This course has allowed me to re-think my vision of accessibility. From our first class with a message of assuming ability in our students I have re-thought how I approach students with special needs in my school. When I think of the ways ipod touches, ipads and the variety of apps including proloquo2go, dragon naturally speaking can change the way students with all level of ability can learn in our schools I am amazed and inspired. When I consider all of the "low tech" options that the class created and demonstrated I am excited to apply these low tech and low cost options out at school. Examining switches and Boardmaker Plus! to increase accessibility for students to access learning and truly show the world their abilities. As we finish off and I re-connect this all back to my experience with swimmers with a disability I have come full circle.
An inspirational course!
Tuesday, July 20, 2010
100 fly at the paralympics
If you have ever tried to swim butterfly stroke you know how hard it is!! Having raced the 100m fly probably 100 times in my life I am impressed by these athletes.
Swimming Canada SWAD Athletes
The Canadian National Swim Coach for Swimmers with a Disability says it best ... "everyone who comes to swim is first a swimmer, then a person, the a person with a disability."
In 2005 when I went to Canada Games with the Nova Scotia Swim Team I was excited to be a part of the only truly inclusive sport at the games. In the sport of swimming swimmers with a disability compete just like able bodied swimmers. All provincial teams had come to the games with the best swimmers in all categories (able bodied, SWAD, and CSO's (Canadian Special Olympians) All swimmers competed and contributed the provinces medal count.
This video is a promotional video put out by Swimming Canada to encourage participation in the program at the grass routes level. I have witnessed the success first hand and have seen local athletes progress and compete internationally.
In 2005 when I went to Canada Games with the Nova Scotia Swim Team I was excited to be a part of the only truly inclusive sport at the games. In the sport of swimming swimmers with a disability compete just like able bodied swimmers. All provincial teams had come to the games with the best swimmers in all categories (able bodied, SWAD, and CSO's (Canadian Special Olympians) All swimmers competed and contributed the provinces medal count.
This video is a promotional video put out by Swimming Canada to encourage participation in the program at the grass routes level. I have witnessed the success first hand and have seen local athletes progress and compete internationally.
Monday, July 19, 2010
Boardmaker plus!!!
Boardmaker Plus! is a program for developing communication boards, curriculum based books, and other materials. It is easy to use and flexible for developing materials for students who use switch access and are non verbal. With minimal instruction it is possible to put together packages for students to use to communicate their feelings and knowledge. This is another great tool to help students meet their program goals.
Boardmaker Plus! webpage
Here is a sharing site for teachers to share materials - a big time saver for us busy teachers.
Boardmaker Plus! webpage
Here is a sharing site for teachers to share materials - a big time saver for us busy teachers.
Learning Center for Teachers
I found this great website, it is a giant list of information about all types of assistive technology. It is Canadian too!! The British Columbia Special Education Technology.
More information then I can possibly ever hope to work through, but it seems to have it organized in an accessible way.
check it out!!!
Special Education Technology British Columbia
More information then I can possibly ever hope to work through, but it seems to have it organized in an accessible way.
check it out!!!
Special Education Technology British Columbia
Friday, July 16, 2010
Switches Turn on Accessibility!!
What is a switch?
A switch is a mechanical device that closes an electrical circuit to turn on a device. An open to circuit is turned off. By closing the switch the wires connect.
Adapted switched can come in many forms. They are organized into two categories:
1. Simple Switches: activated by touch
2. Specially Switches: activated by breath, blink, motion, inferred light
Why do we use switches?
Purpose is to replace any action of the user, goal to make switch easy to access and easy to use, gives access to any task
List the selection criteria for choosing a specific switch.
1. What is the end users goal?
2. Position: sit; lay in bed, at table, in wheel chair
- Must be able to access the switch with stability all skeletal and muscular issues must be examined.
3. Movement pattern – consistent voluntary movement for a part of the body that can be controlled and allow them to use the switch. Need to be able to operate with minimal fatigue
4. Control site: area that the end user uses to activate the switch.
5. Types of switch: Simple v. Specialty
6. Force – strength, weakness of users – take into account tremors
7. Feedback – auditory - click, visual - bright colors
8. Tactile - smooth, rough surfaces - depending on the user
9. Kinesthetic - muscles receive feedback - grasp switch
10. Proprioceptive - hard surface or soft surface - compressive
11. Travel - rest to switch closure - how far the end user has to move to use the switch.
12. Play - amount of give in the switch
13. Size and weight of the switch (consider the mount)
14. Complexity: Single switch - Dual Switch - Multiple switches - joystick, wafer switch, Latch and Timer.
What specifics need to be considered at all times?
The user must be considered and their goal or task.
Example of Task - focus on the task not the process
- Say” turn on the light”
- Not “hit the switch”
Switches come in a variety of sensitivities that are necessary for different students.
Student must have cause and effect understanding it is essential before moving to scanning switch.
Switch positioning: involves control site, patterns of movement - occupational therapist makes these decision.
Inclusion: Motivation for student is be in class and able to engage in social involvement.
A switch is a mechanical device that closes an electrical circuit to turn on a device. An open to circuit is turned off. By closing the switch the wires connect.
Adapted switched can come in many forms. They are organized into two categories:
1. Simple Switches: activated by touch
2. Specially Switches: activated by breath, blink, motion, inferred light
Why do we use switches?
Purpose is to replace any action of the user, goal to make switch easy to access and easy to use, gives access to any task
List the selection criteria for choosing a specific switch.
1. What is the end users goal?
2. Position: sit; lay in bed, at table, in wheel chair
- Must be able to access the switch with stability all skeletal and muscular issues must be examined.
3. Movement pattern – consistent voluntary movement for a part of the body that can be controlled and allow them to use the switch. Need to be able to operate with minimal fatigue
4. Control site: area that the end user uses to activate the switch.
5. Types of switch: Simple v. Specialty
6. Force – strength, weakness of users – take into account tremors
7. Feedback – auditory - click, visual - bright colors
8. Tactile - smooth, rough surfaces - depending on the user
9. Kinesthetic - muscles receive feedback - grasp switch
10. Proprioceptive - hard surface or soft surface - compressive
11. Travel - rest to switch closure - how far the end user has to move to use the switch.
12. Play - amount of give in the switch
13. Size and weight of the switch (consider the mount)
14. Complexity: Single switch - Dual Switch - Multiple switches - joystick, wafer switch, Latch and Timer.
What specifics need to be considered at all times?
The user must be considered and their goal or task.
Example of Task - focus on the task not the process
- Say” turn on the light”
- Not “hit the switch”
Switches come in a variety of sensitivities that are necessary for different students.
Student must have cause and effect understanding it is essential before moving to scanning switch.
Switch positioning: involves control site, patterns of movement - occupational therapist makes these decision.
Inclusion: Motivation for student is be in class and able to engage in social involvement.
Low Tech Assistive Technology! ( Thank You Dollarama)
OFF THE SHELF LOW TECH AT
Technology:
Carrying bag with exterior picture sleeves
Student personality:
This item is for a student named Molly. Molly is a 12 year old girl who has profound global delays. Molly has memory issues and needs support with appropriate communication with adults and peers. Molly also needs support organizing herself for her classes and following routine. Molly is integrated into the regular grade 7 classroom with the support of an EPA.
Task and Environment:
Molly will use this bag to carry her school supplies to class. The picture sleeves will be used by Molly as a visual checklist reminding her of her schedule, her teachers and the items she needs for her upcoming classes. The photos on the bag can be updated (by the EPA) and Molly can check her photos before transitioning to her next class. Molly will be able to prepare for and go to and from each classroom with independence using this tool that also helps her to stay organized with her supplies. Molly will also enjoy carrying this trendy canvas bag as they are popular with the teenage girls in her class.
MODIFIED LOW TECH AT:
Task 2
Molly is working on classifying numbers, pictures, and objects according to sorting rules. For example, given numbers, coins, or Molly will sort them as smaller, bigger and same. To do this Molly must move items around on her desk using a graphic organizer or by circling items. This classifying is difficult as she struggles with fine motor and often gets distracted from her tasks. She also tends to mix up her piles (smaller, same, larger) on her desk even when using a flat jig.
Technology
We have adapted a three compartment snack tray that fits easily on a classroom desk top. We have labeled each compartment (ie smaller, same size, larger) and using manipulatives (foam cards, playing cards, number blocks, coins) Molly can sort with more structure and support. The EPA or teacher can alternate the category labels by swapping removable cards using sticky-tac.
Other low tech AT found on the Dollar Store adventure:
• Foam dominoes for counting, adding and classifying
• Large key calculators
• Adding and Subtracting flash card game
• Red plastic ashtray sets used upside-down replicating the small math counters used regularly in class
• Large clothes pins used as paper stabilizers or label holders
• Two sided tape
• Multi-coloured laser finger pointers
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