It is hard to believe we have had our last class, and this will be my final post for EDUC5173. When I look back at the first day and think about how overwhelmed I was to where I am today it is such a great feeling....
Take Away #1: When I enrolled in this course I thought I had a fairly good understanding of technology, and the tools available for a person with disabilities. Was I wrong! The first hour of class, I knew I was going to be doing a lot of "homework" just to keep up with all of the new terminology and technology I was learning. Terms such as AAC, EyeGaze, SETT, Power Links, Chomp, Book Creator, and Proloquo2Go, etc. I enjoyed learning all of these new apps and their uses. I am excited for September so I can have the students use Book Creator and iMovie in my courses.... Take Away #2: Assistive Technology doesn't always have to mean "high-end gadgetry." While we were learning all of the new apps and using iPads not all assistive technology has to be high-tech. Our venture to the Dollar Store produced many applications of low-end, low-cost assistive technology tools to assist students in their learning and engagement in the classroom. Take Away #3: When I heard our written assignments were to be reflective and "BLOGGED" I clinched as I had not blogged nor did I care to put my thoughts “out there.” However, after a couple of days I could see the relevance in being able to share our learning with each other through the blog. It is a great way to share what you have learned and also to read what others are thinking….
A final thought, from start to finish the course was designed and delivered to expose learners to the assistive technology currently available to enhance students’ with disabilities learning. The delivery of the course truly modelled the principles of adult learning such as: relevancy, goal-oriented, and utilizing the knowledge and life experiences of the students in the class. I think this is one of the most practical and relevant courses I have taken at Acadia. All in all, I made it to the finish line ....
AT availability for all....our task was to search youtube for a video on assistive technology...I was to look for assistive technology to aid a deaf individual. I found this one...I choose this video because it makes you aware of the different technology that is available and newer apps to use on devices you may have already.
and after our debrief viewing the videos Barbara asked if anyone had found the video below...I hadn't but decided to search for it and thought I would post as it is truly innovative ...and such a benefit for the members of the deaf community.
The second interactive exercise today was to create a trailer using iMovie about our learning in EDUC5713. I found this exciting because I hadn't used iMovie before. I couldn't believe how simple and easy it was to learn...We created our trailer in no time, and had lots of fun doing it...
All of the trailers were so creative.....and an excellent way to end the course - wrap up your learning by having fun!
Awesome day! I loved listening to the presentations; although, the Book Creator app was used by all of us, each pair presented a unique way of using it.
What a great way to learn from each other.
Here are a few of my highlights from the presentations:
Joy and Nike: Loved your idea of a “Welcome Book” so often new students, new teachers and new staff struggle because they do not know which information they don’t know. What a great way of making someone feel welcomed.
John and Laurianne: Using Book Creator as a way to journal and share about one’s culture. I can only imagine how much fun a student would have with these ideas.
Alecia and Holly: Presentation tool for meeting parents during "Meet the Teacher" night. A great way to showcase not only what you are doing in your classroom but what the students are doing as well.
Joanne and Tracy: using book creator to create a job search reference book to use when applying for a job. WOW! I especially liked the interviewing references section and the possibility of having your reference video tape what they would normally put in a reference letter.
Suzanne and Dave: Such great ideas especially the learning social behaviours book as a reference throughout the students’ time at school. Also, I really liked your idea of having students use book creator rather than make research posters.
Chelsea and Christine: Your ideas and the combination of using the different apps I think was the most innovative of the presentations.
Michelle and Sherri: I really liked the interactive cookbook and interactive class trip ideas creating videos to document where, with who, and when you went on this class trip....
Sue and Nick: The personal word dictionary created in book creator was such a novel idea. What a way for students to expand their lexicon. I'm thinking I might use this....
Chris and Jill: your many examples of “How-to” books such as: the steps in making a grilled cheese sandwich; math counting book using animals; exploring solar system – each of the planets; family vacation; family tree; create a book on challenges; culture book – poetic devices in pop culture; the rock cycle; social studies – learn about the provinces; grade 3 science outcome – stages of seed growth; explorer book – an explorer of their choice; favourite sport; teachers use – sentence starter – each student can have a page; the water cycle; create a children’s story; steps in making paper airplanes; math riddles; superheroes interactive comic book; addiction health outcome create an intervention video.
I was amazed by the number of uses for one app, and after seeing the presentations I think most would agree the possibilities are endless.... all one really needs is to have a purpose...
A major take away I have from the last couple of days, and what I really like about the Book Creator app is the inclusivity of it....everyone can use it!!
Work period!! a day to finish our e-book using Book Creator.
While walking to Patterson Hall, Rachel and I talked about our strategy for today, “Not to over think it!”
Feeling a little less stress and with our plan in tow, Rachel opened Book Creator and got right to work. I think we both realized at this moment it was going to be a very good day! She quickly finished her page….now it was my turn.
On Friday, we had decided to alternate our pages throughout the book, so when one was creating their page, the other could be planning their page and uploading images to Air Drop.
“Ahhhh! Air Drop” …. Even though it caused me moments of frustration today, because I forgot how it worked, and how to share images so that I could retrieve them on the iPad. For this ole’ dinosaur, I think this might be one of the most useful things I have learned since purchasing my MacBook.
Once I was able to share my images…. We busily created page after page adding images, adding sound, videos, and links, before we knew it we had completed our e-book...
After using Book Creator, I think it is an app most teachers and students would really enjoy; This app allows students to illustrate their learning through creativity. For example, at NSCC all students must have a portfolio before they can graduate, the students could use Book Creator to create their portfolio’s instead of the traditional binders or occasional webpage.
I can’t wait to share this app with my colleagues, some may already know about it, but I can think of a few who might not and will love to hear about it.
Over the weekend we were to watch five videos on the accessibility options available on five different devices. The videos were one minute to six minutes in length, and the five devices were: Android, Chromebooks, iPads, MacPro Laptop, and PC Laptop.
I have been a PC and Android user for most of my adult life; that is, until the last month I now own my first Apple product - a MacPro laptop. I am totally impressed and even more so after taking this course and watching the videos on iPads and MacPro.
Given that I am familiar both with PC and Android the accessibility options and the navigation of the settings were easy to use; however, I hadn’t looked at the Android system talkback – switch access option. I have used the caption settings on our PC laptop, but we haven’t tried the text font changes. My plan is to get my husband to play around with the choices to see if he would like a better font for reading.
If I was to select a favourite; I would choose the iPad with the MacPro laptop a very close second. The sheer number of accessibility options Apple has available for people with disabilities is incredible. For example, the iPads layout of the accessibility settings and the customize options. I also like the fact that every Mac comes equipped with VoiceOver; although, it is designed for the visual impaired individual, I think of the student who has a learning disability with reading. Another option which acts as a magnifier is the picture-in-picture zoom. I was so excited and couldn’t wait to show this option to my family.
My least favourite would be the Chromebooks accessibility options: I was really disappointed. This device had the least amount of options, and too many steps to find them. Simply turned me off!
a great way to see what each device had to offer….
Today was all about learning “Book Creator.” an
app used to create story e-books which can be upload to iBook for others to
read, or just share with friends.
Students could
use this app to create a storybook of their own, they can upload their own
images or pictures, create a voice-over recording using their own voice, add
videos - ones they have created or their favourite YouTube videos. Starting
from the design the student is in control of how their book appears either as a
storybook or a comic strip, etc. Just
another great way for students to show what they have learned!
Our task
was to create a book based on the curriculum we teach. I was fortunate to pair
up with Rachel who is quite proficient when it comes to using an iPad, and has
an aptitude for apps. On the other hand, since I haven’t used an iPad before
this class struggled with the navigation…All I can say, “Is thank goodness for
Rachel’s patience”
At the end
of class on Friday we were both a bit concerned as we had only create six pages
in all with 14 more to go and only two hours on Monday to work on this.
However, after talking with Barb we felt a little less stressed as she assured
us we were on the right path!
Despite how
slow I was at the beginning, as I became familiar with the app I started to
think about all of the possibilities this app offers. A definite option, in a
few of my classes especially organizational behaviour and marketing, for
students when presenting their assignments.
A different approach to AT class today – we were going to be using the technology students with disabilities would use. We would be moving around the room to different stations - seven in all. Each station would have a different technology set up. We were to try it and think about who would need to use the technology, and how using it would enhance their abilities. Before we were to do this we watched a movie on integrating into the school environment for a special needs student.
The timeframe of the movie was very interesting as it was filmed approximately 35 to 40 years ago. Seeing the technology that the students with special needs were using then as compared to today was interesting.
The movie followed three students, all at different ages and grades levels, all with special needs integrating into a public school. The film showed the number of people (the students' teams) it takes for integration to happen. The team members included: the classroom teacher; resource teacher; teaching assistant; Occupational therapists; school principal; child’s family; sometimes medical specialist such as a district nurse. One of the keys to a successful integration is that all of the team members work together to create an educational plan for the special needs student.
For me, one of the most important message in the film came from one of the student’s teacher when she said, “Having Todd in the classroom creates interactive opportunities with other students and the other students learn about compassion through these interactions” The inclusion of a special needs student in a regular class creates an environment of compassion and understanding. It was mentioned this compassion transfers into the community as well.
Another significant message was in order for integration to work it requires a “can do positive attitude” for all of those involved. This was also stated by a School Principal in the film. She mentioned integration filters into the community. For example, when the special needs student is invited to the classmate’s birthday party or after school activities. The Stations:
Our group started with Station #7 YouTube Videos Video #1:
We chose this video because the technology Mason is using was so different from the technologies we have been talking about. Mason is a visually impaired six year old who uses a Brailler to help with his language skills. As Mason types the brailler speaks and types in brail.
Video #2:
We chose this video on Nick Brown because he is an adult running his own lawn care business. While the focus in our course has been assisting school age students, we thought it was nice to see what happens after school. Nick uses switch technology in his vehicle to help him while he is driving.
Video #3:
Elle is a teenage girl who loves to write emails, go shopping at the mall, and visiting with her friends. She is able to do this with her ‘eye gaze” AAC system called Dynavox which provides her the ability to communicate; This technology enhances her interaction with others.
Station #1 Powerlinks and Switches
Powerlinks and switches provide students with disabilities the independence to participate in activities. It provides them with the means to interact within their environment. The different types of switches requires different physical and cognitive abilities.
Ten additional activities a student with a low incidence disability could achieve with these technologies:
Family Studies - the student could participate in a cooking class by turning on or off blenders, mixers, etc.
Using the powerlink to control their AT i.e. iPads, iPods
Use it to communicate i.e. want to go to bathroom, I am hungry.
Use it to control water to water plants or help with cleaning or cooking
Art Class - use it to activate a spinner in Art class
Gym Class - use it as a buzzer for timer
Use control the speed of an audiobook
Signal for driving
Participate in play with electronic toys and video games
Student with special needs can be in charge of the electronic pencil sharper.
Station #2- Onscreen Keyboard PC Direct input, Hover with trackball and Scanning.
A student who has difficulty with fine motor skills would be able to use the trackball but they would not be able to use the actual keyboard. The direct input keyboard can be expanded so students with visual impairments could use this. Also, students with motor difficulties.
Station #3 – iPad and Switch Access Via Bluetooth
The Optimal user is a person with physical disabilities - one who has difficulty with motor skills. This game teaches holding and letting-go skills, and helps to develop a student’s ability with switch technology. Not to mention iPads – are portable and at the moment they are the “cool” thing.
Ten + Additional Switch accessible apps:
Attainment Switch
Adaptive play books Dirty Duds
Catch the Cow
iSpeak button
“Hurry Hurry” adapted play book
“E-I-E-I-O” adapted play book
Peanut butter adapted play book
iSpeak Sequence
Dexteria Fine Motor Skills
Learn Muscles Anatomy Reference
Naming Therapy: Word Finding for Aphasia
SmallTalk Aphasia
Station #4 –Eye Gaze
Eye Gaze is a technological tool based on eye tracking technology. This technology tracks what the individual is doing with their eyes. To make it work you need to have the software calibrate with your eyes - this was the most difficult part for me as it required you to keep your head perfectly still. But eventually, with the aid of my group members I was able to complete the calibration. From here, it was very easy to follow the screen.
To use this technology, you would need to have all of your team members: Educational Assistant, Occupational Therapist, Teacher, Learning Centre staff trained on the use and application.
Learning what software is available to work with the MyGaze AAC tool would be the most time consuming, after that the software activities would be programmed and then it would be up to the Educational Assistant to work with the student. One key member from the start would be an Occupational Therapist especially from an ergonomic perspective.
Ten other eye-gaze activities that could be performed using this technology that could tie into a child's educational program.
Use it for assessment multiple choice selection for assignments and quiz
Text-to-speech technology such as Prologue2Go for communication
Typing using on-screen keyboard
Online or preloaded software educational games
Using an app called Look to Learn
Research online
Art or paint software
Playing music games
Watching TV
Giving directions during an activity
Station #6 Android
This was very interesting as I own an Android device, and I have not had the need to review the accessibility options. The options we found were: talk back – turn it on so it talks back to you. Add switch access; put captions on; magnification; large text; high contrast text; auto rotate screen; speak passwords; touch and hold delay; colour in version; colour correction. The key would be as an EA or parent or individual with a disability to change the accessibility options for the needs of the user.
Additional Google Play apps:
Mercury Screen Reader (reads icons)
Mercury Image Viewer (helps takes pictures)
Mercury Page Reader
Mercury Power Off (turns off the device)
Autism AAC Speech 3D Symbols
Station #5 –Alternate Keyboard
We accessed a Chromebook using an alternate keyboard. The Chromebook settings included they following all of which help students access the device. They include: large mouse cursor, high contrast mode, sticky keys, ChromeVox (spoken feedback), screen magnifier, onscreen keyboard, and auto click when mouse stops.
At the beginning, I found the "larger" keyboard awkward, but as I practiced I found it got easier. I do see it as a tool that would be great for a student with a visual impairment or one who has difficulty typing because of their fine motor skills.
The R&W extension added more options for a student who has difficulty: the student can speak to the app and have the app write for them. There is a picture dictionary, a regular dictionary, and predictive text for students who have low cognitive abilities. Also, there is a translator which will read the webpages and translate them.
Today’s class was awesome! It was amazing to see how many low-tech AAC items were found at the Dollar store.
The item I presented was Sandpaper. I cut-out images using the sandpaper, applied velcro to the back of the cut-outs, and then used the images to create a storyboard. Below is a picture of the final product.
There were a few groups that had items in common such as the pool noodle; however, the use and applications varied. For example, Nick's application of using the pool noodle where it was attached to a wheelchair as an extension to tag others when playing tag in Physical Education class. Where as I thought of using it as a numeracy aid cutting the noodle to represent place values.
For me, the most humorous presentation was John and Laurianne's starting with their “confessions” of their Dollar Store shopping experience. It was certainly entertaining. The alternate use for a scarf holder…. loved it!
I thought the most ingenious use was presented by Joy and Nike. Their presentation was spectacular from the beginning. They started by asking the class to guess an AAC use for a soap dispenser, while the guesses were awesome, Joy and Nike's use was brilliant…. They didn’t actually say it out loud, but showed via video their use. I would not have imagined a hand soap dispenser acting as a weight for a toilet paper dispenser; limiting the number of sheets per use…awesome!
Of course, all of the presentations were interesting and very creative...
After the presentations - in groups of five - we set out to do a bit of investigating on what AAC apps are available in the different platforms: iTunes, Chrome Store, Microsoft Store, Google Play, and Apple MacIntosh. Finding at least 5 names of Apps/extensions/software and sharing the titles in a Wordle OR CloudArt or Mindmap/graphic organizer.
This was an interesting process as Wordle or CloudArt were not working, or at least for me they were not. I would type my list, click go, and nothing...after several attempts, and realizing our time was running out....I thought I try this later at home.....
Here's hoping my group members are having the same success. Here is my finished Wordle ....
“International Perspectives on Inclusive Societies”
July 12, 2016
The keynote speaker for the graduate summer conference was Dr. Janet Duncan, who is an alumnus of Acadia but currently, is a full professor at the University of New York. Her research includes the topic of today’s address, “International Human Rights for People with Disabilities”
She spoke about the different countries she visited as a result of her research and how they have dealt with, and are dealing with people who have disabilities. The countries she referred to as “transitional democracies” as most are the countries of the former USSR.
Dr. Duncan mentioned how far we in North America have progressed; Stating the UN has defined persons with disabilities: in the US there are 13 categories and all other countries have 3 or 4. In 2006 Mexico took the initiative to approach the UN asking for help to deal with people who have disabilities. This lead to "The Rights of Persons with disabilities" convention, and from this Article 24: Right to Education was created. Both Mexico and the UN are working towards an inclusive society, and that the basic human rights are available to everyone.
Dr. Duncan spoke about how different countries deal differently when it comes to people disabilities:
For example, in the Congo some people believe those suffering from autism need to be exorcised to get rid of the negative energy. She said, “children are burned and some even die during this exorcism.”
I enjoyed listening to Dr. Janet Duncan present a few findings from her research…
