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:
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:
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:
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.
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:
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.
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
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
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
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.
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