Education 5173

Education 5173 has ended. I am looking forward to a well deserved break. I met so many great people in this course; I am sad to say 'Good Bye'. I hope we will meet again!
Education 5173 was a very demanding but rewarding experience. We explored many forms of assistive technology in the 12 days at Acadia University.

1. Blogging: Something new to me but I must admit, once I became comfortable with the technology, it was a great tool for communicating our daily activities. It was a lot of fun to play with the features of the application; uploading our pictures and videos and viewing the perspective of others on a topic was great.
2. The iPod Touch is an amazing tool. Using the program Proloqu2Go, we checked out several APPs that could be utilized in our schools. That was a fun activity and I am sure I will use this in my classroom next year.
3. Social script videos were great! Writing the script, shooting the video and editing with our group was a very enjoyable activity. I loved watching the movies produced by the other groups. It was a blast!
4. Visiting the Dollar Store and choosing items that were converted to 'low tech' assistive technology was an eye opener. The creativity in our class was evident after viewing these presentations.
5. Boardmaker was a challenging but rewarding tool. I spent many hours learning the various components of its application.

5173 was a great course. I hate to say 'Good-Bye'. Thanks Barb and fellow classmates. It was an enjoyable and rewarding experience!

Using the iPod

The iPod has so many interesting components. Follow the link above to view a video on an interesting feature of this technology. The iPod can be used in the theatres to read the subtitles of the movies. What a great assistive technology tool for the hearing impaired. Not only will it read the subtitles but one can pick the language of your choice. Awesome! You've got to love technology!

Hearing Impairment and Assistive technology

Using the iPod at the Theatre

This video explains how one can use their iPod to read subtitles in the movie theatres. What a great idea for the hearing impaired! One nice feature is that one can view the captions in a prefered language.

Low Tech & Adapted Tech Presentations on Day 11

Today was a fun day in Education 5173. Our assignment was to shop at the Dollar Store and find:

1. an 'off the shelf' assistive technology item we could use to improve the performance of our students.



2. an item we could 'modify' with the purpose of improving the performance of our students.

It was amazing that each group was able to visit the same Dollar Store and purchase items that were so diverse. At times I would think, 'how are they going to adapt that item?' After each presentation I would say to myself, 'now wasn't that a great idea'. The people in our class were definitely thinking 'outside the box'. The creativity, ideas and presentations were great!


1. The 'off the shelf' ' item Jeanette and I chose was a water blaster gun that we transformed into a pointing device. Our student was in a wheelchair and prior to using this device, performing pointing activities at the whiteboard was difficult. Now all the students could use this item as a pointer but our student in the wheelchair could extend it to provide a greater reach.

2. The 'modified' item was a manipulative we created to complete math sentences. The student has disgraphia and visual impairment.

On a white board we placed Velcro strips.

Dominoes were used as the manipulives which also had Velcro attached to the back of each. The strong black and white contrast worked well for our visually impaired student.

Just a little note to all:

Thank you everyone for all the rewarding experiences I enjoyed in 5173. There were many challenges but now we have the rewards of those new learning endevors. It was a pleasure to know you and enjoy your creativity, laughs and triumps! Thanks Barb and great job girls and Carl!

Boardmaker Plus on Day 10

Perhaps I should start each Blog with the words, 'A new challenge' because most of our days in 5173, start with traveling down the road of unfamilarity with technology. Are you familar with the old proverb, 'the darkest hour is just before the dawn'? Well, I have to admit that I had a few dark hours but so far I was able to become comfortable with the 'new to me' technology.
Origonally, I thought Boardmaker Plus wouldn't be too tough. I am comfortable with using a similar program, 'Writing With Symbols', which I use on a regular basis.
My original hopes were a 'dynamic communication board' was a visual schedule for our children with autism and the 'book' would be a few simple pages. Silly me! I should have realized that Barb would challenge us to the max; or at least what I felt was the maximun.
In class on Friday:
1.We learned how to create boards.
2.Our group became familar with the navigation bar accompaning the program.
3.The class also created boards with voice input.
4.After creating the boards, we could link boards to other boards.
5.We began the orginization of our assignment. (Subject, related to IPP, etc.)
It is Sunday morning. I spent most of the weekend either becoming more familar with the Boardmaker Plus program or creating an accessible book. Dawn is here! I hear the birds chirping and yes! I am becoming more comfortable with the Boardmaker Plus program. Now it is time for relating the completed boards to the curriculum and the IPP.

Movie Time on Day 9

"Life is like a box of chocolates; you never know what you are going to get." I think we all felt like Forrest Gump the last few days. Movie maker was introduced to us and before the day ended we were writing, acting and editing our first movie. The required task was to create a video that we could use as a 'Social Script Stories' to assist our special needs students.
Creating our first movie was a lot of fun but will our videos be well received or did we create a lemon?

Group Washroom Etiquette

Watching the movies was an enjoyable and rewarding experience. The social messages were great plus some of the groups added some humor. Hey, none of us were experts but it was fun to laugh at the challenges we encountered. I loved the large 'School Bus' sign on the side of Shelley's van and the wet bottoms while the girls were on the slide. Great job ladies!
Filming was a success. We did not encounter any lemons but delectable treats! Forrest would be proud of the movie makers in 5173.
Switches were the focus for Part Two of Day 7. Barb showed us a video on four children and how assistive technology had a huge impact on their learning and integration into their schools.

What is a switch?

A switch is a mechanical device to close the electrical circuit.

Who uses a switch?

Switches are used by individuals who wish to accomplish a task and that task can only be accomplished by using a switch.

Why do we use switches?

We use switches because:

1. An individual wishes to complete a specific task,
2. To allow a person more independence.

Goals for choosing a switch will vary with the required needs of each individual:

1. to accomplish a task. In schools, it would relate to that child's outcomes. e.g. to operate the computer
2. to assist that person with independence. e.g. to operate a wheelchair.
   

I found a the following video intriguing. Marie France Bru is an intelligent women who is almost completely paralyzed. A switch attached to her cheek activates a computer which allows her complete many tasks daily.

Marie France Bru and switches

Social Script and Movie Maker on Day 8

Today was a lot of fun in Education 5173. The class broke into our 'movie making groups' and we continued to work on our Social Script Stories. After discussing a few possible 'struggling school situations' we decided to work on a bathroom issue. Annual and specific goals as well as strategies and assessing methods were developed.

Background information

A grade one girl with autism lacks appropriate socially acceptable behaviors when she enters the washroom. She looks under the bathroom stalls while others are using the facilities. Many children find this upsetting and one child was traumatized by this behavior.

Strategies

1. Social Script Stories
2. Social Script Video
3. Social Script Sentences
4. Rewards

Script Writing

Beverley, Elizabeth, Jeanette and myself worked on the script, making sure the language was not only appropriate for a six year old but also for a child with special needs. At times we choose words that a six year old child would understand but a child with autism may take a literal meaning to a specific phrase.

Movie Maker

Shooting the film seemed to run smoothly. We knew what we wanted and our group worked together to finish the task.

Clips were cut to rid of unnecessary sections.

Narration- Headphones were inserted into the computer and voice input was placed into our film at appropriate sections within our movie.

Social Sentences and Phrases were placed in the film to help create a stronger learning experience for the child/children.

I don't expect our movie will make it to Oscars but I do feel we did a great job writing our script, filming and editing our movie. Awesome job girls!

Riding the Yellow Bus Safely

Shopping at the Dollar Store on Day 6

On day 6 we visited a dollar store in New Minas and we purchased many items. Jeanette and I searched the shelves for items we could possibly adapt to the needs in our classrooms. I was very pleased with the items I purchased. Here is a list of a few of the items I purchased:

Item	Adapted use	Applied classroom use
Sticky notes	Used as cues to later retell a story.	One of my students is a strong decoder but struggles with comprehension. After reading a paragraph or two, I ask her to give me a word or phrase that was important within that text. I place the page number in the corner of the note. Later I line the notes up in order and she is able to retell the story.
Plate display easel	Easel to hold a book.	When reading, some students struggle to hold a book and read.
6” clip for stack of papers	Used to hold open book pages.	When reading, some students struggle to hold a book and read.
Disney cold pack	Stress reliever like a stress ball	A girl who loves to fidget with various items all day could use this as a stress ball. It is deep pink in colour and it has a Disney princess stamped on one side. It should be appealing and age appropriate for our little “Learning Centre Princess”.
Magnet basket advertised for lockers	Used as a pencil, markers, erasers holder.	1. Place on white boards to hold markers. 2. Place on student's desk to hold pencils, markers, etc.
Felt board	Visual story telling board.	The felt items are large and colourful. It will be great for a low verbal child to retell an experience, such as a fun weekend camping trip.
Floating puzzle	Easy grasp puzzles for children with fine motor co-ordination issues.	The puzzle pieces are large and have raised animal figures. These pieces would be easy to grasp and place together.
Wipe clean alphabet letter book	Practice writing letters of the alphabet book.	Dot to dot display of letters for students struggling with the formation of the letters. The wipe clean feature allows us to reuse it in the Learning centre.
Counting money book	Recognizing and counting money.	This booklet's features are: 1. Canadian coins including loonie& toonie coins. 2. Wipe clean for reuse.

Preparation Stories and Movie Maker on Day 7

It was another busy day in Education 5173. Many of us were familiar with social scripts to assist children with autism and developmental disabilities. Scripted stories are great tools for children who may be confused by social situations and have difficulties managing their feelings and emotions. These children often require others to educate them about considering and understanding other's feelings.

The task of the day was not only to develop an appropriate social script but to incorporate it into a video. Surprisingly, things went smoother than I anticipated.

Barb introduced the unit on 'Preparation Stories' and later we were broken into groups. Beverley, Elizabeth, Jennette and myself developed a sample social script and video. The assigned topic related to a girl with autism who spent an inappropriate amount of time looking at a washroom mirror. We felt a sense of accomplishment and developed a good understanding of the required task after the completion of our first video.

We were soon off to write a new social script and develop a video. The topic of our second script and video was again concerning a child with autism and the washroom. This young lady has a habit of looking in the stalls while others are using the washroom. Our task was to develop a script and video which hopefully will correct this socially inappropriate behavior.

A rough draft of the script was written and the video was shot. Again, I was the main character in the second video. If it is posted on YouTube, perhaps I will be discovered. Hollywood here I come!

I was intimidated when I first looked at today's assignment. We have a great group who stay on task and each is dedicated to contributing to the job at hand. It was an enjoyable experience and I look forward to our second video being completed and presented tomorrow.

The safety crossing song is a good resource found in one of my favorite websites: www.do2learn.com

Also: The feelings game and Facial expressions

Shopping: On-line & Dollar Store on Day 6

Shopping was the main focus for today's learning experiences in Education 5173.

During the weekend, we searched the iTunes store for Apps which would benefit a special needs student. Today, we put our plan into action and downloaded these Apps into the iPod Touch. Several of us encountered a few difficulties (such as the unreliability of the wireless internet). My successes today weren't in the purchasing the APPs but in becoming more comfortable with the iPod and understanding the process of downloading.

Shopping at the Dollar Store gave us an opportunity to look at inexpensive items to be utilized as an assistive technology tool.

"Ladies and gentlemen: the story you are about to hear is true. Only the names have been changed to protect the innocent."

APP Detective for the iPod Touch

Name	Geoffrey
Age	6 years
Grade	1
Specialists	Learning Centre Autism Team Behavioural Specialist School Psychologist for councilling only Speech and language (Low verbal)
Strengths	Good number sense Enjoys technology Likes animals Enjoys music Enjoys being near his peers Enjoys books/text with pictures/symbols Enjoys others reading to him Will follow visual schedule Uses his break card effectively 10. He will request to sit near a preferred peer 11. Music will calm him 12. He likes to draw
Challenges	Verbal communication is challenging Sitting in the classroom desk is sometimes challenging Staying on task for longer than 10 minutes is challenging Accessing language when he needs it. Communicating with adults and peers. Maintaining appropriate behaviour is a challenge.

The categories of APPs I felt would assist Geoffrey the most were:

The APPS that were chosen are in italics.

Category	APP 1	APP 2	APP 3
Phonetics	ABC Phonic Animals	ABC Phonics Sight Words for Kids	Phonics FreeABC Words
Reward Time	Games for Kids	iCopter Classic	Farm Story
Relaxation	Sleepmaker Pro	Relax Ocean Waves	Deep Relax

Phonics- ABC Phonics animals were chosen:

-To assist in the development of his reading/writing.

-'4+ suggested age' is an appropriate challenge.

-The game provided phonetic sounds of the letters in the words.

-The game showed a high public rating.

Relaxation- Ocean Waves was chosen because:

- Geoffrey struggles to maintain calmness.

- He likes ocean waves/music and this APP provided both.

- This should be a great tool when his level of frustration is mounting to assist in lowering his aggression/agitation.

Reward Time Game- Farm Story was chosen because:

- Applicable to the living things provincial outcome.

- It provides an educational reward time.

- Geoffrey may learn to show caring/consideration toward the farm crops and animals.

- This will be motivational to him due to his love of farms/animals/music.

Case Study Presentations/Day 5

Today our class spent most of the day presenting our iPod communication boards, for the students described in the two assigned case studies. As mentioned in yesterday's blog, our class was broken into two groups and these larger groups were divided into four subgroups. The larger groups collaborated together and developed an IPP appropriate for the child in each of the case studies. Our group worked with Sally while the other group developed a communication board for Charlie.
We started the presentations with the delivery of the case study which was followed by the IPP. Later the smaller groups gave a coherent flow to the project, similar to the program planning that we develop in our schools. The four smaller groups delivered the chosen environment that they developed to be utilized by the primary user.
Time restrictions and lack of exposure to the iPod created challenges for myself and several other students in the class. However, the presentations were both impressive and a rewarding experience. All groups had carefully matched communication messages to the abilities and interests of their user.
Now that I have had the exposure to this equipment and appreciate its use, I am interested in incorporating the iPod into the strategies needed to assist my students.
We spent some time at the iTune store, mainly focusing on the APPs that would be appropriate for special needs students. Again, this was another new experience for me but it should be enjoyable browsing through the many applications appropriate for our special needs students. I am looking forward to being an 'APP Detective' and learning from my classmates investigations and the treasures they uncover at the iTunes Store.

Proloquo2Go on iPod/Day 4

Each day we go to class, we are faced with a new challenge. I am beginning to have a deeper understanding of the demands I place on my students. I can hear that voice in my head. "Mrs. LeBlanc, this is too difficult!" But like my students, I attempt to stick with it and I feel that I am learning during the process. And similar to our professor, I know when my students are ready for the challenge.

The hands-on case study activity today, was just what I needed to become more familiar with the Proloquo2Go program and the iPod. I am far from an expert but today I became comfortable with a few of the aspects of the program's functioning. In class we were able to organize the design of the assignment, and place several messages on the iPod. During the process, I became familiar with many of the functions of the program.

Our class is broken into two groups and these large groups are broken into four divisions. Perhaps the larger group was developed to create a similar setting to that of the school. (when we are program planning for our students). I enjoyed the opportunity to become more familiar with other people in the class.

So it looks like my homework will be to review the Proloquo2Go video, manual and tutorial. This will help me to develop a stronger comfort zone with this program.

Assessment on Day 3

Assessment Tools

A challenge exists to provide the most suitable technology to meet the needs of each individual. Some of the most effective assessment tools used to match the technology to the person are:

1. MPT- Matching Person & Technology

Dr. Marcia Scherer is an Associate Professor at the University of Rochester and an author who developed an assessment tool called MPT. The goal of the MPT is to match the most appropriate technology to the individual. This process looks at such aspects as the individuals need/goals, preferences, psychosocial characteristics and expected technological benefits. After the technology is engaged with the individual, further monitoring is required to assess its impact on the individual's quality of life, mood, self-esteem effects, self-determination and social support.

2. HATT- Special Needs Assessment Procedures: A Guide to Ensure Equal Access to Literacy Programs for Adults with Disabilities

This manual provides assistance to people with different disabilities to meet their literacy needs.
3. WATI- Assistive Technology assessment developed in Wisconsin which is a process with a systematic

approach, to providing an evaluation of the student’s needs, for Assistive technology in their environment. There is no scoring method utilized in this method.

http://dpi.wi.gov/sped/pdf/at-wati-assessment.pdf

4. SETT- |This framework involves obtaining information about the Student, the Environment, the Tasks, and the Tools. Many aspects of the student's life is considered when utilizing this tool. The student's unique needs, abilities and her/his environment are SETT into the framework to help evaluate the individual's specific needs.

http://atto.buffalo.edu/registered/ATBasics/Foundation/Assessment/SETT-framework.pdf

http://atto.buffalo.edu/registered/ATBasics/Foundation/Assessment/sett.php

Assistive Technology Tools-ClickerPro

Dragon Naturally Speaking

Amanda Baggs Communicating with her Environment

Amanda Bagg with Music and Communication

Prologuo2go

Communication

When I heard the words of Sue Rubin describe her life before and after the introduction of facilitated communication (a method of communicating her thoughts through typing) it reminded me of my favourite movie 'The Miracle Worker'. In both situations, we see a young girl lost in her disabilities, to the extent that those around her, feel she is severely mentally challenged. She describes herself as a retarded child before she learned to communicate. With the assistance of a supportive family, a close neighbour and a team of support workers Sue soared.
She graduated from high school with honours and is now attending a college. Sue also travels around the United States giving keynote addresses and presentations at Autism Conferences.
Can we deny the importance of communication in the lives of each human being in this world? As an educator, I aspire to meet the challenges of my students in a positive and effective manner. After viewing this video, it reinforces my goals as a teacher of students with special needs.
When communicating we must have:

• a common language
• joint attention
• a communication partner

We as educators must consider the many modes of communication in order to facilitate our students best. A few modes of communication are:

1. speech
2. reading
3. body language
4. writing (books, magazines, etc.)
5. e-mail
6. sign language
7. gestures
8. touch
9. facial expressions
10. symbols
11. voice emotions
12. hair styles
13. voice intonations
14. dance
15. music
16. eye gaze
17. physical actions

Communication

Communication

Prologue2go

utubevideo.prologue2go

Marney2