Final Thoughts

It may be the end of this course, but it is just the beginning of how my own daily practice will now include more assistive technology. In fact I find myself questioning everything in regards to "is it accessible?". An example of this goes along with the very popular Pokemon Go, which is a new interactive game that has individuals chasing down (literally) Pokemon creatures. I myself have no idea what a Pokemon is nor do I care to hunt them down, however it is eating up my newsfeed on Facebook and has been all over the news so of course I find myself interested in whats happening. As I learned more about what this game is all about the more I think about how inaccessible it really is for individuals with needs. One example of this is the game will buzz when you are close to a Pokemon and will provide a map (via Google) of the location to lead you to your treasure (without audio), but what about those who are blind, how do they access this? Also, the locations are not always the most accessible, they may be public locations but that doesn't mean anything even in todays world. Please listen to this Podcast to further explore the ways in which Pokemon Go is inaccessible.

The Dollarstore activity was one that will stay with me forever, in fact I don't think that I can walk into one of these stores and not think about accessibility. I had no idea that so many "everyday" items could be beneficial to those with needs. A duster for instance can have multiple purposes other than dusting your furniture. Who knew a container of soap could be so beneficial in the bathroom when it comes to accessing toilet paper. The ideas are endless and knowing this will help me better support my staff and students. I now have practical ideas to share with staff when we meet as a team to discuss our students needs. We do not always have access to an AT specialist so having options while we wait will make a big difference in a students life.

I thought I knew accessibility options on technology, boy was I wrong! I did not know that the technology we already know and have access to can be so accessible directly from the box. Apple products are by far way ahead of the pack with respect to providing their products to ALL, because everyone has a right to communicate with others and access technology. Knowing that you can access voice over, change text size and brightness, add switch control and access hearing aids all front he palm of your hand with the flick of a button is incredible and has certainly changed the way I think about ways to support our students.

Finally a big take away for me was learning about Book Creator and seeing all the ways that it can be used in the field of education. I have so many ideas that I want to incorporate into my own practice and share with my staff. In fact, my intention is to use one half day of our PD days at the beginning of the year to teach/introduce my staff to this app. I know ways in which teachers in my building can use this app in their own teaching. I also feel this will be a great tool for Student Success Planning (SSP) or Continuous School Improvement (CSI), when we are working on developing our school goals.

I am so thankful for having the opportunity to take this class because in my opinion it has been the most practical class I have taken in my Masters. We face challenges everyday with meeting our students needs and the tools and applications we have learned in this class are invaluable. From simple devices to large scale tools all our students have the ability to learn, communicate and grow!

Here is access to our final class video about 5173 Take Aways! Thank-you, congrats to all who are finished their masters and enjoy your summer!

Assistive Technology in Sport

I chose this video because it was an idea that started in one school at a very basic level and grew into a very large programming where able bodied and disabled individuals can learn and enjoy sport together. When you watch the video you can see the many different types of individuals who are part of the many different activities. One little boy commented and said that it doesn't matter if you are disabled because all that is important is that you have fun!

I thought it was an excellent idea to incorporate role models such as para-olympians into this program. These individuals further explain that sport is for everyone and can be enjoyed by everyone regardless of the barriers they face. They repeat in this video that everyone is the same underneath and regardless of whats presented on the surface, everyone has a right to play and sport/activity can be played by anyone and should be enjoyed by all!

Here is another great video I found (first 5 min) that really discusses the importance of relationships in deciding on what assistive tech works best for an individuals needs. 

Class Nine

The Book Creator Class Presentations were incredible, there were so many amazing ideas that I myself would love to share with my staff. Everyone presented meaningful ideas that can be used in any classroom. I cannot wait to see the combined book at the end of the class. From the presentations there were a few ideas that especially stuck with me as ideas I would like to take away and use myself:

• Sequencing Activity-create a book that can sequence a students day using text, graphics, audio and visuals (loved that you can pair different languages). This would be an excellent idea for students with behavioural issues or students with autism who may require this type of activity to start/progress through their day.

• Health Class- a step by step process of washing hands-voicing over instructions attached to visuals. Many students require added support with everyday tasks and this is a medium for doing that in a way that engages students.

• Family Album- this is such a popular activity especially in elementary classes and now through book creator not only can you combine all students work, but students can use visuals, audio and video (great idea) to show off their families.

• Creating Flash Cards- I really like this idea because I know teachers put a lot of time and effort into these and they often go missing or students cannot access them for cognitive or physical reasons. By digitalizing them not only are you making them accessible for all students, but also making them physically accessible at home and to more students at one time once they are shared within a program such as Showbie.

• Teaching songs- audio, text and images can be used to help students better understand the song and help them express their feelings when listening to the song. One can really go deep into meaning of songs through Book Creator as well as making music class more accessible to all students.

• Science Labs- I really like this activity because when I did labs with my students I always found we never completed them causing frustration from students as they work on them at a later time. By documenting the lab from beginning to end through videos, voice overs and images students can better understand what they accomplished and can [resent their findings in a creative manner. By incorporating Book Creator into the lab all students can have  a role in not only completing the lab itself, but sharing in the explanation as well. For example students who may not be able to physically aid in the lab can have a role in documenting and presenting the findings. 

• School Culture book- visual and audio. This is an excellent idea of how to show that everyone has a place in the school community. If everyone in the school had an opportunity to complete a page on their culture just think of the possibilities of discussion this can create.

• I loved the idea of creating a book in Book Creator as a presentation tool for curriculum night. This is always a night that confuses/frustrates many teachers and having all the information in one place would aide them in their presentation, but also make sure key points are addressed in an accessible manner. 

• The idea of looking at writing samples from each month, a record of how students are progressing throughout the day is an incredible activity for students to share work with teachers, classmates and parents. This can be an excellent communication tool with home so parents/guardians know how exactly their child is doing academically on a regular basis. 

• Holly mentioned using the stylus pen which I think was an excellent point because elementary teachers do often shy away from technology because of the writing component that accompanies curriculum. Using the pen is practicing their writing and can benefit/improve upon that skill while incorporating technology. Thank-you for mentioning this!

• I love the idea of creating a book centred around Job Interview Skills, very creative. This is certainly a practical tool for students entering the "real world". The links made to pop culture such as The Big Bang Theory when referring to body language is something that students can relate to and will learn from seeing a video like this. 

• The video references is brilliant! I think that this is an excellent tool for students to gain knowledge of who would be a good reference for them and why? Creating a digital resume is certainly something you can see as a thing of the future that employees would appreciate. I personally felt that creating a video/storyboard of what are their strengths and challenges is such an asset to students as it builds confidence. 

• What a great idea to replace PECS with Book Creator to present schedules for students. A digital schedule is easy for the teacher/EA to change/adjust but also can be very visually appealing and accessible for students by using not only images, but audio as well. 

• Math class should be accessible for everyone and having a tool like Book Creator for students would be a way to engage all students. As a Math teacher I myself have had lengthy interviews with students learning about their train of thought when they completed a task by having them explain to me what they did. With this tool they themselves can create videos with voice over to explain their train of thought during a task. By keeping this as a journal teachers and parents can view this on a regular basis. It can be both assessment FOR learning and assessment OF learning all in one activity/tool.

• I really enjoyed seeing how other groups showcased how you can use many different apps and import them into Book Creator. Chelsea and Christine incorporated so many different apps to transform their book into something incredibly creative……just another way you are showcasing how unbelievable versatile this program really is. My favourite activity was the Main Idea Activity, having students work with video and then explain their thoughts. Many students struggle with this, but having a variety of ways to express themselves can certainly help them with the process.

• I also really liked how this group showcased that students have options by providing them with either/or activities. This really meets individual students needs as they choose what activity they are most comfortable completing. The options available in Book Creator are endless and allowing students to choose their own path is key to ensuring accessibility.

• Progressive Activities-There was an activity in Math presented where students video their progression through a task is excellent. Often information is lost when there are multi steps for completing a task and students cannot remember how they got to the end. By having students document their progression they can return to a step when they themselves are confused and also teachers can view their steps to ensure they are completing the task correctly and meeting the required outcomes. 

• Older Students Teaching Younger Students-I really liked the idea of having grade 12 students explain transformations in Math to the grade 9 students. This is an excellent way to assess grade 12 students knowledge of the topic, but also create an informative authentic book for the grade 9 students. I am sure the grade 9's love having the older students explain the topic…..sure beats the teacher :)

• An interactive cookbook is a great tool for students, especially making sure cooking class is accessible to everyone. Including video, audio and images would be great for students with different needs.  I really liked the idea of including HOW TO…use tools in the kitchen.

• Collaborative class trip reflection is a great way to engage everyone. I liked how Michelle talked about how every student experiences class trips differently. Through Book Creator students can share their thoughts that can evoke conversation. 

• An interactive word wall is a great idea of how to make this classroom staple so accessible to all students in the class. Having student access the wall on a daily basis and add to the wall makes it authentic for the students.

• Using Book Creator as an exit slip is a fun way to be more creative with the task. This way students can use their peers work to further their own learning. 

• Family tree is a fun activity completed in many elementary classes. By using Book Creator it can be made much more accessible to all students by being interactive. Students can not only use photos of their family, but audio and video so that other students can gain a much better understanding of each classmates family.

When presenting to a staff/group of teachers here is a great video that reviews some of the key components of the tool. The best way to learn of course is to use the tool itself and explore its options, but this video certainly is a great starting point.

Class Eight

In today's class we were finishing Assignment three using Book Creator app on the iPad. As mentioned in the previous post the app itself is extremely easy to use and appeals to all sides of creativity. What has stuck out with me the most however is my train of thinking. As this course has progressed my eyes have been opened in a new and wonderful light to the many sides of assistive technology. I had a very basic knowledge base of the types of AT available, but as this course has progressed that knowledge base has grown so much. I find myself thinking about accessibility in all areas of my life and I am even making comments to my husband when I feel things should be more accessible. What effects me the most is how accessibility options are readily available on devices we use daily, yet we have no idea they exist……these are the things we should be receiving PD on from our boards.

If I was asked to do this activity at the beginning of the class it would have been way more complex and I would have required four classes to complete, but after our numerous conversations about accessibility my partner and I kept coming up with more than 20 ways to use book creator. We even found some of the pages in this assignment to be cluttered because of all of the accessibility options we wanted to include on each page. The exposure to AT this class has provided has been invaluable and has been extremely practical for taking back to my school. I am fortunate to have been a part of this class. :)

Class Seven

Learning about Book Creator was/is so much fun, there is so much that you can do with this program. The choices are endless when it comes to creativity. I like how there are so many accessible options to have text read, audio and visuals. The program itself is very user-friendly and I especially liked hat books can be combined to create one cohesive product. I think students can really put their own style into this program and would love the option to express themselves in this way. I know that when I taught Grade 8 Math I always had interview sessions (very time consuming, but necessary) where students explained their work to me so that I could gain a better understanding of their learning. With book creator they could be doing this everyday (in a fraction of the time)! So many students struggle with getting their ideas on paper, but with this program it allows them to deliver their explanations in any way that works best for them. I am so happy to have the opportunity to explore this app and will definitely be using it when possible.


Homework Activity- Accessibility Options

Android

Accessibility options are designed to make your device easier to use, while normally associated with making devices more approachable for the elderly or for helping the physically disabled. anyone and everyone can benefit from these settings.

Android has many of the common options found on all devices such as  changing the display (font and colour), keyboards, switch access, text to speech and captions. What I did like about this device was the fact that you can block offensive words. This would be extremely beneficial in the classroom when students start entering sites that are not acceptable at school. This "parent control" I think is an important one, especially in schools. Another option I really liked is the colour inversion! When it comes to an individual who may have problems with their vision this tool (making back screen black and bringing other colours forward) would be very important. Over all I was very impressed with Androids accessibility options and understand why it is such a competitor for Apple. 

Chromebook

This is a tool I would like to learn more about because our board has invested a lot of money into these devices (not sure why we have to be dictated what device to use, shouldn't we allow students to use whatever best works for them?……anyway thats another rant). It is evident that through the use of Goolge Chrome the Apps are easily accessible in the bottom left hand corner of the screen. This is important for those individuals who struggle with technology or just learning new technology. Again, a lot of the similar options such as on screen keyboard and screen magnifier were available on this device as well, but I did however find the "sticky keys" option interesting. This option allows the user to perform keyboard shortcuts by typing them sequentially. The spoken feedback feature was another cool option for this device as well. I did also like the Chrome Extensions and Apps, within this I thought that OpenDyslexic was very practical as it is an open sourced font created to increase the readability of documents/apps/tools for readers with dyslexia. This extension of Chrome overrides all fonts on the web with the OpenDyslexic font, and formats pages so that they are more easily read.  

iPad iOS 9

In my opinion Apple products are by far the most accessible in the sense options are readily available on any of their devices when they are purchased. No need to purchase add on's because they already exist (if you know they are there). I am an Apple person and I have played with some of the accessibility options, but I did not know there were so many. I especially like all the options that come with subtitles, there are so many things you can do to subtitles to ensure they meet the users needs such as colour, font and size (we need to remember that not everyone who requires subtitles have the same impairment). The magnifier is incredible, I know also available on other devices but, on this deice you have the option of full-screen or window. The window option would be very beneficial for an individual who has a limited range of vision, keeps everything together within the box……very cool!

I do find Apple has the upper hand when it comes to physical access. Changing text, button shapes, adding switch and controlling the hold duration of the switch, changing left or right hand movement on camera, controlling dwell time on switch, move repeat or even changing the speech (who speaks) from your device. All of these tools are easily accessible and can have a huge effect on the type of user using Apple devices. 

I have used Siri many times, but I did not know it had the capability to read text in different languages, this is really cool. I taught grade 8 core french and we used the iPads regularly, but I didn't know this was a feature. When I look back I can think of so many other ways I could have incorporated this device into the class knowing this feature existed. 

Finally I think that the voice over options for those who are blind are superior on Apple devices. A user can change the speaking rate, language, curser and even incorporate Braille (I would like to see this option in more detail). Having these options available are key to ensuring everyone regardless of cognitive or physical disability has access to today's technology.

Apple truly is a company that has really thought about inclusivity and knows how to make a product that can be marketed to anyone and everyone. If you visit the Apple site you can see in a little more detail all of the features Barb presented in her videos in one place. 

Laptops

When it comes to Mac vs. PC there is always a huge debate and the margin of differences has become less and less over the years, but again I feel Apple has the upper hand (however I may be a little bias). The Mac computer seems to have very similar accessibility options as on the tablets/phones such as colour contrast, curser size, voice to text and voice over options. The PC does have options, but not as extensive as Mac (in my opinion). I did however really like how PC has the option to tell the computer your need(s) and then the computer makes recommendations for you within the control panel. For example if the user is blind the computer can be told this in advance of them using the device and the computer would make recommendations as to what should be changed to better accommodate their use. This I think is extremely important because often we do not know all the options made available to us and this way the computer ensures you do not miss anything that may be of assistance. 

Class Six

Todays class we experienced different types of alternate access technology to help students with low incidence disability, those with the highest needs.

MOVIE

Proper support for these students can be accomplished with creativity, planning and collaboration from the student;s team. Members of this team include, but are not limited to: Teacher, PST, EA, Therapists (PT, OT, SLP), Administration. Parents/Guardians, nurse or respite care worker.

Michael is in 1/2 classroom and uses a switch to respond to others. Students learn compassion and better understand differences while working with Michael. Music is Michaels favourite activity…he enjoys multi sensory activities. He currently does not use the switch himself, but the goal is that over time he will. Michael enjoys outside activities and is an important part of his day. He is working on holding his own weight so that he will grow to develop his independent movements. He is just a student and is here to learn like the others! In todays world I believe Michael would benefit from programs and devices such as Powerlink, Eyegaze and the vast majority of accessibility options now found on new tablets.

Todd is 10 and in a 4/5 class with cerebral palsy (has visual impairment). He interacts with other students on a daily basis. Integration becomes more complex as students grow in older grades because of more independent activities. Todd uses BiG Mac to activate a spinner in math class. Buddy reading is an opportunity for Todd to participate as he interacts with the group working on OT goals (turning neck), listening activity during buddy reading by hitting switch to indicate he wants to hear more. Todd joins phys-ed class (stations) he works the time clock and the buzzer to indicate time to move around stations. To operate switch he has to work really hard! In todays world Todd would benefit from accessibility features found on tablets, Powerlink to switch on buzzer in gym glass and to be used in all other areas of school to give him more independence. Due to the fact Todd suffers from limited visibility devices not only would the accessibility options on tablets (talkback and magnification) be beneficial, but also an alternate keyboard would be a great help for him as well.

Justin is 15 and in grade 10. No longer one teacher involved, but a group. Justin uses the switch to relay messages (directions in cooking class) to his classmates. Social emotional learning is more important in these years because in Grade 6 and 7 it was difficult dealing with peer interaction because some kids were "too cool" but by grade 9 or 10 students are more accepting of Justin. In art he participates and enjoys the activities. Teachers model the environment of how to treat students in the class and others learn from this modelling. Justin would benefit from using Eyegaze to complete tasks, using tablets with their accessibility options, using powerlink to complete everyday, real life activities such as those in cooking class (turning on blender) and the onscreen keyboard as he can hover to communicate.

Joy is a grade 7 student interacts with the admin assistant to practice her social skills to prepare her for society. During breaks she works as a buddy for younger students (big buddy). She works on social skills to help her better interact with her peers. Joy uses her head switch to tap her responses but in todays world she could use a program like Eyegaze or even Proloquo2go as she is a very big communicator. Although her head movements are much better than her hand movements so Proloquo2go may be more difficult, but with the assistance of Eyegaze this could work?

Administration is a key component to the integration of inclusion. Without support from the highest level within the school inclusion can fail to exist. The integration component is very difficult, but with a strong team it can be achieved and grow. The lack of OT support in our school is scary. I had three students last school year dropped from the caseload because of limited resources (one student in a wheelchair and another cannot even zip his jacket or put on his own shoes due to a neuro-disability). Thinking about accessing some of these devices requires their support and the struggle is becoming more and more frustrating. What do we do and where do we go to ensure everyone understands that these students matter?

STATIONS

Station 1: Powerlink and Switches

This was my favourite station because it is extremely flexible in regards to the type of student this could benefit. The different types of switches are amazing as in pushing a switch, squeezing, waving your hand. This is extremely important in a program support classroom where you can provide independence to the students. A student can turn on and off lights, turn on/off a fan, sharpen a pencil or even turn on/off a computer/radio.


Options on Powerlink:
Latch- on/off control by flicking switch
Direct- you have to hold continuously
Timed- timeframe (this encourages communication ie. more fan)

10 Other activities with this device:
Cooking-ie blender or kettle
Sports- Todd could use this to hit buzzer for changing stations
Popcorn Maker-encouraged entrepreneurial endeavour with local boy
Bubble Maker at a dance
Music- play bells during Christmas concert or musical chairs
Light Switch in classroom
Toys- i.e. trains circulating classroom
Controlling the lights at a production- i.e. drama/play
Controlling a powerpoint at an assembly
Attention Grabber- switch could trigger a light or sound to gain students attention

Station 2: Dell Laptop Onscreen Keyboard PC
Option 1: clicking keyboard with large track ball is best for an individual who had strong/fine motor skills to pressure the ball.
Option 2: Hover without clicking….move track ball and change settings to adjust timing. You scan with whole hand, but do not need clicking motion. Gross motor is needed, but not fine. An example may be an individual with limited or no movement below the elbow.
Option 3: Scan through keys-eliminating scroll-use space bar key to select letters. This option takes more time and you can control which letters you choose as it scrolls through each line of the keyboard. An individual with limited movements would benefit form this however they would have to have good receptive language. Someone like Joy from the video would benefit from this tool as she is knowledgable in content, yet limited in mobility.

A head switch could be attached to this device to support the scanning portion of this device. Attention to task is huge with this device as one must know when to hit the space bar. Students with ADHD may find this task challenging. Direct attention with tongue would work well here as well.

Key points to consider:
Someone with little movement i.e one finger can control the device
Onscreen keyboard is free on iOS
Word predictor can be set up as needed
Do not need tapping motor movement

Station 3: iPad Air Switch Accessible Apps

Great activity for motivating kids, curling can be used in phys-ed class. These apps help with social learning, working with others . It is a motivator for switch skill development. A student with gross motor skills would excel in this program. This particular activity with Curling could be used in physics class for knowing what pressure (velocity) is required. When thinking about students who struggle with making positive choices with behaviour this tool could be used to have students learn to work with others. 

Find 10 other switch accessible iPad apps on the iTunes App store.
1. A Leader Is
2. Adapted Play Book
3. Aunty Maggie's Recipe
4. Big Bang Patterns (Math-geometry)
5. Big Bang Pictures
6. Big Trucks (animate trucks)
7. Bumper Cars
8. Breath Music
9. Catch the Cow (Making choices)
10. ChooseIt (Literacy)
There are so many apps available for all areas of curriculum so that teachers can meet the needs of all students in all areas of school, not just core subjects.

Station 4: Eyegaze Demo

First step is to calibrate the system by choosing the optimal seated position. Very easy program that can be adapted for all users varying in physical attributes such as height. This device is important for gaining insight into visual and cognitive processing for students. This program would be beneficial for an individual who is non-verbal, has limited mobility (no movement required) or struggles with fine motor skills.

I feel as though calibration can be difficult for certain individuals as movement needs to be limited for a short period of time, a high needs student should have OT present to ensure student is well taken care of and their needs are met.

This device can be adapted to match cognitive ability, start with yes or no responses or games like the pie in face game and move into more complex activities such as those found in core curriculum classes.

10 other Eyegaze activities:
1. Texting
2. Email
3. Mental Math
4. Playing Musical Instruments
5. Reading (voice print match)
6. Educational Games
7. Internet Access
8. Letter Recognition
9. Social Media (Facebook, Twitter)
10. Reading A to Z- RAZ Kids Program

I feel like this program could be set up to Proloquo2go to enhance the use of this program as students select visuals for communication.

What I really like is that Eyegaze programming has the ability to give you full PC access and empower students. Launch and control standard applications such as word, internet, Facebook and email.

Station 5: Alternate Keyboard to Chromebook

The system itself is very portable (computer and keyboard) and depending on the students physical needs may need support for an EA for transportation. The keyboard could be attached to an individuals wheelchair or placed in a backpack and transported and attached to another computer in another classroom. It is not as handy (thinking portability) as Dell laptop onscreen keyboard, but for meeting the needs of an individual who has difficulty with visibility this tool would be more beneficial because the large numbers and letters on the screen along with accessibility options can be important for visually impaired students.

This device with its accessibility options would also be extemely beneficial to an individual who has low cognitive ability as one can have text read allowed.

Accessibly options:
Chromevox (spoken Feedback)- This would be beneficial for a student who is visually impaired
High Contrast Mode- changes the colours of the visual
Screen magnifier
Automatic Clicks
On Screen Keyboard

This device is very beneficial for individuals who are visually impaired. It could support an individual with very limited visibility or support someone with higher visibility as well. To have a device meet the needs of so many with such a vast range of abilities is important, especially when we think about the finances that go along with each device.

Station 6: Android

Accessibility Options:
Talkback
Switch Access
Captions
Magnification Gestures
Large Text
High Contrast Text
Autorotate Screen
Speak passwords
Accessibility Shortcut
Text to Speech Output
Touch and Hold Delay

This is certainly a great device for blind and low vision individuals. I love how these options are  standard on the Android and do not have to be purchased. By purchasing this device students with many different disabilities can access programs and apps easily. Also, this device is compatible with other devices such as switches which can be inclusive to all students.

While visiting the Googleplay store other apps that might enhance performance are:
1. AAC Talking Tabs- used for individual with a speech disorder
2. Speech Assistant- great for people who are speech impaired but can read i.e. someone recovering from a stroke.
3. Yes-No Your Way-Pick yes or no to communicate, a two option system. Key for individuals with lower cognitive abilities.

Station 7: YouTube Search

This video was chosen because I personally liked how the teacher was engaging with this high needs student thought a musical device. The Big mac device was used to have the student communicate with the teacher to let her know her thoughts and feelings about the activity and whether or not she wanted to continue, etc. Great engagement!

I LOVED this video because a simple tool (trike) empowered Tyson to be included in more activities and to be part of the environment especially in those outside the classroom. Go Baby Go is an incredible company providing "jacked up" cars for students with disabilities. He has even placed switches on cars so that these students can communicate with others. I think it is brilliant how he adapts each vehicle to meet the needs of each student. With Zander he has a trike and the switch is accessed when he is standing (what his OT has him working on). Another is a little girl who needs to work on keeping her head up, so the switch to power the pink car is behind her head, incredible! What an amazing program!

Lianna uses a variety of tools to communicate with others. I love how she signs, uses technology such as eyegaze and uses her eyes to tell people how she really feels. When she finds the teacher "crazy" she rolls her eyes up into her head. It really touched me when she commented on the fact her teacher speaks to her the same way she speaks to the other 9 year old students in the class, Lianna feels as though she belongs, which she does! Lianna is very intelligent and should not be held back because of her disability. This video showcases that and the importance of incorporating a variety of devices/methods to support our students.

Class Five

Homemade AT Presentations

It was go great to listen to each groups explanation of their homemade AT. There are so many cheap items that can be used for AT. It was nice to see the different items groups chose, but also fun to see how others used some of the same items in a different way. I cannot wait to go back to my school and receive a request for AT support from a teacher because I now have an arsenal of ideas to start sharing with them. I am always frustrated with the long wait for AT support from our "specialist". At least now I have something substantial to help support the teachers in my building in the now until the specialist can arrive.

Here are a few of my favourites from the day…..

Tracy and Alecia's tensor wrap was phenomenal. I really liked how they brought a concept that is extremely popular and expensive into the real world and found an alternative that really works. Their water snakes are also so very versatile for so many different types of students. I was picturing a couple of different students as they spoke and know this tool in particular would be extremely beneficial for them for different reasons. Another idea I really liked from the presentations was the flannel back table cloths. These were a great idea for reducing noise (kids playing with blocks). Such a little item could be very beneficial, especially in a primary classroom where centres are happening and the teachers is working with individual students. It can get very loud very quickly and this simple, inexpensive tool can help. Nick presented the pool noodle that could act as an extension of a students self to help in phys-ed class. I love hearing about ideas that work in classes outside of the core classes because sometimes these get overlooked and shouldn't. I also liked how he made it clear that the pool noodle didn't have to be just for the individual with the impairment but for all students. When thinking about UDL you are not singling out a student, but enhancing the learning of all. I loved the use of the sandpaper to create a storyboard. The difference in the textures is a huge help when it comes to having visually impaired or hearing impaired individuals interact and communicate with others. So many individuals can certainly benefit from this tool. I never in a million years would have thought of this particular tool and am very thankful it was presented. Finally I loved Dave's idea of making the classroom more welcoming by inputting Dollarstore items like flowers, bird pies and bright colours in the classroom environment. Joanne Syms at conference day talked about creating community into the school/classroom and creating that safe environment for learning. I think this is exactly what she was talking about! Making our classrooms reflect our personal "style"or creating that "classroom vibe" as well as the type of learning environment we feel is key to our students learning is important. Finally the magnetic letters on a cooking sheet is so great for students nonverbal or verbal. I have a student who is strong academically, but struggles socially and refuses to complete classroom tasks (especially written tasks), but I think he would LOVE using this to create sentences or answer questions. This would be a fun way for him to take part in classroom activities and reduce behavioural concerns as he stays engaged.

I think that it is important to note that the you can think "inside the box"-using items for what they are meant for i.e. egg cracker or thinking "outside the box" like the flannel back table cloths for limiting noise. It is amazing that projects have been so forward thinking and have created items that work for individuals of differing needs. Companies themselves are no longer accepting the norm, but looking for more ways to reach more people.

When we presented our soap to the class I really liked Michelle's thought on what it could be used for. Michelle talked about opening up the soap and pouring it into a bin so that students could make letters in the soap incorporating sensory and learning into one activity. I myself never thought about opening up the soap and using it for anything other than using it as a whole. Thank-you for making me think outside the "soap container".

One group mentioned gummy bears as a type of incentive. With todays healthy food policies I definitely did not considering adding this to my list of items. Eatables as a way to motivate students or a form of conditioning is a great idea and we should be incorporating it a little more into our teaching. We support PEBS in schools which is heavily rewards based so why not eatables :) When I think about this concept I think about Sheldon Cooper on The Big Bang Theory and how he conditioned Penny using chocolate….whatever works :)

Personally I could be conditioned very easily with the right combination of chocolate and ice cream!

Availability of AAC

It was great to have the opportunity to explore today and discover AAC is not only accessible via Apple products. AAC can be accessed/located within places such as Microsoft Webstore, Google Play-Android, iTunes-App Store and Chrome Web Store. Our board has switched to Google and has invested a lot of money into Chrome books, so knowing which programs can be accessed on these devices are beneficial. We want to maximize the technology we have without having to spend extra money on keeping up with the most modern devices. Also, some students have their own pieces of technology and knowing you can find programming that works and supports their learning is key. Having a wide range of resources to choose from is wonderful!

AAC Activity

Conference Day 2016

I found Dr. Janet Duncan’s presentation to be very interesting because I never thought about how the rest of the world views disability. In my opinion Canada is still very young in its approach to persons with disabilities, even though their advancements have been positive and powerful. To hear stories about individuals in other countries who are physically harmed because they have a disability is disheartening. How could one person’s life be worth so little?

People with developmental disabilities are regularly dehumanized and devalued.
Thinking about our current school system, the fact that these students with disabilities have to wait (sometimes months) for appropriate supports such as AT
is hard to believe. I think about a particular non-verbal student that was in my school who required an iPad to communicate with others. Our student services department was excellent in outlining what was needed and what would be provided for the student, but by the time it passed through the appropriate channels it was April before the student received the device (meetings started in September). This in my opinion is unacceptable because education should be for everyone. What I thought of was how this student in particular felt segregated from school and how he doesn’t fit school when in fact school doesn’t fit him.

AT is certainly opening many doors for individuals with disabilities, but the public school system itself needs to be on board at the same level as these individual AT programs. We cannot expect AT programming to thrive if at the provincial level it is yet to be recognized with its own department (within inclusive education policies).This itself shows anyone with a disability within NS where they stand (with regards to worth). What needs to happen for this to be recognized? Our school system is evolving and it's time we started to catch up.

Joanne Syms presentation on “Anti-Bullying Approaches for Schools” was most appealing to me as I have a personal interest in safe and inclusive school practices. I liked how Joanne brought forward the point that this is not a new concept but one we can all relate to in our own childhoods as well. What has changed however is that it is a concern that bullying doesn't stop when you leave school but follows you home. It is all about making good decisions and teaching students how to deal with bullying situations as a recipient and as a bully.

Bully is a catch all phrase...pink shirt day wasn't brought on because of a bullying situation but a homophobic issue (students had issue with boy wearing a pink shirt). We need to start calling things for what they are….be specific. When a teacher checks bullying on a discipline form, what does it mean, homophobic, racial or gender associated? Students cannot learn or be taught if the situation is not fully understood and that the specifics of the incident are understood. I never thought about breaking bullying down like this before, but I think it is an extremely important piece. Everyone needs to understand other's differences and not be accepting of them but embrace them because the school community is diverse.

We also need to learn to move away from punishment and move towards the education piece that goes along with “bullying behaviours”. We need to stop pushing kids away (through suspensions) but reconnecting with students through practices like the restorative approach. Through added supports such as guidance we can better dissect the behaviour and better support our students. There is always something that causes the action, it is our job as educators to figure out what led to the unacceptable behaviour and find ways we can improve upon our teaching. This is not easily done and certainly begins with a mindset that values education and sees the flaws in punishment (understanding it is sometimes necessary). This is why I believe in developing a positive school community. Making connections with everyone in the school community such as ALL students, staff and parents is key to promoting a healthy school environment. This a is not something that will happen overnight, but with the right leadership, support and guidance it can happen. Schools should fit all its members socially, emotionally and academically because again education is for everyone.

Homemade AT

While roaming through Dollarama, Nike and myself found ourselves engrossed in the many ways everyday objects could be used as AT. Finding twenty was no problem, it was knowing when to say enough is enough that was the problem. I always knew AT could be no-tech or low tech but I had no idea I could find so many items in our local dollar store. The objects we found are not just items that can serve an individual with a minor disability, but objects that could purposefully support individuals with major disabilities as well. The possibilities are endless and these items we found can not only be used in the manner we discuss, but can be used in many different ways for numerous tasks as well. Please enjoy and while reading try to think about other ways our items in particular could be repurposed.

Task - Provide better grip or to grab something.

User - For an individual who has trouble with grip or limited motions in their hands. 

Item -  Playdough: this mouldable material can make materials easier to grab and turn like the tops of jars or bottles or cupboard knobs. Mold the playdough around the item and it gives a better grip.

Task - Drinking through straw.

User - This is important for an individual who may not use their hands or has difficulty working with smaller objects.

Item - Clothespin: straw grip. Simply use a clothespin to attach a straw to the side of a cup, mug or glass to limit its movement (elastic band holds both together). Another alternative to this is to purchase a tumbler that has a lid and attached straw.

Task - Keep page of book open.

User - This tool would be beneficial for an individual who has limited motion with their hand or has a hard time flipping pages. Also this can be a tool for an individual with cognitive difficulties who may lose their place easily.

Item - Clothing Hanger with pant hooks: This can be used to attach to a book or papers to keep them open. A practical application may be to use it to keep a page of a cookbook open. Hang the hanger with the book on a cabinet in your kitchen while working away. You never lose your page!

Task - Keeping items on a table or ones lap.

User - This tool can be used with an individual who has limited ability to pick up things off the floor or for an individual who has abrupt movements who may knock items over regularly.

Item - Aluminum Turkey Roasting Pan/Plastic Tray or ice cube trays: used to avoid items/pieces from falling off table. For example, a shallow plastic tray could be used to put a puzzle together. An add on to this tool could be a clamp or heavy duty clothespin that can hold the tray in place. Peg Clips for example can be added to this task to ensure the trays remain solid on the desk or table if required.

Task - Opening doorknobs.

User - individual with limited grasping capabilities

Item - Shoelaces: tie shoelaces to knobs on cabinets and doors to allow an individual with limited grasping capabilities the opportunity to open the doors themselves. Metal coat hanger or decorative wall hook can be used as an extension of one's hand to open kitchen cupboards or can be used as an aide to pull up pants. Cat/Dog toy- attach the cat/dog toy around a circular door knob to provide a lever for individuals to use to open the door.

Task - Quick communication

User - nonverbal individual

Item - Luggage Tags: could be filled with pictures (that can easily be changed), so student could look through luggage tag and hold up the one that has the right number, for example, when asked a math question. This would be a tool important for a nonverbal individual for quick communication working with aided language. Another example would be during phys-ed class to increase the flow of the class and protect the technology in more high action classes such as wrestling or basketball. The pictures, letters or numbers inside the luggage tags can easily be changed, so they can be used for numerous activities.

Task - Read worksheet or book.

User - individual with, for example, dyslexia or visual stress

Item - Transparent Plastic Dividers or Folder: can be used as overlays, for example, a student with dyslexia may use a blue overlay to be able to help read info on a page.

Task - Communicating in water.

User - nonverbal individual swimming in pool/lake/ocean

Item - Floating Water Toy (e.g. fludder board or beach ball): attach laminated communication grid or single images on beach ball, to be able to communicate in the water. This tool is for an individual who is nonverbal, but still needs to communicate when swimming in a pool or visiting the beach. The non water version may be a Cutting Board- someone can attach pictures (schedule of the day) to the cutting board so that it can be easily held and seen.

Task - Pulling oneself up from toilet or car seat.

User - individual with difficulties getting up from seated position.

Item - Belt, leash, dog tugging toy and many more: This tool can be used as a lifting aide to assist a student with difficulty getting up from the seated position. An example could be to connect belt to a headrest on front seat of car to allow student better grip to pull himself/herself out of back car seat or attached to a hook in a bathroom stall to serve the same purpose.

Task - Identification of items (e.g. Play cards).

User - individual who is visually impaired

Item - One Hole Holepunch: an individual who is visually impaired may use holepunch holes to identify items  (this is when braille is not available), e.g. Playing cards - one hole for each number that the card is worth on top left hand side and one to four holes on top right hand side depending on suit of card.

Task - Holding on to writing utensils.

User - beneficial for an individual who has limited mobility to pick something up off the floor or for an individual who loses things easily/often.

Item - Bracelet or elastic hairband: Attach a pencil, pen or marker to bracelet then to wrist so that it does not get lost.

Task- faucet extender. 

The lid can be taken off and a hole cut into the side of bottle to fit over a water tap.

User- This tool can be beneficial for someone in a wheelchair that can’t reach that far back.

Item- Pop bottle or Water Bottle

Task- Touchscreen facilitator. 

One finger of a glove can be cut off to allow skin to screen contact to click iPad/tablet. This will avoid other fingers/whole hand interaction.

User- This tool would be beneficial for an individual who struggles with using a touchscreen device properly or has limited movement in fingers.

Item- Glove (At the Dollar Store we actually found a “touch glove” that already had the touch ability built in.)

Task- Catcher

Attach velcro to an everyday item and use wool/spandex gloves to make catching easier.

User- This is a tool for an individual that does not have the hand movement to close their hand quickly enough to catch an item or for an individual with limited sight this tool can help keep them involved in everyday activities/games.

Item-wool Glove and Velcro

Task- Dice roller. 

You can roll dice inside of container, so they don’t fly around the classroom (I actually use that in my classroom to avoid losing dice).

User- This tool is beneficial for an individual who cannot roll an individual dice due to fine motor, but also for an individual who may be too abrupt in movements to roll a die effectively. 

Item- Small plastic transparent container

 

Task- Page separators. 

Stick items between book pages to allow student to better be able to turn book pages himself/herself.

User- This is beneficial for an individual who has a difficult time turning individual pages in a book.

Item-Pom Poms or popsicle sticks or binder clips and many more

Task- Toilet flusher. 

Attach to existing toilet handle to allow for bigger surface area to push to flush toilet.

User- This tool is beneficial to an individual who has limited motion in their fingers possibly from a stroke.

Item-Spatula

 Task- Occupational Therapy. 

Put a string through the middle of the noodle and attach it to any chair/seat to elevate legs and keep them in flexion.

User- This tool would be beneficial to an individual who has cerebral palsy and needs their legs to remain at a certain angle for comfort. This tool also prevents rubbing on various materials.

Item-Pool Noodle

Task- Painting

User- This is for an individual who has a difficult time holding on to smaller objects such as a paint brush.

Item-Scrubbing dish brush

Task- Pencil grips. 

Simply cut hole in balls and stick pencil through the ball.

User- These are large, but may be necessary for an individual who requires a more substantial grip.

Item-Tennis Balls and doggy balls of various sizes

Task- Magnifying glass 

Cut in half, length ways and add water to the inside.

User- An individual who has vision problems and cannot properly use a small hand held magnifying glass due to issue with fine motor may find this easier.An individual who has vision problems and cannot properly use a small hand held magnifying glass due to issue with fine motor may find this easier.

Item- Clear pop bottle

*To amp it up a little you can add food colouring to enhance the picture, ie. yellow.

Task- attach to a light switch and let dangle making turning on and off a light more manageable.

User- for an individual who may struggle with grasp or fine motor skills required to complete this task. 
Item- Glasses straps or shoestring

Task- iPad/tablet/technology holder. 

A student can place the iPad/tablet on the top shelf and documents on the lower shelf. Students can then easily take pictures with the device.

User- This is important for an individual who may not be able to hold the device or when holding cannot stabilize themselves to take a picture.

Item- Locker Organizer/cabinet organizer

Task- creates a slant board/art board.

User- The angle of the slant board promotes better placement of shoulders, arms and hands, therefore promoting fine and visual motor skills. It promotes an efficient pencil grasp because of its design it brings the paper closer to the student which provides better support for holding a pencil appropriately. For children who have difficulty reaching the entire paper while flat on a desk, the slant board provides an easier distance to reach from the top to the bottom of the page, while also keeping the paper stabilized. Placing a book or other reading material on a slant board may reduce eye strain.

Item- Three Ring Binder and Chip Clip

Task- technology stand. 

Attach a small clip to a larger one to create a stand for an iPod, iPhone or iPad/tablet (multiple needed for bigger devices).

User- This can be very important for an individual who requires devices to be at an angle because of visual impairment or it may be important for an individual who cannot handle a smaller device due to issues with fine motor skills.

Item-Binder Clips

Task- Response System 

Green can represent YES, while red can represent NO.

User- This can be used for an individual who is nonverbal.

Item- Something red and something green (like sweat bands)

Task- attention grabbers.

These devices are flashy or they either light up, vibrate or both and can be used to gain the attention of a student.

     User- an individual who has difficulty hearing or is partially/completely deaf. This could also be a tool for a nonverbal individual who wants to get the attention of another individual.

     Item- Flashy Flamingo (I mean who misses this in the class?), a horn, light or toys

Task-Arm Stabilizer

     User- An individual who may have difficulty holding a pencil or pen properly may need support in order to do this. A nice cushion can help that student maintain proper form.

     Item- Gel Bike Seat

Task- Sequencing Device.

Attach visuals in a sequential order to ensure students follow proper steps when completing a task.

     User- This tool can be used for any individual who may require a step by step visual of directions on how to complete a certain task (intellectual disability). It may be something like logging on to a school computer of putting on their coat at the end of the day.

     Item- Flyribbon or Picture Frame

Task- Card holder. 

Cards can easily be placed in this item and easily held while playing games.

     User- An individual who struggles with holding multiple items within their hands may find this tool beneficial.

     Item- Nail Brush Set

Task- Item holder. 

Items can easily be placed and replaced within this foam.

     User- An individual who may require visuals to point at to communicate or an individual who struggles with keeping multiple items on their work space.

    Item- Floral Foam

TIME TO THINK…….

Here is the item we chose to buy and present on Wednesday. Any guesses what we would possibly use it for?

Presentation

Task- Toilet Paper Stopper 

Set heavy item of your choosing on top of toilet paper holder to be able to tear off toilet paper with one hand. After rolling out TP, set heavy item on top of TP and tear off pieces. (Prevents whole roll from unrolling!)

User- This tool is important for an individual who may only have one arm or limited movement in one hand/arm. This can be for a temporary aide (broken/sprained arm) or a more permanent (amputee or stroke victim) need depending on the situation.

Item-Something heavy i.e. a soap bottle, a shoe, a pencil case or even a water bottle (an everyday item a person may carry is most beneficial, you don't want to add extra to an individual's person).