Tuesday, July 20, 2010
Inspirational video
Tuesday, the last day, I was excited as we watched an inspirational video of stories of success for people with disabilities who have excelled in sports. This video was phenomenal in demonstrating that it is not only hard for disabled people to overcome and live typical lives, but also it is even harder is to do sports, adventures, or simply to have fun. On the contrary, how excellent they are when being able to do that. Their perseverance is higher than normal people. When they do sports, most of them rely on assistive technologies to function. Even though they are relying on assistive technologies, sports require talents and overall fitness which is hard for them to develop as well.
The video “How A Blind Teen 'Sees' With Sound”.
Ben Underwood as seen in the video is a blind teenager who lost his vision at the age of two as a result of a surgery that removed his eyes because they were affected by cancer. Currently, he lives a totally normal, independent, and successful life and is able to play video games, ride a bicycle, play basketball, skate, swim, and play with his siblings by clicking a sound and identifying objects’ distances by echolocation. He is able to do all of this because he relies on his ears to identify the echo sound. Upon the first viewing of the video, I was thinking and assuming that there must be an assistive technology involved with that, but surprisingly there was not, and Ben depends on Echolocation by his mere ear as found on these additional videos:
He clicks by his tongue, and the objects would bounce back those sounds of clicks differently so that he is able to figure out the sizes and the distances of different objects from the distinctive sounds of their echo. As defined in Wikipedia “Human echolocation is the ability of humans to sense objects in their environment by hearing echoes from those objects.”
Another website explaining human echolocation is found here.
Additional information about human echolocation can be found in this website.
He was influenced by his mother’s powerful role in encouraging him to make good use of his other senses since the beginning of his disability. His mother also has developed in him the pride and the strong will and perseverant attitudes which had a great impact on his success and thriving.
Though Ben was not mainly relying on assistive technologies to find his way or to play, he mentioned in one of many videos I found and watched about his life the use of some technologies such as adapted computer, talking calculators, textbooks on tape, talking dictionaries, and many other electronic devices that are available for blind people such as the ones mentioned here. or here.
Another set of blind assistive technologies are available here.
Monday, July 19, 2010
Low technology inventions presentations
It was an interesting, entertaining, and very practical session today when groups were presenting their own thoughts and ideas regarding how to make good use of items off the shelf with reasonable prices. The variety of ideas was amazing, and I was trying to figure out how to benefit from their ideas with some adaptations to fit my class settings and it worked very well. Inventions was an even more exciting experience to me because realizing how my colleagues were adapting the items they bought in order to meet particular needs gave me a broad sense of what I could do to adapt some items to help promote learning or enhance day-to-day experiences. I liked the idea of keeping students in between the lines by using glitter glue and how effective it is to achieve this specific task. I also liked the adapted spoons, forks, brushes, and tooth brushes because it is simple and could have several applications with different tools, tasks, and students. Adapting the kite by using the wooden stick was a phenomenal idea that could be applied to other things that have similar grips.
The whole process of exploring the low-tech assistive technology was exceptional, rich, and useful, since the day that we were introduced to the idea and were going to the store and recognizing things off the shelf that could be useful in classroom settings for a particular special need student we had in mind. The experience to me was like developing a skill to use a tool of enriching classroom activities as it broadened my perception of what could be of great use, support, and help in a classroom setting. I realized that even a small and light item could be of great help in the classroom. I have also experienced the practice of seeing things from a different point of view and in lens of a person in need, because from their side things are different from what I see from my side.
The whole process of exploring the low-tech assistive technology was exceptional, rich, and useful, since the day that we were introduced to the idea and were going to the store and recognizing things off the shelf that could be useful in classroom settings for a particular special need student we had in mind. The experience to me was like developing a skill to use a tool of enriching classroom activities as it broadened my perception of what could be of great use, support, and help in a classroom setting. I realized that even a small and light item could be of great help in the classroom. I have also experienced the practice of seeing things from a different point of view and in lens of a person in need, because from their side things are different from what I see from my side.
Saturday, July 17, 2010
Friday, July 16
Accessibility options:
I have known before that the option of accessibility is available in Windows settings, but I have never been there or tried to adjust the settings for a disabled person. Getting to experience it was really interesting to me because it is like an exercise to step into someone else’s shoes and sense the feeling of that. This exercise reinforces a lesson that I have learned before that disabled people are stronger than others when they have practiced how to thrive and succeed with their disability, because they miss what people are taking for granted but manage themselves.
Board Maker Plus:
Walking through Board Maker Plus today reminds me of my lesson slides that I develop by using PowerPoint, but obviously with PowerPoint it requires more effort to speak messages because I had to record my own voice, while with Board Maker Plus, it automatically reads the message, which is great. Moreover, developing lessons with Board Maker Plus is nice, fast, effective, and straightforward.
However, when thinking about an actual student profile the planning could take a while for the lesson to be customized to meet this specific student needs than it would take without Board Maker. The whole idea of a Board Maker lesson is amazing technology not only for special needs students but also for everyone as a complement to the book for extra exercises and practices. A lesson that I learned today, besides the main message of the course, is that the teacher should change the routine and sometimes boring daily activities in classrooms by adding some technological touches here and there. Moreover, it is more fun and rewarding for students to have the whole lesson in the computer and feel what independent learning could be like.
I have known before that the option of accessibility is available in Windows settings, but I have never been there or tried to adjust the settings for a disabled person. Getting to experience it was really interesting to me because it is like an exercise to step into someone else’s shoes and sense the feeling of that. This exercise reinforces a lesson that I have learned before that disabled people are stronger than others when they have practiced how to thrive and succeed with their disability, because they miss what people are taking for granted but manage themselves.
Board Maker Plus:
Walking through Board Maker Plus today reminds me of my lesson slides that I develop by using PowerPoint, but obviously with PowerPoint it requires more effort to speak messages because I had to record my own voice, while with Board Maker Plus, it automatically reads the message, which is great. Moreover, developing lessons with Board Maker Plus is nice, fast, effective, and straightforward.
However, when thinking about an actual student profile the planning could take a while for the lesson to be customized to meet this specific student needs than it would take without Board Maker. The whole idea of a Board Maker lesson is amazing technology not only for special needs students but also for everyone as a complement to the book for extra exercises and practices. A lesson that I learned today, besides the main message of the course, is that the teacher should change the routine and sometimes boring daily activities in classrooms by adding some technological touches here and there. Moreover, it is more fun and rewarding for students to have the whole lesson in the computer and feel what independent learning could be like.
Wednesday, July 14, 2010
Filming The Video Social Story
Today, we are working in groups to produce a high quality social story that we will be developing from scratch to help a specific child that would be kept in mind. Firstly, together, Pauline, Theresa, and I identified the student who would be a good candidate for using a social story to shape behavior. Then, we identified his/her background, behavior description, and behavior needing to be shaped, and together we thought out and wrote an appropriate IPP annual goal. We kept in mind that even though this social story is developed for a particular student, it would be helpful for many other students who are facing similar issues. After that, we were trying to align the goal with the scripts. Then, after identifying the clips to be filmed, we went filming, editing, cropping, and adding texts or narrations. Although it is only a few minutes long video social story, it required a lot of working and filtering, but with team collaborative efforts, we were able to finish in the time limit given.
This is now my second video social story in this summer. Though it is not perfect and if I would have more time to work on it, I would try to polish it; it was such an amazing learning experience that resulted in a nice and workable social story.
Once we have developed the skills we can stretch the approach of social stories to be utilized with tremendous applications in a variety of school settings with issues such as behavior shaping, ethics, empathy with others, etc.
Today, I realized how much work is behind the short and nice social stories. However, it was very interesting and informative learning experience.
This is now my second video social story in this summer. Though it is not perfect and if I would have more time to work on it, I would try to polish it; it was such an amazing learning experience that resulted in a nice and workable social story.
Once we have developed the skills we can stretch the approach of social stories to be utilized with tremendous applications in a variety of school settings with issues such as behavior shaping, ethics, empathy with others, etc.
Today, I realized how much work is behind the short and nice social stories. However, it was very interesting and informative learning experience.
Tuesday, July 13, 2010
What are Video Social Stories?
Social story is an interesting new technique to me that was added today to my set of assistive technologies. A social story is a description of certain circumstances, skills, or attitudes and ideal reactions to them. They aim at developing positive skills and attitudes in a simplified and straightforward way that is easy for children to pick it up and learn, especially those with disabilities. I found that the gray center that was introduced to us in class is a good place for familiarizing oneself with the approach of social story, though the very useful materials are offered for purchase only.
The tool of social stories could be developed not only for kids with disabilities, but also with any other troublesome kids to positively foster social norms. Because the language of a social story is designed to be friendly, clear, and very accessible for children, they are extremely effective.
Additionally, we learned and practiced today how to design, plan, and write the script of a social story given a scenario for a particular student. We also learned and practiced today how to film a social story and to convert the clips by using Prism video converter in order to be able to work with it in Windows movie maker. We practiced how to edit, crop some unwanted clips, add texts, and add narrations to the video. Finally, we reviewed and played the resulted social story. It was fun, informative, and a useful learning experience today, especially because it was hands on and we got to actually practice implementing the social stories approach.
Overall, it was a stunning experience for me to practice writing the scenarios, filming the social story, and editing it in Windows movie maker. I believe social stories are very effective in discipline practice issues at schools not only for children with disability but also for every one.
The tool of social stories could be developed not only for kids with disabilities, but also with any other troublesome kids to positively foster social norms. Because the language of a social story is designed to be friendly, clear, and very accessible for children, they are extremely effective.
Additionally, we learned and practiced today how to design, plan, and write the script of a social story given a scenario for a particular student. We also learned and practiced today how to film a social story and to convert the clips by using Prism video converter in order to be able to work with it in Windows movie maker. We practiced how to edit, crop some unwanted clips, add texts, and add narrations to the video. Finally, we reviewed and played the resulted social story. It was fun, informative, and a useful learning experience today, especially because it was hands on and we got to actually practice implementing the social stories approach.
Overall, it was a stunning experience for me to practice writing the scenarios, filming the social story, and editing it in Windows movie maker. I believe social stories are very effective in discipline practice issues at schools not only for children with disability but also for every one.
Mondy's shopping
Monday is also a shopping day but not online like Friday. Today, we are really going to shop for low-tech assistive technologies.
At the beginning of this class, we were introduced to several creative ideas to use items that are found off the shelf and could be utilize in the classroom to enhance performance. Those items that we usually see when shopping but never imagine using them in a classroom setting. I learned today to expand my perception of what could be useful or helpful for children at school.
Then, Kathy and I, went to the local dollar store and we found that a variety of technologies are available at Dollar stores with very reasonable prices. However, it is helpful to focus while doing this task on one student's needs in order to complete a particular challenging task to him or her in a specific setting.
Here is what we thought about for assignment3.
By: Muneera and Kathy PM group
A – Low Tech & Adapting our World
Student Profile: (Female Age: 39)
The primary user had a career in the printing industry, was an athlete playing sports at national competitions and also she had a young son, then she was burned in a major fire on her 30 foot boat; first responders were horrified at the sight of a human candle, totally engulfed in flames. We have chosen her because this fire changed her life, leaving her with several physical limitations, not to mention that 75 percent of her body has third degree burns. As a result of the fire she lost her job, unable to work in her field, had to apply for disability (which is significantly less than what she would earn) and no longer has the full use of her hands. The digits have been rebuilt, unfortunately due to the damaged skin the digits have now begun to close, limiting her ability to pick up or hold things.
Most everything else has been repaired through many operations, other than the shrinking of the skin around her mouth, making it very difficult for her to open her mouth, affecting her speech. I guess initially we do not stop and think about what we take for granted but it can be the simplest of things that hinder her performance. She was now facing limited options for her ongoing life, not able to drive a car, play sports and enjoy the hobbies and past times of her previous life; well she has been able to find low tech solutions that enable her to live a full and meaningful life. The deformity in the hands prevent the simple things, like holding a hot cup of tea or coffee, picking up coin that she drops, lighting the BBQ, and playing golf.
Fortunately, she did not listen to her doctors and so found herself, modifying the grips on her golf clubs, is a matter of interest took up golf after the accident and has won several women's titles. She always wanted a motor cycle and now owns and drives one, she did have to have special handle bar grips made to support her disability. Fundamentally we will look at ways to adapt and modify holders for her grip which will support her when she needs to hold or pick up something.
Task A:
Description of the main low tech assistive technology: - (Magnetic extension rod)
It is an extension rod with a magnet head on the end that will help her to pick up any metal objects such as change, keys, hardware, lids from cans and clothes hangers etc., allowing her to have a grasp, that otherwise is not there, also she can interchange this magnetic tool for the pick up grabber that has grabbers on the end.
The environment (Milieu):
This extension rod and all the other items could be used in different environments to serve the same purposes. To mention some of those environments, it could be used at home, the park, in the community, as well as during recreational time. There are other low tech devices that she must use to support her day to day living other than the magnetic extension rod.
- Cup holders with handles for holding drinks
- Plastic/aluminum grabber with hand like ends to pick up shoes, food, garbage, etc
- Binders clips to help in turning pages of books
- Rubber Stamps for easier printing/writng
- Fitness ball (small) that would help for relaxation and strengthening her hand muscles
- Specialized handle grips, modifications for her golf club, specialized gloves, motor cycle
- Reading glasses, magnifying glasses
One Type of Cup Holder:
This is one of several types of cup holders that are available, this one is usually used for the hot beverages because the cup an immediately be placed in this holder. Hot drinks can be especially challenging because she is not always aware of how hot the drink really is, this is caused from the nerve damage and loss of feeling.
Pencil Grip:
Although there are several ways to provide a grip on a pencil, and several pencils and pens already come with grips, this is a blessing for someone that has severely burned skin that is easily irritated. She has custom designed grips made for her golf clubs and gloves, her motor cycle and her hockey stick. This is just a sample of what is available on the shelf that can support people that require pencil grips.
Magnetic Extension Stick:
This tool allows her to pick up small tedious itms that she would not be able to grasp, like coin, keys, tacks and hardware items. This also extends her reach and allows her to move hangers in the closet, pick out clothing andbe able to have a grip on the items she is trying to pick up.
Magnetic Extension Stick
She uses this stick to help her pick up changes, keys and move anything metal that she needs to grasp. This low tech tool gives her the ability to pick up tedious items that she would otherwise not e able to pick up. The example in the picture is showing a women using it to move hangers and pick out clothing.
Card Holder
Here are some off the shelf items that would support our profile for this low tech assignment.
female, 39 years old in a major boat fire; first responders were horrified at the sight of a human candle; her life as she knew it was about to change. After several operations her hands and face are not healing like they had hope, leaving her with curled fingers because of the shrinkage of the skin. Therefore no matter what they insert into the digits to keep them straight are not working, because as the skin heals it shrinks, causing the digits to curl. Therefor some of the items that she uses to support her lifestyle, is hand grips, on her golf clubs, motor cycle, pens, pencils and any surface that she spends time holding. She loves cards and finds it very difficult to hold the hands, so a card holder would be support the cards giving her more flexibility in the game.
Task B: Low Tech assignment by Muneera and Kathy:
Remember the profile of an adult female severely burned in a fire, she has hands and digits but the digits are curled up due to the skin shrinkage making it very difficult it have grip control. She has most handles with grips modified and I showed the extensions rod, the grabber and the Tim Hortons cup holder in, part A of this assignment, all part of her daily life.
It was our thought to create a universal style cup holder for all occasions and cup styles in order to support her where ever she goes, she can have these holders by her side, and maybe even out and around her house or other peoples houses when she is being a guest. So here is one option that we thought about and made a prototype for our presentation today; a door stop with a bendable steel clasp to hold the cup.
This image has the cup inserted in the holder, later in this blog we will show you what it looks like without a cup to give you an idea of how it was constructed.
Then while making this we had company and they suggested using the actual butterfly hanger and bending the hangers to mould the shape of the cup, this could be hung around several places for looks and convenience.
It was exciting to think that we could actually create something that would be adaptable and support the cup and we could pick it up off the shelf and modify it somewhat to meet her needs. Although I must admit she has been quite resourceful in finding her own modified gadgets to help her around the house, in the kitchen as well as on the gold course, I was still excited to think with a little thought and effort what we could really do to support out students.
The key phrases in this course that has change my perspective is to always assume competence and our job is to create the independent learner. If we keep these thoughts in focus then it would appear that we should be able to find the strength and conviction to be able to support our students.
Based on the all the inventions and modified low tech demonstrated in class today i know we are all thinking about what we will be able to do in our classrooms in the fall.
It is exciting to be bringing this hands on knowledge to the school sites where will be able to share this information and technology.
here is a wonderful website for your viewing pleasure
http://southshorenow.ca/archives/2010/060810/sports/index001.php
At the beginning of this class, we were introduced to several creative ideas to use items that are found off the shelf and could be utilize in the classroom to enhance performance. Those items that we usually see when shopping but never imagine using them in a classroom setting. I learned today to expand my perception of what could be useful or helpful for children at school.
Then, Kathy and I, went to the local dollar store and we found that a variety of technologies are available at Dollar stores with very reasonable prices. However, it is helpful to focus while doing this task on one student's needs in order to complete a particular challenging task to him or her in a specific setting.
Here is what we thought about for assignment3.
By: Muneera and Kathy PM group
A – Low Tech & Adapting our World
Student Profile: (Female Age: 39)
The primary user had a career in the printing industry, was an athlete playing sports at national competitions and also she had a young son, then she was burned in a major fire on her 30 foot boat; first responders were horrified at the sight of a human candle, totally engulfed in flames. We have chosen her because this fire changed her life, leaving her with several physical limitations, not to mention that 75 percent of her body has third degree burns. As a result of the fire she lost her job, unable to work in her field, had to apply for disability (which is significantly less than what she would earn) and no longer has the full use of her hands. The digits have been rebuilt, unfortunately due to the damaged skin the digits have now begun to close, limiting her ability to pick up or hold things.
Most everything else has been repaired through many operations, other than the shrinking of the skin around her mouth, making it very difficult for her to open her mouth, affecting her speech. I guess initially we do not stop and think about what we take for granted but it can be the simplest of things that hinder her performance. She was now facing limited options for her ongoing life, not able to drive a car, play sports and enjoy the hobbies and past times of her previous life; well she has been able to find low tech solutions that enable her to live a full and meaningful life. The deformity in the hands prevent the simple things, like holding a hot cup of tea or coffee, picking up coin that she drops, lighting the BBQ, and playing golf.
Fortunately, she did not listen to her doctors and so found herself, modifying the grips on her golf clubs, is a matter of interest took up golf after the accident and has won several women's titles. She always wanted a motor cycle and now owns and drives one, she did have to have special handle bar grips made to support her disability. Fundamentally we will look at ways to adapt and modify holders for her grip which will support her when she needs to hold or pick up something.
Task A:
Description of the main low tech assistive technology: - (Magnetic extension rod)
It is an extension rod with a magnet head on the end that will help her to pick up any metal objects such as change, keys, hardware, lids from cans and clothes hangers etc., allowing her to have a grasp, that otherwise is not there, also she can interchange this magnetic tool for the pick up grabber that has grabbers on the end.
The environment (Milieu):
This extension rod and all the other items could be used in different environments to serve the same purposes. To mention some of those environments, it could be used at home, the park, in the community, as well as during recreational time. There are other low tech devices that she must use to support her day to day living other than the magnetic extension rod.
- Cup holders with handles for holding drinks
- Plastic/aluminum grabber with hand like ends to pick up shoes, food, garbage, etc
- Binders clips to help in turning pages of books
- Rubber Stamps for easier printing/writng
- Fitness ball (small) that would help for relaxation and strengthening her hand muscles
- Specialized handle grips, modifications for her golf club, specialized gloves, motor cycle
- Reading glasses, magnifying glasses
One Type of Cup Holder:
This is one of several types of cup holders that are available, this one is usually used for the hot beverages because the cup an immediately be placed in this holder. Hot drinks can be especially challenging because she is not always aware of how hot the drink really is, this is caused from the nerve damage and loss of feeling.
Pencil Grip:
Although there are several ways to provide a grip on a pencil, and several pencils and pens already come with grips, this is a blessing for someone that has severely burned skin that is easily irritated. She has custom designed grips made for her golf clubs and gloves, her motor cycle and her hockey stick. This is just a sample of what is available on the shelf that can support people that require pencil grips.
Magnetic Extension Stick:
This tool allows her to pick up small tedious itms that she would not be able to grasp, like coin, keys, tacks and hardware items. This also extends her reach and allows her to move hangers in the closet, pick out clothing andbe able to have a grip on the items she is trying to pick up.
Magnetic Extension Stick
She uses this stick to help her pick up changes, keys and move anything metal that she needs to grasp. This low tech tool gives her the ability to pick up tedious items that she would otherwise not e able to pick up. The example in the picture is showing a women using it to move hangers and pick out clothing.
Card Holder
Here are some off the shelf items that would support our profile for this low tech assignment.
female, 39 years old in a major boat fire; first responders were horrified at the sight of a human candle; her life as she knew it was about to change. After several operations her hands and face are not healing like they had hope, leaving her with curled fingers because of the shrinkage of the skin. Therefore no matter what they insert into the digits to keep them straight are not working, because as the skin heals it shrinks, causing the digits to curl. Therefor some of the items that she uses to support her lifestyle, is hand grips, on her golf clubs, motor cycle, pens, pencils and any surface that she spends time holding. She loves cards and finds it very difficult to hold the hands, so a card holder would be support the cards giving her more flexibility in the game.
Task B: Low Tech assignment by Muneera and Kathy:
Remember the profile of an adult female severely burned in a fire, she has hands and digits but the digits are curled up due to the skin shrinkage making it very difficult it have grip control. She has most handles with grips modified and I showed the extensions rod, the grabber and the Tim Hortons cup holder in, part A of this assignment, all part of her daily life.
It was our thought to create a universal style cup holder for all occasions and cup styles in order to support her where ever she goes, she can have these holders by her side, and maybe even out and around her house or other peoples houses when she is being a guest. So here is one option that we thought about and made a prototype for our presentation today; a door stop with a bendable steel clasp to hold the cup.
This image has the cup inserted in the holder, later in this blog we will show you what it looks like without a cup to give you an idea of how it was constructed.
Then while making this we had company and they suggested using the actual butterfly hanger and bending the hangers to mould the shape of the cup, this could be hung around several places for looks and convenience.
It was exciting to think that we could actually create something that would be adaptable and support the cup and we could pick it up off the shelf and modify it somewhat to meet her needs. Although I must admit she has been quite resourceful in finding her own modified gadgets to help her around the house, in the kitchen as well as on the gold course, I was still excited to think with a little thought and effort what we could really do to support out students.
The key phrases in this course that has change my perspective is to always assume competence and our job is to create the independent learner. If we keep these thoughts in focus then it would appear that we should be able to find the strength and conviction to be able to support our students.
Based on the all the inventions and modified low tech demonstrated in class today i know we are all thinking about what we will be able to do in our classrooms in the fall.
It is exciting to be bringing this hands on knowledge to the school sites where will be able to share this information and technology.
here is a wonderful website for your viewing pleasure
http://southshorenow.ca/archives/2010/060810/sports/index001.php
Friday, July 9, 2010
Hands on shopping day for suitable APPs:
It was not only an interesting and informative session today, but it was also a lot of fun. To get to recognize the variety of APPs available online customized to specific children’s needs is appealing, even if some of them are for entertaining purposes only, because children would need to have some fun from time to time to relieve stress. Downloading these APPs to the IPod touch and getting to try them is a very practical activity, especially to be familiar with APPs that would be useful for specific special needs students. A table could be created in the phase of locating and verifying applications for specific cases. For instance, a column could be for the cases in mind, with another column for the APPs available classified in categories of student’s needs that would be met if utilized. This suggested way is an organized approach to help in finding a specific match for specific needs. Moreover, the activity uncovered other possibilities for using the IPod Touch instead of Proloqu2go that might be of a great help.
Here is my Assignment 2:
The student’s profile / background:
The student is my daughter, Hend, a three year-old girl, who arrived in Canada last year because her parents have moved to Canada wishing to continue their education. She had lived her three first years in Saudi Arabia where people use Arabic to communicate, and she developed good skills in Arabic Language. Moreover, she is a smart and very articulate girl who would be very upset and depressed when placed in an environment where she would not be able to understand the people around her. It would be even more frustrating when she is trying to articulate a need and no one can figure out this need. In fact, this posed an actual problem for her because in the children’s center where her parents need to leave her for the whole day, people use English language to communicate. The need for the APPs is to let her develop the basic sentences or phrases for articulating her needs first and then to be able to socialize and communicate with others in the children’s centre.
Identify the 3 APPS you chose, describe them briefly and how they work?
The first App is ‘TapToTalk’. When launching this app, there will be a wide range of frequently used phrases hidden behind cards that have pictures to identify them. When touching any picture, it will be maximized in the screen and show the sentence or phrase written and pronounced at the same time. It is possible to hit them again and again until the child is able to memorize the sentence as a whole. The app offers a set of the most frequently used words, phrases, or sentences, such as ‘Let’s go’, ‘It’s time for school’, ‘I want to go to the playground’, ‘I have to go to the bathroom’. There is a wide variety of all common impressions, such as ‘I’m angry’, ‘I don’t like this’, or ‘I got hurt’, etc. All the child would need to do is press on the picture and it will speak, show the written sentences, and the pictures.
The second App is ‘Learn To Talk Sampler’, which is a bit more advanced app than ’TapToTalk’. There are six categories of sentences or phrases. They are arranged in a list starting from ‘high impact words’, such as all done, bye, and hi. The second category is ‘objects and labels’ such as apple, balloon, and door. The third category is ‘actors’ such as baby, cow, or cat. Then there is the ‘one word actions’ category, such as bath, and the ‘two word actions’ category, such as blow out candles. The last category is ‘All cards’ where everything is organized alphabetically and the child can navigate through the pictures and touch any one that he/she wants to learn more about.
The third App called ‘EnglishPod: Learn English’ is more sophisticated with more advanced features.. Built into this APP are several actual lessons classified in topics to learn English in some contexts and situations that simulate real situations in terms of language use. When choosing a lesson in a specific topic, there are six categories: introduction, listen, dialogue, vocabulary, expansion, discussion. Each one will take up to several lessons in that specific category with the specific topic chosen.
Why I chose these APPs
I chose the first two APPs because they are very simple and easy to utilize with a friendly interface. At the same time they offer a very basic and sufficient set of phrases and common sentences required to articulate and communicate in English language conversations. Furthermore, they mainly rely on pictures in a way that is easy to follow for a three year-old girl who cannot read and has not had any previous experiences with IPod touch, IPhone, or any similar device.
I chose the third APP because at some point she will be proficient at the two APPs and would want some more advanced information in the language. This APP would offer a broader set of vocabularies to initiate more advanced conversations and many listening practices.
How they can be utilized as an accommodation to meet my daughters various needs?
The first app, ‘TapToTalk’, is a good start for Hend because it is very straightforward and has several basic phrases. All she needs to do is to identify the picture describing her current need and touch it. The first step will be me at home walking her through the IPod touch, how to turn it on and off, and how to launch the ‘TapToTalk’ APP. After she became more competent in how to use it, her teachers would be consulted, and she might be allowed to take it to the day care, or it would be given to one of her teachers to let her use it when needed. She might spend two weeks or more on this APP alone. Then, she will be directed to switch to the second one, ‘Learn To Talk Sampler’, and she might spend some more time with this one because it has more skills to be practiced than the first one. At this point, she will be taught how to switch from one APP to the other as some phrases may be available in one APP and not the other. She will be allowed to use those APPs at home for more practice.
In her spare time at home, when her English language level is developed, she will be introduced to the third APP because it would require a basic knowledge of English and some more developed navigation skills of the IPod touch that will be acquired after utilizing the two first APPs for at least a month. For this APP, she will be given a more extended period of time, depending on her wish to practice more of it, because it has more things to offer and it requires more practice to attain the desired skills.
It was not only an interesting and informative session today, but it was also a lot of fun. To get to recognize the variety of APPs available online customized to specific children’s needs is appealing, even if some of them are for entertaining purposes only, because children would need to have some fun from time to time to relieve stress. Downloading these APPs to the IPod touch and getting to try them is a very practical activity, especially to be familiar with APPs that would be useful for specific special needs students. A table could be created in the phase of locating and verifying applications for specific cases. For instance, a column could be for the cases in mind, with another column for the APPs available classified in categories of student’s needs that would be met if utilized. This suggested way is an organized approach to help in finding a specific match for specific needs. Moreover, the activity uncovered other possibilities for using the IPod Touch instead of Proloqu2go that might be of a great help.
Here is my Assignment 2:
The student’s profile / background:
The student is my daughter, Hend, a three year-old girl, who arrived in Canada last year because her parents have moved to Canada wishing to continue their education. She had lived her three first years in Saudi Arabia where people use Arabic to communicate, and she developed good skills in Arabic Language. Moreover, she is a smart and very articulate girl who would be very upset and depressed when placed in an environment where she would not be able to understand the people around her. It would be even more frustrating when she is trying to articulate a need and no one can figure out this need. In fact, this posed an actual problem for her because in the children’s center where her parents need to leave her for the whole day, people use English language to communicate. The need for the APPs is to let her develop the basic sentences or phrases for articulating her needs first and then to be able to socialize and communicate with others in the children’s centre.
Identify the 3 APPS you chose, describe them briefly and how they work?
The first App is ‘TapToTalk’. When launching this app, there will be a wide range of frequently used phrases hidden behind cards that have pictures to identify them. When touching any picture, it will be maximized in the screen and show the sentence or phrase written and pronounced at the same time. It is possible to hit them again and again until the child is able to memorize the sentence as a whole. The app offers a set of the most frequently used words, phrases, or sentences, such as ‘Let’s go’, ‘It’s time for school’, ‘I want to go to the playground’, ‘I have to go to the bathroom’. There is a wide variety of all common impressions, such as ‘I’m angry’, ‘I don’t like this’, or ‘I got hurt’, etc. All the child would need to do is press on the picture and it will speak, show the written sentences, and the pictures.
The second App is ‘Learn To Talk Sampler’, which is a bit more advanced app than ’TapToTalk’. There are six categories of sentences or phrases. They are arranged in a list starting from ‘high impact words’, such as all done, bye, and hi. The second category is ‘objects and labels’ such as apple, balloon, and door. The third category is ‘actors’ such as baby, cow, or cat. Then there is the ‘one word actions’ category, such as bath, and the ‘two word actions’ category, such as blow out candles. The last category is ‘All cards’ where everything is organized alphabetically and the child can navigate through the pictures and touch any one that he/she wants to learn more about.
The third App called ‘EnglishPod: Learn English’ is more sophisticated with more advanced features.. Built into this APP are several actual lessons classified in topics to learn English in some contexts and situations that simulate real situations in terms of language use. When choosing a lesson in a specific topic, there are six categories: introduction, listen, dialogue, vocabulary, expansion, discussion. Each one will take up to several lessons in that specific category with the specific topic chosen.
Why I chose these APPs
I chose the first two APPs because they are very simple and easy to utilize with a friendly interface. At the same time they offer a very basic and sufficient set of phrases and common sentences required to articulate and communicate in English language conversations. Furthermore, they mainly rely on pictures in a way that is easy to follow for a three year-old girl who cannot read and has not had any previous experiences with IPod touch, IPhone, or any similar device.
I chose the third APP because at some point she will be proficient at the two APPs and would want some more advanced information in the language. This APP would offer a broader set of vocabularies to initiate more advanced conversations and many listening practices.
How they can be utilized as an accommodation to meet my daughters various needs?
The first app, ‘TapToTalk’, is a good start for Hend because it is very straightforward and has several basic phrases. All she needs to do is to identify the picture describing her current need and touch it. The first step will be me at home walking her through the IPod touch, how to turn it on and off, and how to launch the ‘TapToTalk’ APP. After she became more competent in how to use it, her teachers would be consulted, and she might be allowed to take it to the day care, or it would be given to one of her teachers to let her use it when needed. She might spend two weeks or more on this APP alone. Then, she will be directed to switch to the second one, ‘Learn To Talk Sampler’, and she might spend some more time with this one because it has more skills to be practiced than the first one. At this point, she will be taught how to switch from one APP to the other as some phrases may be available in one APP and not the other. She will be allowed to use those APPs at home for more practice.
In her spare time at home, when her English language level is developed, she will be introduced to the third APP because it would require a basic knowledge of English and some more developed navigation skills of the IPod touch that will be acquired after utilizing the two first APPs for at least a month. For this APP, she will be given a more extended period of time, depending on her wish to practice more of it, because it has more things to offer and it requires more practice to attain the desired skills.
Thursday, July 8, 2010
Today it is getting more hands-on and more fun on how to use proloqu2go and customize it to meet specific needs. While we were creating, some more messages needed to be added to the rough draft plan because we are seeing the final product and realizing some more thoughts. One point discussed during the activity was that a relationship must be established between the kid and the specialist in order to obtain more detailed information needed to design a suitable fit of prolouqu2Go on an AAC device to perfectly suit this particular kid. For example, in case study 2 some more details such as what snacks she/he likes, what videos she/he likes, what hair styles she might ask her mother to do, or what clothes she/he might want to wear would be helpful. Also, today Marleen and I were discussing how helpful it is to have the kid with the specialist during the planning to get to know his/her exact needs or wants in order to effectively benefit from the device.
Another point that was helpful today when all the groups were presenting is to realize how people were thinking differently when addressing similar case studies. Getting to see the variety of projects was helpful in having a broader perspective regarding where the planning and designing phase would lead to and how practical the plan was.
Another point that was helpful today when all the groups were presenting is to realize how people were thinking differently when addressing similar case studies. Getting to see the variety of projects was helpful in having a broader perspective regarding where the planning and designing phase would lead to and how practical the plan was.
Wednesday, July 7, 2010
The first part of today’s session was devoted to building more skills in using Ipod touch with a proloquo2go application. All the information needed to use the proloquo2go can be found here. Reviewing this manual is a sufficient start even for a person who never had previous experiences with proloquo2go. We also walked through an overview of creating categories and messages in proloquo2go. Furthermore, changing the settings and personalizing an Ipod touch, especially the view, sizes, restrictions were explained. Those settings are essential and exceptionally useful because, for instance, being able to lock changes would help to prevent kids from changing by mistake what is supposed to help them and not being able to have it back.
The second part of today’s session was devoted to thinking and imagining how to design categories and actual messages for a kid with a particular case and needs. In order to design those categories and messages, planning is an essential start. Thinking ahead of time what that kid with the particular case might need in specific situations and contexts requires analyzing the common expressive phrases needed. Being able to find such common phrases online is a great help in the planning phase for a beginner. A point that was raised today when discussing the effectiveness of any design is keeping the design as simple and easy to follow as possible. A basic reason for that is that those kids need to use the device as fast as possible and the more complex it becomes, the more cognitive abilities it requires.
The second part of today’s session was devoted to thinking and imagining how to design categories and actual messages for a kid with a particular case and needs. In order to design those categories and messages, planning is an essential start. Thinking ahead of time what that kid with the particular case might need in specific situations and contexts requires analyzing the common expressive phrases needed. Being able to find such common phrases online is a great help in the planning phase for a beginner. A point that was raised today when discussing the effectiveness of any design is keeping the design as simple and easy to follow as possible. A basic reason for that is that those kids need to use the device as fast as possible and the more complex it becomes, the more cognitive abilities it requires.
Tuesday, July 06
The discussion today is mainly on some models for assessing the assistive technology in order to choose the best appropriate and effective technologies to suit each student’s needs. Several models were discussed with the conclusion that they are all serving that purpose by analyzing the human element, the task or goal that is aimed to be achieved when using those technologies, and the context or place where the process will be take place. On the top of the list of assessment models, WATI is mentioned as one of the best and practical assessment models that is considered particularly effective, clear, wide-ranging and available on the internet. To view WATI website click here.
Additionally, it has several efficient checklists that could be printed out and used according to the type of disability noted in any particular case.
SETT is another model that frames the process of identifying students’ needs in four main factors affecting the investigation and selection of required tools. Those four elements are students, environment, tasks, and tools. To review SETT website click here.
HAAT is another model for assessment that is framed in three factors, human, activity, and context. HAAT is explained in several web sites such as this or this.
Another model is called AAC that stands for Augmentative and Alternative Communication which is explained in more than one website. Click here.
Another area that was discussed today is modes of communications such as writing, painting, behaving, and interacting.
Another collected list of modes of communications is:
1. Text messages.
2. Picture messages.
3. E-mail.
4. Painting.
5. Voice message.
6. Teleconferencing and videoconferencing.
The discussion today is mainly on some models for assessing the assistive technology in order to choose the best appropriate and effective technologies to suit each student’s needs. Several models were discussed with the conclusion that they are all serving that purpose by analyzing the human element, the task or goal that is aimed to be achieved when using those technologies, and the context or place where the process will be take place. On the top of the list of assessment models, WATI is mentioned as one of the best and practical assessment models that is considered particularly effective, clear, wide-ranging and available on the internet. To view WATI website click here.
Additionally, it has several efficient checklists that could be printed out and used according to the type of disability noted in any particular case.
SETT is another model that frames the process of identifying students’ needs in four main factors affecting the investigation and selection of required tools. Those four elements are students, environment, tasks, and tools. To review SETT website click here.
HAAT is another model for assessment that is framed in three factors, human, activity, and context. HAAT is explained in several web sites such as this or this.
Another model is called AAC that stands for Augmentative and Alternative Communication which is explained in more than one website. Click here.
Another area that was discussed today is modes of communications such as writing, painting, behaving, and interacting.
Another collected list of modes of communications is:
1. Text messages.
2. Picture messages.
3. E-mail.
4. Painting.
5. Voice message.
6. Teleconferencing and videoconferencing.
Monday, July 5, 2010
Monday, July 5th:
A good start is established in this day by watching Susie’s and Tyler’s cases and starting to construct the perception of assistive technologies and what impact they have on disabled people’s lives, capabilities, and, as a result, level of satisfaction and happiness. For me, Susie’s and Tyler’s videos have a great influence on my initial shift for perceiving disabled people as being able. How different they are when having access to the assistive technologies they need in order to communicate and act like other normal people. My first set of questions sparking from the video message that technologies seem to have the potential for turning disabled to able in terms of learning and communicating are: how many disabled kids or their parents are aware of these technologies? How many of them are willing to utilize it? How many of them believe that it would make difference? And is there enough support for people with disabilities to be introduced to assistive technologies?
Another thought that resulted from watching the other case studies’ videos for Ryan, Caleb, Amelia, Ben, Lucas, and Mathew is how pervasive is the presumption that disabled people have limited intelligence. I also learned from these four videos a new valuable lesson that the inability to articulate feelings, thoughts, or ideas has nothing to do with the cognitive and intelligent level. Particularly the two case studies for Ben and Lucas made me think that the basic board and marker teaching and communication method that is traditionally utilized by teachers has to be broadened to include technologies that support visual learners.
A good start is established in this day by watching Susie’s and Tyler’s cases and starting to construct the perception of assistive technologies and what impact they have on disabled people’s lives, capabilities, and, as a result, level of satisfaction and happiness. For me, Susie’s and Tyler’s videos have a great influence on my initial shift for perceiving disabled people as being able. How different they are when having access to the assistive technologies they need in order to communicate and act like other normal people. My first set of questions sparking from the video message that technologies seem to have the potential for turning disabled to able in terms of learning and communicating are: how many disabled kids or their parents are aware of these technologies? How many of them are willing to utilize it? How many of them believe that it would make difference? And is there enough support for people with disabilities to be introduced to assistive technologies?
Another thought that resulted from watching the other case studies’ videos for Ryan, Caleb, Amelia, Ben, Lucas, and Mathew is how pervasive is the presumption that disabled people have limited intelligence. I also learned from these four videos a new valuable lesson that the inability to articulate feelings, thoughts, or ideas has nothing to do with the cognitive and intelligent level. Particularly the two case studies for Ben and Lucas made me think that the basic board and marker teaching and communication method that is traditionally utilized by teachers has to be broadened to include technologies that support visual learners.
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