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.