closer viewing. This was my favorite app as it worked really well as is practical.
HAL – talking calculator with extremely large numbers.

Mapquest – can give verbal directions to the map app and tell it with voice where you want to go.

MoneyReader –uses camera to determine the value of the money when money is placed behind the touch screen in the camera location. This app uses voice to speak the value of the money after reading identifying data on the bill, not necessarily the number on the money, to determine its value. Works for American dollars but not sure if it would work with Canadian money.

QuickVoice – it makes quick recordings so verbal notes can be made. Two large buttons at bottom of screen for start and stop for recording make it easy to use.

VoCal – a calender that gives verbal reminders – a button is pressed to set time for the verbal reminder to go off.

AT Invention presentations

Group presentations this morning on creating low cost AT were great - inspiring and imaginative ways to use dollar store items to assist students with exceptionalities.

·        Sticky tray - has suction cups glued to the bottom of a plate, bowl on a tray. Keeps items attached so student has better control for activities or eating with the items.

·        Turkey baster pencil holder – for better gripping ability for a student who needs a wider item to grip for writing ability.

·        Squeeze bottle pencil holder with rubber bands for gripping. Sand weight added for ASD gives orientation in space for pencil holding. Also a sponge clipboard made from a car sponge and a flexible cutting board.

·        Easy grip magnetic letters – consonants green, vowels red made with ice cube tray and magnetic board. Easy to pick up for children with motor skill difficulties or physical disabilities.

·        Spongy white board – sponge, furniture casters, writing tablet and bulletin. For student who has issues writing on a flat surface.

·        Spatula scissors with clamp – great for one-handed scissor usage. For child with motor planning issues in brain – physical disabilities.

·        Dice buddy – butter dish with dice inside. ADHD and physical disability issues. Two sizes - smaller and larger sizes. Swim buddy – plastic bottle with boardmaker pics inside. Benefits student who needs to continue to communicate in water while at the pool for example - needs AAC in water.

·        One-handed marker holder – marker tops are glued to bottom in a heavy clay pot to aid one-handed marker usage for student.

·        Popsicle Painter – Knobs attached to Popsicle top holders. Helps students to grip for painting when a wider hold is required.

·        Skater Rex – Dinosaur attached to a skate board to assist with active play and social interaction.

·        Yellow handle attach tool – made from a floatable handle made for a camera. Can attach to zipper on a school bag for example help with ability to open and close zippers.

Afternoon

       Later in the day, the benefits of various types of switches for children with severe multiple disabilities were discussed and demonstrated through video case study examples.

       Benefits of switch usage : control over the environment, access to inclusion in activities, communication and engagement for curriculum and leisure activities. Children or adults can use switches to turn on lights, assist with cooking, participate in class with others in an inclusive manner.

       The PowerLink  switch was shown to be a very versatile switch as it could control many types of powered appliances and devices. http://www.donjohnston.com/products/access_solutions/hardware/power_link_3/index.html

 Ideas for the use of a Powerlink switch device:

1.       Feed the family pet by having a switch hooked up to a portion controlled “feeder”

2.       Garage door opener – switch in car to activate remote

3.       Switch to turn on lawn sprinkler at home or at school

4.    And of course any appliance, such as a blender, or machine, such as a photocopier. Certainly applicable for school or for home usage.

5.   Lightswitches, Christmas tree lights, electronics......

      Another  switch type is switchXS that provides access to Mac OS X and all standard Mac applications for people who can only use one or more switches.
       http://www.assistiveware.com/product/switchxs

      Pal Pad is an example of a flat style switch http://www.spectronicsinoz.com/product/pal-pad-switches



Other types and styles of switches.

Task B - Adaptation of Dollar store items for AT

Assistive Technology created:

Measure Assist - Velcro Hand Grip for ruler and protractor usage for math and measuring skills. Not only for the math classroom but for many other applications: multifunctional applications as velcro can be applied to other items as well, such as the cover of a book for opening. Suitable for student with motor skill difficulties such as  hand-eye co-ordination and difficulity with pincer-grip.

Bathroom Squeegee + Flex Ruler/Protractor + Velcro

Toy Evaluation

Rollercoaster Bead Toy

Store: Toys “R” Us

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

Physical                                   ****

Sensory                                   ****

Communicative                      ***

Cognitive                                ****

Toy Company:                      Anatex

Price:                                       $ 50.00

Box Age Range:                     pre-school age 2 - 5

Pieces:                                     ****

Washability:                           ****

Storability:                             ****

Directions:                              ****

Play Locations:                      ***

Adjustability:                         *

Levels of Play:                        **

Batteries:                                 N/A

Description general:

Wooden Bead Roller Coaster: A bead maze toy, this toy is made of wood and metal components. This is a manipulative toy that allows a bead to be moved on a twisting metal wire. The toy is constructed with a wooden base and the multi-coloured beads move along the many ‘ups and downs’ of the metal wire which are anchored on either end. There is no chance that the beads will fall off and thus the object of this toy is to move the beads along the wire to another area while following the twisting wire. This toy can be put on the floor or placed on a table top for usage.

FEATURES AND BENEFITS 

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

 

 

 

DEVELOPMENTAL PROCESSES PROMOTED

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

APPLICATIONS FOR CHILDREN WITH DISABILITIES

Cognitive

Description ****	This toy addresses higher level cognitive thinking as the child needs to think about how to move the bead from one side of the wire to the other while maneuvering the ups and downs and side to side positions of the wire. Each wire has a different ‘path’ so there are several opportunities to remap the path the bead needs to take in order to reach its destination.  As the beads are multi-colored and of various shapes, a child can learn about color and shape recognition. Additionally, numeracy is addressed as a child can count the beads as they move them – similar to an abacus. Children would also learn about movement: cause and effect, their ability to manipulate an object through their own self-determination. Memory and problem solving is also addressed as children would learn through repetition that beads will follow a similar path to reach the other end. Visual tracking also is hightighted as a child can follow a bead along its path. Decision making skills, such choosing a particular bead to finish a path, are also involved.
Skills ****	This toy enhances and addresses color recognition, numeracy, memory, cause-effect relationships, problem solving, decision making, anticipation and prediction as well as visual tracking. As children speak about the parts of the toy and movement, conceptual language is addressed such as directions, forward/backward and up and down for example. See above description for more detail.
Play Ideas ***	This toy can be used by the child alone (solitary play) or with a group of other children (active play) or (co-operative play). It can be placed on a table top or on the floor. Interaction with adults is possible since they can cue the child as to moving a certain colour bead for example. As well, children can ask each other to move beads along selected wires as in co-operative play where taking turns would be highlighted.
Adaptation Ideas ***	This toy is portable; however, it can be affixed to a surface to prevent the possibility of falling when being used. For children with a limited range of movement, it can easily be placed at eye level. This toy could be used by a visually impaired child as the path of a bead along a wire can be ‘felt’ since the wire is affixed to the wooden base. It could also be used as a fidget toy for an ADHD child or a soothing toy for an ASD child.

Physical

Description ****	This toy addresses fine motor skills as the child needs to move the bead from one side of the wire to the other while maneuvering the ups and downs and side to side positions of the wire. Each wire has a different ‘path’ so there are several opportunities to remap the path the bead needs to take in order to reach its destination. Whether placed on the floor or on the table, the child needs to move core muscles in the body for balance and use the body as a whole to position themselves to reach for the beads that are distributed in various locations throughout the toy. Visual tracking also is addressed as a child can follow a bead along its path.
Skills ****	Fine motor skills are highlighted with this toy that promotes movement and physical activity. Although the beads are small due to the nature of the toy, they are not too small to be manipulated by small hands. Control of muscle strength for finger and hands as well as core muscles is addressed .Visual tracking which could help children with focus on an object and also with developing muscles involved with vision.
Play Ideas ****	This toy could be used by an OT to focus on specific targeted movements to improve and develop any of the physical skills mentioned above. This toy can be used by the child alone (solitary play) or with a group of other children (active play) or (co-operative play). It can be placed on a table top or on the floor. Interaction with adults is possible since they can cue the child as to moving a certain color bead for example. As well, children can ask each other to move beads along selected wires as in co-operative play where taking turns would be highlighted.
Adaptation Ideas ***	This toy could be a focus for an OT to work with a child to develop specific competencies. This toy is portable; however, it can be affixed to a surface to prevent the possibility of falling when being used. For children with a limited range of movement, it can easily be placed at eye level. It could also be used as a fidget toy for an ADHD child or a soothing toy for an ASD child.

Sensory

Description ****	A bead maze toy, this toy is made of wood and metal components. This is a manipulative toy that allows a bead to be moved on a twisting metal wire and thus there is high impact for the senses based on the construction materials and the movement the toy highlights. The feel of the wood vs metal creates a contrast as well as the shapes and colours of the beads offer different sensory and tactile feedback. The multi-coloured beads have high visual impact and movement along the many ‘ups and downs’ of the metal wire create the opportunity to physically and visually interact with the toy. Since the movement of the beads creates sound, a child can hear their bead moving through the wire and dropping to the final place against the base. Senses addressed: physical (touch), visual (sight) and auditory (hearing).
Skills ****	Tactile hands-on play is at the heart of this toy. Fine motor skills such as pincer-grip development as well as object discrimination through touch/feel are addressed, as well as cause and effect relationships, color perception and visual tracking skills.
Play Ideas ***	This toy can be used by the child alone (solitary play) or with a group of other children (active play) or (co-operative play). It can be placed on a table top or on the floor. Interaction with adults while exploring the toy’s movements is facilitated by its portability.
Adaptation Ideas ***	A child with a cognitive developmental delay would benefit from this toy’s colors and shapes. For example, specific beads such as round beads or yellow beads could become a focus, as directed by an OT to improve knowledge in that area. This toy could also be used by a child with CP, for example, for developing muscle control.

Communicative

Description ****	This toy which involves physical manipulation of bead components on a wire can be used by a child alone (solitary play) or with a group of other children (co-operative play) and (active play). With co-operative play, social interaction takes place between the children as they take turns guiding the beads along the wires.
Skills ****	Social and language skills can be developed as children experience others in relation to themselves. There are many opportunities to discuss the interaction of the beads on the toy, colors, shapes and direction on pathways while engaging in game play on this toy. As children speak about the parts of the toy and movement, conceptual language is addressed such as directions, forward/backward and up and down. Also can address social skills such as taking turns/ learning patience in waiting for turns.
Play Ideas ****	In addition to the direct physical interaction this toy offers, whether played alone or with others, this toy can assist with impulsivity urges in children when it is used to highlight the principles of sharing and taking turns. Many children, including those who are ADHD for example, could benefit from co-operative play with this toy.
Adaptation Ideas ***	This toy could be incorporated in classroom usage as a reward for successful completion of an outcome. To encourage the principles of sharing and turn taking, two students could be selected at a time to receive this ‘reward’. Students would benefit from the opportunity to interact without specifically highlighting these aspects to the students themselves. This toy is portable; however, it can be affixed to a surface to prevent the possibility of falling when being used. For children with a limited range of movement, it can easily be placed at eye level. It could also be used as a fidget toy for an ADHD child or a soothing toy for an ASD child.