final reflection

Thinking back when I was considering registering for this course, assistive technolgy meant programs like Kursweil. Expensive programs that were not user friendly and were not well recived by most students who would benefit from them. As is the case with most teachers, dealing with assitive tech was the domain primarily of the resource or learning center teacher.

The hope was that I would be introduced to software that would enable me to reach all levels of learners in my classroom. My experience this year is that more students with special needs are ending up in my classroom. Why is this case? Initially, cuts in funding to EPA allocation made the grouping of special needs students necessary. In the past,  each student with special needs may have had access to one EPA. In my classroom today, I have four Learning Center students; three who are considered autistic, two of these three are non-verbal and one of these students needs support with language. They all have one EPA to rely on for support. In a class of thirty students, finding activities tailored towards their needs is challenging to say the least!

This course has help me to realize that there is help available! Without sounding like an Apple salesman, the IPAD should be accessible to all students with special needs, depending upon individual circumstances. The number of apps available to engage these students is unbelievable! The key here is the creativty and imagination put into the making of these apps. The underappreciated factor here as well is the "coolness' factor- kids love technology and the IPAD is a device that is readily acceptable by all students. This is such a positive for special needs students; to look the same as everyone else. 

My goal in the future is to find a way to incorpate these devices into my classroom. The first step is to apply for funding which would enble me to have several IPADS and them load them up with apps! Twenty first century learners deserve twenty first century devices to enable their learning.

Case Study Presentations June 23

Michelle- Casy Study Logan

has difficulty with social skills and issues with fine motor tasks
he is often distracted and disorganized and lacks routine in the classroom setting because of changes in staffing
used Pic Collage and Pocket Pond as apps to engage Logan and demonstrate his learning when something other than a pencil and paper
Pocket Pond also helped to calm him in situations where he became frustrated

Adelle- Case Study J

oppositional, communication difficulties, poor social interaction skills, peferes to work by himself rather than in groups
used computers in the past to play games rather than as an educational tool
wanted to use the IPAD as a tool to complete schoolwork rahter than play games
used apps asuch as book creator, pic Collage and photobooth
also used games such as Busy Harbour, and rush hour to work on decision making skills while having fun at the same time

Kari Case Study - Justin

Ten year old boy with anxiety issues- physically harms himself
has issues with letter sounds and fine motor skills
used whiteboard app and handwriting without tears to practice writng name and learn new words
worked well because of touch screen technology

Heather Case Study- Ben

Grade five student
has a learning disability which affects his ability to write and spell
needs strategies to access writng text when he tansitions into middle school
uses IPAD for text to speech
Dragon Dictation was an effective app for Ben, but teacher needds to buy into the use of tech and become trained to use these devices

Amy- Child "T"
 related to Amy, but does not teach
five year old about to enter school
used three diffentr apps to prepare "T" to enter school- ABC tracing, ABC Magic 2 and sound sorting app
overall apps were effective but tracing app could be improved with a prompt to indicate starting place for tracing letters

Shauna- Student C

grade seven student struugles with math and language arts
issues with organization\
used Dragon Dictation app- C was hesitant to use it in front of other students, did not want to be seen as being different
C had to go back and proofread to ensure that corerct words and spelling were used

Rebecca- Case Study 8 year old boy

is on the autism spectrum but does not have language skills and would like to interact with other students
used apps such as book creator for personal space, a visual timer and Pocketphonics for language skills
word bingo was also used for sight word recognition
improved   sight word recognition through this app
could tell from the videos that the student was quickly engaged in using an IPAD

Anne- Case Study Will

non verbal on the ASD spectrum
huge issues with transitioning to a new home after moving from Alberta?
behaviour deteriorated after the move - increased number of meltdowns
encouraged the use of IPAD and puzzlemaker app to replace communication with bulky PECS binder
more experience and traning needed for the IPAD before situation improves

Alana Case Study- Rex

Grade 4 student with ADHD- medicated
does not to sit for long periods of time and issues surrounding interactions with classmates
calls his medication his "concentration pills"
fidgeting has improved since being on medication
uses Co-writer and has a laptop for everyday use
also uses fidget toys and sit and fit cushion to deal with ADHD
work level has improved and behaviour in classroom has improved

Jenn- Case Study- "J"
diagnose ith a learning disability
neeeds strategies for organization, memory and processing speed
initially reluctant about using technology
used google calendar and soshiku- compated to google calendar was more user friendly
Ihomework- may be more appropriate for high school users
still a concern about checking with student to ensure that he is using these programs to improve his weaknesses

Jackie- Case Study- three different students

use of TinyEye online SLP support to augment the lack of time available through board SLP
Tumblereaders- high interest books geared towards stuents reading levels animation and audio assist in the reading process
grade seven, spends a lot of time in the gym and learning center
interacts well with others
use of a smartboard and pointer also allows student to be involved in class activities

Janna- student K 16 year old in private school in Halifax

struggles academically and is assessed on 'effort" rather than actual work submitted
anxiety issues  regarding directions and getting lost
used tools 4 students app and Gflash flashcards- used to make own flashcards for test preparation
also used how to use google maps to lessen anxiety about getting lost
used laptop to write exams as well- huge difference between written work and work done on the computer because it took a lot of time to form letters when writing by hand

Jillian Case Study
developmentally delayed six year old girl
no concepts of words or how words are formed
used Toca Boca to print screen shots for writng prompts
book creator to make books in language she is comfortable with
good at using technology and has excellent attitude
understanding of written words improved dramatically

June 16th

AT inventions were looked at today. To say that many people had creative ideas was an understatement. Some of the inventions included turkey baster pencil holders, a sticky tray with double sided suction cups to hold items, spatula scissors with foam handles,butter tray used as a holder for a dice game, a soft drink bottle was used as a waterproof AAC device for use in pools,a clay pot marker holder and a magnetic strip used to hold letters, bathroom squeegee with velcro used for picking up a ruler or protractor, and skater rex another toy used to pick up objects. The most creative idea for me was the AAC device designed for use in a pool or water situation.For me it had the most practical application which would be easy to create and materials were readily available. I know the cliche, "thinking outside the box" is overused, but this is what happened with this activity. Upon reflection, many assistive tech devices are available but with a huge cost attached to them. It is eye opener to consider the inventions displayed today on a small budget that could have immediate application in a classroom or home environment. As well, we examined the use of switches in terms of AT and the impact they have had in allowing those users to access computers and participate in other activities that in the past may not have been possible to participate in. The Discover switch is a device that alows users easier access to computers. The switch has multiple settings which allows the user to personalize the device to their own requirements. As well, the Powerlink device was discussed, which opens up more opportunities for involvement for someone with special needs. Soe of the ideas that my group came up with for the Pwerlink included: 1. actictae time clock for trak and field meet/sporting events 2. activate/turn on tech devices in a classroom 3. operate/play music videos at a school dance 4. activate buttons on a musical instrument Today we were also introduced to Tyler. Tyler has Cerebral Palsy which includes challenging fine and gross motor. Cognitively, Tyler performed at or slightly above average in many areas. The key ideas to take away from Tyler's story is to not to judge any student based on physical limitations and automatically assume that tranfers to intellectual reasoning. In addition, with the constant turnover of support staff, the training component is more important than ever. The assistive technology I chose for those who are visually impaired is the Eyenote app for Ipad and Iphone. The app takes a picture of a bill and determines what denomination it is. The app is free. For comparison purposes, I chose a video which compared the Eyenote reader to an app, Money Reader, which is two dollars. The video is informative because the demonstration of the two apps is performed by two visually impaired individuals giving the viewer an accurate idea of the practical application of both apps. The major difference between the two is that the user must take a picture of the bill with the Eyenote reader, whereas with the Money reader it scans and automatically indicates what denomination the bill is. It is readily apparent that the Moneyreader app is much more user friendly even though it cost two dollars.

AT invention

I decided to design a small writing tablet and bulletin oard for a student who may find it difficult to write on a piece of paper on a flat surface such as a desk. As well, this particular student may find it difficult to grasp the typical pen or pencil. The tablet is designed to be light, and can be used in a variety of situations.The sponges on the bottom could also protect the board if it was accidentally dropped. The tablet was made using the following materials: Furniture casters were put on the bottom to allow the table to be moved across a flat surface easily. The base of the tablet is composed of two sponges which elevate the tablet above the flat surface of a desk. The actual writing surface is a small whiteboard/corkboard combination with a marker. The cork board could be used as a place to attach notes or a piece of two sided velcor could be placed here as a spot for the marker. Instead of using the marker supplied with the whiteboard, I would probably replace it with a larger marker, which is easier to grip. As well, another adaptation to consider would be to attach large rubber door stops to the bottom of the whiteboard to elevate it on a angle. The only challenge I had was finding the proper adhesive. The glue I used did not seem to bond the sponges and board very well.Perhaps a stronger contact cement may have been more effective.

Adaptable Toy Activity

The toy I decided best fits this activity is the Shapes and Sharing Picnic basket:

Adapted Toys for Children with Physical, Sensory, Cognitive Disabilities

In Store Activity

Acadia University 5173 Activity

Directions:  In pairs find 2 toys in the store and evaluate that toy for a child with a disability.  Use the Able Play example description to fill in the designated areas.  We’ll visit the toy evaluations next Saturday.

Evaluator names:____Jeff Hunter ____________________________________________________

Store: ________Toys R Us _________________________________________________________

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

Physical                                    ___***___

Sensory                                    __***____

Communicative             ***______

Cognitive                                  ____***__

Toy Company:

Price:                                        _24.99_____

Box Age Range:                       __6-36 months ____

# Pieces:                                   ___14___

Washability:                              ___yes ___

Storability:                                __in the picnic basket____

Directions:                                __included ____

Play Locations:             ___anywhere ___

Adjustability:                             ______

Levels of Play:              ______

Batteries:                                  ___2 AA___

Description general:

The LeapFrog “Shapes & Sharing Picnic Basket” helps small children explore shapes, colors, manners and more! Over 30 audio responses encourage pretend play, and the 14-piece set helps children build motor skills as they sort, match, stack, empty and fill the picnic basket  

APPLICATIONS FOR CHILDREN WITH DISABILITIES

Physical          Rating: ****or*

Description	The picnic set includes several small plastic pieces comprised of types of food and utensils/dishes. All pieces are stored in the basket and it is easily stored.
Skills	The pieces are colorful and easy to pick up. Suitable for students with fine motor skill issues as the toy encourages them to sort, stack and match the items
Play Ideas	Practice picking up and sorting the play pieces. Set up place settings for a pretend picnic.
Adaptation Ideas	Excellent activity for those students with fine motor challenges- just the simple practice of picking up and placing the pieces in the basket promotes hand and eye coordination   Attach Velcro pieces to the food /utensils to keep them in place. Place labels on food/utensil pieces

Sensory           Rating: ****or*

Description	The colorful nature of the basket and the smaller pieces provides opportunity for children to discern different colours and to match pieces based on these colours.    The pieces are small and very easily picked up. Play is open ended- no right or wrong way to play
Skills	Hand eye coordination Colour recognition Recall Visual recognition of food/picnic pieces Auditory processing
Play Ideas	Food and utensil recognition  Play matching games with the food and utensil pieces
Adaptation Ideas	For visually impaired children, the verbal prompts provided by the talking picnic basket would allow them respond to questions and learn simple social rules. Practice shape recognition by picking up pieces     Those with auditory impairments- questions and prompts could be written or communicated using ASL

Communicative          Rating: ****or*

Description	Talking picnic basket reinforces concepts regarding sorting, matching. Children can play independently or with someone else Encourages role playing and pretend play
Skills	Active listening Patience Memory Application of rules Enhance vocabulary skills
Play Ideas	Take turns responding to the prompts and questions posed by the basket Act out picnic setting and social etiquette associated with this. Play “find it” games using food/utensil pieces
Adaptation Ideas	Reinforce receptive and expressive communication by responding to questions.

Cognitive        Rating: ****or*

Description	Play pieces are recognizable and have a practical component to them- identifying food, utensils.
Skills	Children identify colors and shapes using food/utensil pieces Practice printing/writing skills identifying food and utensil pieces
Play Ideas	Create new phrase and questions to use with the picnic basket
Adaptation Ideas

FEATURES AND BENEFITS          CHECK IF APPROPRIATE

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

DEVELOPMENTAL PROCESSES PROMOTED

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