Class Reflection

Hard to believe this assistive technology course is over, feels like we just begun. It certainly was another fabulous course with Barb. She is very knowledgeable about AT and provides lots of hands on experience.

I enjoyed using the iPads as I don't have one of my own. Just from taking two assistive tech classes I already feel more comfortable and familiar with the iPad and its MANY features. Sometime I will have one of my own, hopefully soon.

As I think back over the classes what comes to mind are the numerous awesome apps we looked at. I had no idea before this course the number of useful apps available to students. PicCollage, Bugs and Buttons and Prologue2Go, to just name a few, are my favorites. With all this information I hope to use it in the classroom. However, the downside to using technology within the classroom is it is not always readily available, but we are moving closer.

Assistive technology classes are worthwhile and one of the courses I feel will benefit me in the classroom.

Last Class

Case Study Presentations

Michelle - Logan

• Grade 3 student
• no formal diagnosis
• technology apps
• Pic Collage and Pocket Pond
• Able to use quickly and produce what he knew
• Use to calm him down
• Great presentation, very interesting!

Adele - "J"

• grade 5 student
• behaviour problems
• target -to get him interested
• technology - iPad/apps
• Rush Hour, Busy Harbour, Unblock Me
• Photo Booth, Book Creator, picCollage, Frog Dissection
• I enjoyed Adele's presentation. The process of getting "J" interested was very slow and moved in small steps, but sounded like it was working.

Kari - Justin

• grade 3 student
• behaviour program at IWK while in grade 2
• diagnosed in 2009 for ADHD
• technology - tablet
• whiteboard app
• handwriting without tears apps
• Amazing to see how quickly Justing learned to spell his last name and learn his telephone number just from using these apps.

Heather - "Ben"

• grade 5 student
• severe learning disability
• technology - iPad
• text to speech for reading
• dragon dictation app, typ-o app for writing
• Excellent results and could see he was happy with his work too. Great to know he is taking an iPod with him to middle school.

Shauna - "C"

• grade 7 student
• psych ed. assessment done
• some learning disabilities
• has resource and adaptations
• technology - iPad
• dragon dictation app
• Student produced great results when using the app, more detail and less repetition. However, she didn't want to use in classroom - is too bad hopefully she will realize the benefits for her and start using to complete schoolwork.

Jeff - "R"

• grade 12 student
• ADD
• uses iPad all the time
• technology - iPad
• inspiration app
• Student has lots of knowledge just difficulties getting out in the form of paper/pencil activities. Great output shown in project using inspiration. Very detailed explaination of why he liked using app.

Rebecca

• grade 2 student
• autism spectrum disorder
• technology - iPad
• abc Pocket Phonics app
• book creator app
• tell me about it app
• word bingo app
• visual timer
• Student was successful using these apps and was pleased with his results. Liked that Becky trained the EPA on the technology in preparation for next year.

Anne - Will

• grade 11 student
• autism
• had iPad with some apps but wasn't using anymore
• technology - iPad
• book creator
• Trained mom on how to use app. She created a social story about moving to show her son. Hopefully mom will continue to use book creator as well as the other apps she already had on her iPad.

Alana - Rex

• grade 4 student
• diagnosed in 2010 with ADHD
• medicated and uses squeeze balls, sit and fit cushion
• currently uses portable laptop to complete school work
• technology - mini laptop
• software - co-writer, kidspiration, comic life
• websites - into the book, tumblebooks, storyline
• Great ideas in place for this student in the classroom, it is unfortuate he is not able to take his mini laptop to grade 5 with him as it is very beneficial for him to use.

Jennifer - "J"

• grade 8 student
• diagnosed with learning disability
• history of anxiety, hearing problems
• technology - computer
• google calendar - access by student, teacher and parents to organize events, class, etc.
• soshiku - access courses
• Student liked soshiku better, but due to concussion was absent from school and used very little. Great tools for students who are disorganized. Also recommended he use Evernote and myHomework apps.

Jackie - student A, B, C

• focus on student A
• grade 7 student
• technology - computer
• Tiny Eye Therapy Services - backpack games and can work with SLP directly using headset
• smartboard/pointer - for student B, but all students use
• tumblebooks
• I thought Tiny Eye sounds like a wonderful tool to use especially for students who need SLP guidance, and all through a computer.

Amy Strong - Justin

• grade 7 student
• cerebral palsy (mild)
• technology - computer
• raz-kids.com - improve reading skills, student can have book read aloud, read on own, track reading
• Raz-kids seems like an excellent website to use in the classroom. The teacher can set the student up with just right books and keep a record by checking online.

Janna - "K"

• grade 10 student
• ADHD and learning disability
• anxiety issues
• technology - iPad
• tools4students app and glash+flashcards and tests
• Tools4students worked well with student. She was able to organize her ideas and improve her written work. Great to see adaptations being put into place for her at school, using computer to complete work.

Jillian - Ashley

• grade 1 student
• rote learner
• technology - iPad
• toca boca app
• book creator app
• Positive results with student were evident. She was motivated and focused. I had never heard of the toca boca apps, but looks like they are a big hit for students.

Assistive Technology for the Deaf

At the end of class 5 Barb assigned groups a disability and asked that we find a video where assistive technology is used. My group looked for videos on assistive technology for the deaf. I did a great deal of searches on YouTube relating to the deaf, but found few videos. So after trying and trying some more I did find these two videos I thought were worth viewing.

This video shows a stuffed toy that sleeps with an individual who is deaf or hard of hearing. The toy is designed like an alarm clock, but instead of sounding a buzzer to wake the individual up it vibrates. The alarm has different settings so it can be set to vibrate at 4, 8 or 10 hours. It also has the snooze feature but after four times of hitting the snooze it doesn't stop vibrating until the sensor is shut off by the parent.





This video points out the importance the use of texting with cellphones has on the deaf community. Cellphone technology has allowed deaf people a new means of communicating. Texting is popular for everyone; I just never really thought about how beneficial it would be for deaf individuals.

Class 5

Class 5 began by everyone presenting their low tech inventions. Here is a run down of the excellent ideas with items purchased from the Dollar Store.

• Sticky Tray - double sided suction cups to hold down a book, plate and bowl stuck to a tray; useful for students who have difficulty holding onto objects.

• Squeeze Bottle Pencil Holder - holds a pencil in place, added elastic bands to make for better gripping, add sugar and rock inside bottle to make a weighted pencil; useful for students with fine motor difficulties.

• Easy Grip Magnetic Letter - whiteboard slant board sits on an iPad holder for placing letter cards with knobs (made from ice cube tray) for easy grasping purposes, vowels were green and constants were red; for students with fine motor difficulties.

• Spongy Whiteboard - two large car wash sponges with furniture casters on bottom with cork board on one side and white board on other on top of sponges; for students who can't work on flat surfaces as board is supposed to be elevated.

• Push Down Scissors - scissors with silicone spatulas as handles, a clamp is used on desk to hold scissors in one place; great for students with fine motor difficulties and for students with learning disabilities.

• Dice Master - butter tray for holding dice; useful for ADHD students and students with a learning disability.
• Swim Buddy - pop bottle with board maker sheet inside to assist swimmer with communication while swimming; for students who need AAC in water.

• One Handed Marker Pull - pot with plaster in bottom to hold marker covers, user can pull marker out with one hand and won't lose the cover; great for young students.

• Popsicle Painter - make-up sponges were placed on the ends of popsicle sticks from a popsicle tray and shaped in different ways, plastic lemons were stuck on top for gripping purposes, container could hold paint; useful for students with fine motor difficulties.

• Math Assist - assist with measuring using a bath squeegee with velcro to attach ruler and or protractor; for students with fine motor difficulties.

• Skater-Rex - this toy was used to encourage active play (dinosaur attached by velcro to skateboard); great for all students to engage in play.

• Camera Floater - used to help with zippers; for students with fine motor difficulties.
• Clothespin Alphabet - milk carton cut in half using clothespins with letters to make words; great for students working on the pincer grasp.

After the AT presentations Barb showed us a case study on Tyler. We were introduced to Tyler before, but today was more in depth beginning from when he was born. He is a remarkable young boy! As we viewed Tyler's case I was amazed at the amount of assistive technology he has used and how it has changed over the years for him.

Powerlink and Switch Access

• Powerlink is a control unit that allows user to operate small electrical appliances through switch access.
• Remember NOT to ask student "to hit the switch" but rather say, "turn on the light".
• When prompting important to WAIT and WAIT for response before continually prompting student.

Powerlink video




Setting up a switch for a student takes a great deal of time. Finding the control site, where the switch will operate from; head, elbow, hand or finger, is the first step then positioning the switch. The user needs lots of practice and more practice again to operate a switch.

Benefits of a Switch

• Inclusion in activities
• Communication
• Control over the environment
• Engagement in curriculum
• Access to employment, internet, education

Stage of Switch Control

• Cause and effect
• Switch timing

Switch Software

• Clicker 5
• Choose it Maker
• Cloze Pro

Amazing videos of individuals using a switch that Barb showed us during class






Ideas for using a switch:

• turning on LCD projector
• operating kitchen appliances (toaster, blender)
• sewing machine in Home Ec class
• running the listening centre
• keeping score in gym class
• operating a paper shredder
• controlling music during musical chairs
• turning on TV
• operating pencil sharpener
• being in charge of pet food dispenser
• controlling Christmas lights

And the list goes on...

During class we learned about Dr. Karen Erickson. She has done a great deal of research on literacy skills with low- incidence disabilities. Her case studies are very interesting and show fascinating results.

http://www.med.unc.edu/ahs/clds/projects/north-carolina-deaf-blind-project

http://www.med.unc.edu/ahs/clds/projects/north-carolina-deaf-blind-project/db-case-studies

Shopping Trip to Dollarama - Low Tech Items

TASK A

So off to the Dollarama I went after class in search of low tech assistive technology items. Here are the five 'off the shelf' items I chose.

Bath Loofa

These bath loofas could be used in a couple of ways. At first I thought about how they feel when you touch them or rub them over your arm. The feeling is hard to describe but is pleasant, so I figured they could be used with students for a calming/relaxation effect. The second idea I had was the loofa as a painting tool. For students who have fine motor difficulties using a paintbrush the loofa provides another option making it easier to grasp.

Foam Dominoes

Foam dominoes are a great math manipulative to have in any classroom. However, these dominoes are made of foam and will not break like some of the glass ones. Also since they are made of foam they are much quieter to use in comparison to the glass ones. These dominoes would work best for a visually impaired student as the dots are much larger and easier to count than the regular sized dominoes.

Pipe Cleaners

The pipe cleaners could be used with students with sensory problems or a visual impairment for letter and number formation. The fuzzy material of the pipe cleaner would assist a student as they ran their finger over it in developing letter and number formation.

Dish Drying Rack

The dish drying rack could be used as an organizational tool. What an excellent place for a disorganized student to store binders, books and folders in the slots where the plates would fit. And if you have one just like in the picture the student can store their pencils, pens and highlighters; the small things that often get misplaced.

Garden Gloves

These garden gloves have rubber backing making it easier to grasp things. Students with grasping difficulties or motor challenges would benefit from using these gloves.

TASK B

My modified low tech assistive technology design.

I decided to create a large pencil holder. Using only a turkey baster and a pencil I was able to make this low tech assistive technology. To get the pencil to fit snuggly without popping up I chipped away at the pencil rather than just sharpening it. This adapted tool would work best with students who have fine motor challenges and find it difficult to hold a regular pencil. The top of the turkey baster should be removed during writing as this part makes the pencil holder feel top heavy. Added bonus to using a turkey baster as a pencil holder is the top portion can be used as an eraser.

Toy Analysis

Busy Popping Pals Toy

This toy was one I found in my son's toybox. It was a favorite of his when he was an infant, but still enjoys playing with it now, well launching cheerios off the top lids of the animals! I have also worked in Learning Centres where this toy is and have used it with students for different reasons.



Disability Category:
Physical: 3 stars
Sensory: 3 stars
Communicative: 4 stars
Cognitive: 3 stars


Toy Company: Playskool
Price: $15.97
Box Age Range: 9 months and up
# Pieces: 1
Washability: Surface wipe
Storability: handle makes toy easy to carry and fits in a small area
Directions: None
Play Locations: Indoors
Adjustability: None
Levels of Play: 1
Batteries: None needed

Description: Pop up activity toy introduces child to different animals, shapes and cause and effect play rewarding discovery with colorful critters.

Features and Benefits:

• Durable
• High Contrasting Colors
• Visually Stimulating
• Easy to Grasp/Hold
• One-piece unit
• Upright position for play

Developmental Processes Promoted:

• Visual attention
• Memory and Recall
• Cause and effect
• Action concepts - push/pull, click, twist
• Fine motor
• Eye-hand coordination
• Problem solving
• Finger and hand control
• Deliberate finger movements
• Precision
• Wrist rotation
• Hand and finger grasp
• Object permanence
• Number concepts

Applications for Children with Disabilities

Physical

Description: This one piece toy is very sturdy and is great for young infants as it contains no small parts. Children can play this toy in an upright position. This toy promotes fine motor, hand-eye coordination and muscle coordination.

Skills: Fine motor skills are strengthened as children engage in the toy by twisting, turning or flipping the switches. Each time the child manipulatives the switches they are developing muscle strength. Eye-hand coordination is practiced every time the child uses the switch, the eyes and hands work together.

Play Ideas: This toy can be used for counting the animals. The child could also trace the number on each lid with their finger.

Adaptation: This toy is played on a flat surface therefore allowing students to use at their desk or wheelchair. Placing velcro on the bottom would make the toy remain stationary as it can move very easily.


Sensory

Description: This brightly colorful pop-up toy is visually appealing to a child's eye. Children stay focused as they wait for the popping sound as each animal 'pops' up when their switch is released. The switches operate by the child touching each one by a turn, flip, push or twist.

Skills: Cause and effect actions are promoted through play. Children learn that their finger movements on the switch has an effect on the toy causing the animals to pop up. Action concepts such as push, twist, click or turn are encouraged through play by using the switches.

Play Ideas: This toy can be played alone however its portable handle allows the child to move it to the floor or table if needed. Another child or adult can join in by interacting with the user and asking questions about the animals or switch movements.

Adaptation: Have the switches covered with different textures if possible. Such as sandpaper, fuzzy material and silk cloth to add another sensory dynamic.


Communicative


Description: This toy is made for only user as the target age group is 9 months and up. However, an adult or another child could join in by asking questions and discussing what is happening. Counting is encouraged as the child counts the animals as they pop up. Action words can be used to describe the way the switches work.

Skills: Language development is promoted as a child plays with this toy. Problem solving skills are required in order to operate the switches. The child must figure out whether to push, flip or twist to make the animals appear. Color, counting and animal identification will be reinforced as well when playing with Busy Poppin Pals. Receptive language will be encouraged as an adult tells the child what switch to use next or to use the switch that pops the giraffe.

Play Ideas: As an adult observes the child playing they could promote language skills by discussing the different animals names, noises they make and where they live, helping with word association. Labelling the animals and colors can also promote language development. Playing an animal guessing game where you make the animal noise but need to figure out the name.

Adaptation: If the toy is too over stimulating for a child at first, taping down some of the other lids so the child only works with two of the switches, before introducing all of them.


Cognitive

Description: There is no right or wrong way to play with this toy. Play is not restricted to a specific duration allowing the child to play at their own pace. Children with cognitive delays will enjoy the reward of the animal popping up after the switch is released.

Skills: This toy reinforces color recognition, number identification, cause-effect actions, memory, problem solving skills and hand-eye coordination.

Play Ideas: Engaging in interaction while the child is playing to teach concepts about push, pull, flip and twist. Modelling how to use the switches and then have the child imitate, like a game of follow the leader.

Adaptation: This portable toy could be affixed to a flat surface so as to prevent injury if the child was to grab and/or drop or throw the toy.

Low Tech

When one thinks of Assitive Technology - computers, specialized keyboards, switches are the things that probably come to mind. But what about simple low tech items like pencil grips, highlighters or a magnifying glass that only cost a buck at a Dollar Store, they too can be used to enhance student performance.

             VS

I had never really thought about low assistive tech items until Barb showed the class some items purchased from the Dollar Store.

•  Car Brush - use as a paint brush for students with gross motor difficulties or as a sensory brush
• Hair Curlers - use as pencil grips or in a sorting activity
• Salad Tongs - use to pick things up for students with grasping problems
• Binder - use as a slant board

Also modifying or making simple adaptations to anything can aid a student in a specific task.

• Storybook with chip clips at each page to assist a student in turning the pages of a book.
• Egg carton with cheerios and various different small items in each section to have the student work on grasping small items.
• Paper coffee cup with portion of top cut out which would benefit someone who could not tilt their head back to drink from the cup. We called this a 'nose hole'.

Video on making low tech devices