I really appreciated the time that we had in class to complete our proloquo2go assignment. I felt like I had the time to digest how to properly use the ipod touch and proloquo2go applications (though I recognize there is always more to learn), and was happy with our group's design in the end. It was also interesting to have Janine there to speak from the perspective of a speech and language pathologist. She certainly recognized many areas for improvement in our work, and I hope she understands that our focus was shared between learning how to use the technology and developing appropriate communication icons for the student in the case study. In addition, the student we were developing the communication device for is not a student that we actually know well. As a result of these factors, the detail for communication was not necessarily of the standard it could be in a real-life, educational situation. Having an SLP during the presentations highlighted the need for a team approach in the development of selection sets, and the particular need to involve communication specialists in the process.
I also think that this is an amazing communication device, especially given its cost compared to many other methods of communication for students with a disability. I want an ipod touch!! Well, actually, I want an ipad touch!! Baby steps...
Thursday, July 8, 2010
Wednesday, July 7, 2010
July 7th, 2010
Today we were the given the opportunity to have more hands-on practice with the ipod touch and Proloquo2go prior to starting our case study assignment tomorrow. It was nice to have the opportunity to gain more familiarity with the program prior to starting the assignment, and I am feeling more confident in my ability to use the technology efficiently for the assignment. I certainly see the benefits of the ipod touch for any student in the educational system, and feel that if all students had access to an ipod touch, students with and without a disability would be on a more equal playing field. I am excited to start the assignment tomorrow (my partner and I will be developing a selection set related to horseback riding, which will be fun), and I'm also looking forward to Friday when we will learn how to access the various applications for an ipod touch. Jolaine was having so much fun with the ipad applications today, so I think she will be especially thrilled to learn how to access these applications.
Tuesday, July 6, 2010
July 6th, 2010
It is interesting that there are so many forms of assessments that are related to making the appropriate AT to student match, and even more interesting that as a program support and classroom teacher, I have not heard of these assessments before. I'm wondering if this relates to my previous post...are these assessments not done because there is a failure on the part of the education system to recognize the potential of ALL students?
I am particularly impressed by the WATI framework of assessment. The detailed checklists are incredible, and I think that it's wonderful that the document can be downloaded for use by all educational professionals, students, and parents. Reflection on such assessments highlights the fact the importance of the assessment process in making the appropriate match between students and assistive technology, because if the fit isn't good, than the access to learning has not been gained.
The HAAT model stands for Human Activity Assistive Technology, and is intended to consider the needs of an individual, the activity he/she is required to, and the context of where that person is performing the activity (especially in circumstances when assistive technology is being used). It is a human performance model in which the three components of human, activity, and assistive technology are considered in order to recognize what is needed for an individual with a disability to accomplish his/her goal. The activity relates to the overall goal of the use of assistive technology, the context describes the environment in which the activity is being performed, and the human factor takes into consideration an individual's sensory input, motor skills, and central processing abilities.
Though all of these assessment processes have their individual merits, all of these models are relatively similar, as they all take into consideration the environment, student, task, and technology.
The class then moved on to the topic of commication, and how we can help non-verbal students to communicate more efficiently. The skits were particularly fun and enjoyable to watch, and I'm excited to get engage in more hands-on learning with the ipod touch and proloquo2go! In thinking about the different ways in which we are able to communicate, the following ways come to mind:
Writing
Pictures
Props
Gestures
Behaviours
Facial expressions
Body language
Eye contact
Verbal communication
Technology
Selection sets
I am particularly impressed by the WATI framework of assessment. The detailed checklists are incredible, and I think that it's wonderful that the document can be downloaded for use by all educational professionals, students, and parents. Reflection on such assessments highlights the fact the importance of the assessment process in making the appropriate match between students and assistive technology, because if the fit isn't good, than the access to learning has not been gained.
The HAAT model stands for Human Activity Assistive Technology, and is intended to consider the needs of an individual, the activity he/she is required to, and the context of where that person is performing the activity (especially in circumstances when assistive technology is being used). It is a human performance model in which the three components of human, activity, and assistive technology are considered in order to recognize what is needed for an individual with a disability to accomplish his/her goal. The activity relates to the overall goal of the use of assistive technology, the context describes the environment in which the activity is being performed, and the human factor takes into consideration an individual's sensory input, motor skills, and central processing abilities.
Though all of these assessment processes have their individual merits, all of these models are relatively similar, as they all take into consideration the environment, student, task, and technology.
The class then moved on to the topic of commication, and how we can help non-verbal students to communicate more efficiently. The skits were particularly fun and enjoyable to watch, and I'm excited to get engage in more hands-on learning with the ipod touch and proloquo2go! In thinking about the different ways in which we are able to communicate, the following ways come to mind:
Writing
Pictures
Props
Gestures
Behaviours
Facial expressions
Body language
Eye contact
Verbal communication
Technology
Selection sets
Monday, July 5, 2010
July 5th, 2010
It was an interesting first class today, and I particularly enjoyed the video of Susie Rubin. Watching the video forced me to evaluate my own assumptions related to individuals diagnosed with autism, particularly those who are non-verbal. I would like to be able to say that I don't presume anything in relation to an individual's competencies, however, as I watched Susie's video today, I realized that in the past this has not always been the case. In particular, I thought about my time as a university student working in a small group home that was affiliated with the IWK. I worked with three children ranging in age from 7 - 18, one of whom was autistic. "Katie" was similar to Susie, in that she was non-verbal, was at times violent toward herself and others, and exhibited behaviours that many would consider "strange". Katie also had a soothing outlet, similar to the effect that water had on Susie, which was to watch "Barney" episodes.
I always enjoyed working with Katie, and though she couldn't verbalize her needs, she certainly had many other ways of communicating her needs with family, friends, and staff. However, if I'm being honest, the idea of Katie communicating with words never once crossed my mind. At that time, I would have shaken my head in disbelief if someone were to suggest that Katie may be able to use a text to speech device. "Spelling? Writing? Typing? For Katie?" are the thoughts that would have gone through my own mind. I am now shaking my head at my own ignorance at that time in my life, and so thankful that my educational path has introduced me to the world of Assistive Technology.
Tyler was also an inspirational story, especially because this is all happening in Nova Scotia! One of the main things that struck home with me is the dedication of all of the individuals working to support Tyler, in addition to the dedication of Tyler himself. The list of AT devices that he is currently using (both low and high tech) is impressive, and it highlights that fact that if people are willing to work for what's important, it can be done. All too often, I've heard people say, "It's just one kid." I often wonder if they were in the position of a student with a disability, wouldn't they want people to be doing everything they could to help them access curriculum and learning? I can't imagine that they would want the educational system to give up on them.
This was definitely a class that allowed for great reflection on my own biases and current practices in the workplace, and left me feeling inspired to work harder for students like Tyler and Susie. We cannot presume anything about other's competencies!!
I always enjoyed working with Katie, and though she couldn't verbalize her needs, she certainly had many other ways of communicating her needs with family, friends, and staff. However, if I'm being honest, the idea of Katie communicating with words never once crossed my mind. At that time, I would have shaken my head in disbelief if someone were to suggest that Katie may be able to use a text to speech device. "Spelling? Writing? Typing? For Katie?" are the thoughts that would have gone through my own mind. I am now shaking my head at my own ignorance at that time in my life, and so thankful that my educational path has introduced me to the world of Assistive Technology.
Tyler was also an inspirational story, especially because this is all happening in Nova Scotia! One of the main things that struck home with me is the dedication of all of the individuals working to support Tyler, in addition to the dedication of Tyler himself. The list of AT devices that he is currently using (both low and high tech) is impressive, and it highlights that fact that if people are willing to work for what's important, it can be done. All too often, I've heard people say, "It's just one kid." I often wonder if they were in the position of a student with a disability, wouldn't they want people to be doing everything they could to help them access curriculum and learning? I can't imagine that they would want the educational system to give up on them.
This was definitely a class that allowed for great reflection on my own biases and current practices in the workplace, and left me feeling inspired to work harder for students like Tyler and Susie. We cannot presume anything about other's competencies!!
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