Final Reflections

Readers, make sure you check out the awesome news stories linked at the bottom of this page!

FINAL DAY! Celebrating Through Case Studies

Wow, great job by all...images of my notes follow.  I appreciated learning about new apps, software, websites, and other technology, through our case studies as well as the entire course.  I particularly appreciated the time we spent practicing with the AAC devices- an area I have little experience.  As stressful as the idea of the case studies was, they really are an amazing way to practice thoughtfully matching the person to the technology and evaluating results- as well as building a knowledge base amongst the class.  Yes I went a couple of minutes over my time- BUT, I waited four and a half hours and presented last, so that surely had a bigger negative impact on my audience than the extra seconds of listening!

AT & Physical Disabilities

The impact of a standing frame for children with physical disabilities:

Medical studies have documented the benefits of standing programs for a child’s long-term health.  In addition to the medical benefits, children have also experienced enhanced social development and peer interaction while standing.  Therapists and teachers notice increased cognition, alertness, vocalization and responsiveness.  Parents have observed an increase in daily living activities, and kids like how standing allows them to playJ

The Case Against Assistive Technology

It's true, there was a time when seat belt use wasn't common....

...so what's the holdup with Assistive Technology?

Switch Access

Tyler's growth gave us an opportunity to closely examine: developmental milestones, the urgency of contact with specialists, and the importance of TRAINING!  Great demonstration of use of a head mounted switch using the head as a control site using indirect selection.  What a progression to direct selection using the iPad! (and huge $aving$)

I was also surprised at the simplicity of the PowerLink4 demo (hold on, seconds on, on/off) environment control unit.  These teach an understanding of cause/effect (switch/ action) and making choices (i.e.music or light).  Cueing for these tasks are so crucial to conceptual understanding- the need to name the task- not the action ("lights on" -vs- "hit switch").  The implementation of student tasks needs to be in authentic contexts (i.e running a buzzer in PE, instructions in literacy).  Wait time is also crucial- additional prompts can be too much to process.


Viewing the "20 ways to use PowerLink" video clip demonstrates how it gives students opportunities to have a direct impact on/ control over their environment, promotes communication, and engagement.  Successful implementation depends on: motivation, suitable activities, practice time, encouragement, position of switch, and type of switch. Once students can use a switch they can move onto a computer.


Other activities a student could use a switch to control:

• running the audio in a listening centre/guided reading (ELA)
• accompaniment (music)
• running announcements, shredder (office)
• in charge of lights, electric pencil sharpener (classroom)
• appliances such as toaster, microwave, hotplate, blender (hot lunch program)
• timer/ score keeper (P.E/ sport events)

Making a Difference...One App at a Time

Check out one of HRSB's SLP's- Renena Joy in this inspiring Apple produced video about the difference apps are making! (Renena enters video at the 5 minute mark but watch it all!) 


http://www.apple.com/ios/videos/#developers

The Inventors

Barbara was the thinking person in the room during these presentations as she took pictures! And alas, Jana did the cutting and pasting of our photos too so I'm going to link to her blog post for reference!  I'll do my best to briefly describe the variety of unique and inspiring low-tech assistive technology created by the class:
1.  Sticky Tray- using double sided suction cups as a secret ingredient, items can be held in place on a tray-develops fine and gross motor skills, support for physical disabilities
2.  Turkey Baster Pencil Holder- pencil goes right in and the baster becomes a grip (and the end actually erases)...supports students with fine motor problems
3.  Squeeze Bottle- pencil fits in tip of salad dressing bottle, which becomes a pencil holder, rubber bands can add grip, weight (rocks) gives it orientation in space
4. Easy Grip Magnetic Letters- plastic cutting boards with a picture of each letter glued on top, ice cube tray bottoms as knobs on a magnetic strip sitting in a slant tray for physical manipulation of letters while developing emergent literacy skills
5. Spongy Board- raised writing/cork board, raised by soft sponges for improved access
6. Spatula Scissors- silicone spatulas as handles and then clamped onto the edge of a table to cut with one hand to support visual motor integration/ planning
7. One-handed Marker Pull- handprint-making cement placed in bottom of container, markers stuck into cement with caps down to stick in then pull markers out and return- supports gross motor and keeps your runaway caps!
8. Popsicle Painter- popsicle kit with fruit decorations as larger handles (to support grasp) and make-up sponges cut into different textures for painting- supports gross motor skills
9. Measure Assist- to a bathroom squeegee, add a ruler and/or protractor, all with double-sided velcro for easier pickup.  Has applications to book opening.
10. Skater Rex- a toy to encourage active play using a dinosaur toy fixed to a skateboard11.  Zipper Pull- use a camera leash to help manage zippers