Example of AT Communication Device

I FOUND IT!!!

This feature was on CTV Newsnet last weekend

Week 9-Presentation of Case Studies

The case studies presented in class were inspiring. Although the class was longer than anticipated, it was worth every minute. I enjoyed hearing and viewing the various elements of assistive technology at work in schools within our board.

Paula and Ian’s presentation and follow up were great examples of teachers that care, generating the best possible learning environment for their students. Joel, their student with Autism and his experiences with technology had me reflecting upon my own experiences with Bailey (a first grader) with technology. Similarly to Joel, Bailey has responded very well to Choose It Maker 2, because of this I want to integrate more technology into her IPP and daily programming. I had never thought of using the SmartBoard as a medium for her. Joel’s abilities and his talent with life size characters with numerous details are astounding. I enjoyed hearing the transition planning elements also shared during the presentation, being at the elementary level it is often difficult to understand the options or the transition process at the secondary level.

Laura’s presentation concerning her cousin Stan, was also well done. Presenting a family member can be difficult since it is easy to be very emotionally attached. Although, it was evident throughout the presentation that Laura cares very deeply for her cousin, I believe she also designed a program that appropriate for him and provided the necessary steps to make it successful. Throughout the presentation I was amazed with all the obstacles Stan had overcome and how he was very willing to try the programs. I hope he is able to continue to use the programs introduced and that Laura will be able to continue to help and support all of those willing to help him. I am sure this will occur; during the presentation it was very evident that Laura shares a very special relationship with Stan.

Meghan provided an interesting case study of her one year old daughter. The study gave an example of how technology can be used at any developmental stage or age. Throughout her presentation Megan provided reflections on the challenges of technology and a very young child. I think Megan did a great job modifying the tasks to meet the needs of her daughter (minimizing distractions, training).

Lydia’s case study was very interesting. Lydia provided an excellent background of the student, their strengths and also their challenges. Her concern for him was evident at all stages of the presentation. I hope the student will also be given opportunities for success like he is receiving with Lydia.

My own presentation concerning Abel was very difficult to complete. While I thoroughly enjoy working with Abel and I am very proud of his success, the challenge that remains still greatly bothers me. I just cannot understand how a teacher could not do everything they possibly can do to have every student experience success as much as possible. He is a student that I hope will always be a self-advocate and will continue to demand that his needs be met. With all the changes that may come at the school, next year I am sure he and his mother will ensure that his AT recommendations are followed but what if there is no one there to facilitate the process? While Abel does know how to use the programs pretty efficiently I believe it is so important that he continue to learn further aspects of the programs he is using.

Week 7/8- Dynamic Communication Board using BoardMaker Plus

Over the last two weeks Lydia and I worked on creating a dynamic communication board for a student with high needs. The process of selecting the phrases that will be most beneficial to the student is eye-opening. While these phrases will enable some communication and therefore independence, it is a remarkable responsibility to generate an accurate and useful board for the student. Other issues we discussed were related to generating phrases the mimic genuine expression and appropriate age level. I believe that knowing the student, their interests and needs along with those who they will be communicating with are all required to make a board that would be the most beneficial for the student.

The presentations of the various boards were a great way to reflect on the various approaches to generating an appropriate board. All presentations provided similarities and yet have distinct differences. By viewing the other boards I believe I could now generate a better, more effective board for the student.

Week 6-Communication Devices

EXHAUSTED!!!! That is how I felt after completing the scenario in class this week. Lydia and I used a very low tech device to communicate. The board was designed for someone with very little controlled movement abilities but with control over their eye movements. Using the device was very frustrating with the initial eye movement for the letter box and next immediate eye movement for the colour code for the letter within the box first selected. As the person trying to express myself in this situation I was very frustrated and was mentally exhausted by the amount of energy that was required to think through each letter of each word, locate the corresponding letters and maintain the final goal of conveying a specific message. While I am sure that this method would be better than the alternative of not being able to express myself, I could not imagine using this method for a long duration of time. I feel if this were my only method of communication it would only be used on a 'needs' basis.
The second element which stood out in class this week was the youtube.com clip with the young woman with Autism communicating her reality and understanding of the world. Her perspective was very interesting and well conveyed. The notion that her gestures and sounds where her way of interacting and responding to her environment led me to think about the definition of language. Explorers upon their first interactions with Native Americans or the Aboriginals of Australia made the same type of judgments that are experienced and reflected upon by the young woman. The explorers like many in society judge different as wrong or inferior because it is not their normal. When using the format and conventions of the English language through type, the young woman was able to eloquently and concisely describe her thoughts and experiences. Such a shift in perspective was very eye opening a great way to begin thinking about the various forms of communication.

What to do? When the plan isn't happening...

During the last course I worked very intensely with one student with a Learning Disability. We worked together using Kurzweil, Start to Finish books and Co-writer. Over the course of the term, there were many times when the student experienced great success using the programs in the Program Support room. Unfortunately, the success did not translate into the classroom even though Individual Adaptations with these as a specific strategies were named, for whatever reason they did not occur in the classroom. The parent's of the student were quite concerned and several conversations occurred between the teacher, administration and myself. After Christmas break the issue seemed to disappear, although this student still only receives Assistive Technology support when in the Program Support room, it appears as though the parents have given up.
Today, however, a second concern was raised regarding a second student in the same classroom not receiving the outlined and necessary IA/AT supports within the classroom. Similarly, the student is using a great deal of Assistive Technology in the Program Support room with great success but is not being provided with opportunities to experience success in their own classroom. As a PST and a classroom teacher I understand the demands every teacher has, however I do not understand how it is possible for a teacher who claims to be concerned for their students to not at least attempt to provide the necessary tools for a student's success!
How can we advocate and ensure AT is used within the classrooms? Besides providing opportunities for training, what else can be done? I understand legal accountability as far as the IA goes but how do we make it as a best teaching practice instead?

Week 5-Choose It and Power Point

I am excited at the prospects of using Power Point to design interactive programs. Unlike many other programs explored in class, Power Point is readily available at all schools and can achieve a variety of activities to introduce, reinforce and evaluate student's work.
Choose It activities completed and presented by all groups this week were very well done. It was interesting to share very different activities using the same program. As noted last week the program has a great deal of potential, if the limitations of the program are also well known and activities are designed with both limitations and potential in mind.