I took a day to reflect on 5173 because I wanted to think back on its entirety, not simply the experience with the I Movie assignment.
I had the great fortune of taking Assistive Technology at the same time that I was doing course work for Introduction to Inclusion. The two courses had nothing in common, one was practical and the other theoretical however the opportunity to view Assistive Technology through the lens of the Social Model of Disability was eye opening. I had "gone off" a bit about switches and scanners in an earlier post, they do represent a wonder on their own but I believe their greatest gift is in preparing and teaching us and the user about communication and the opportunities that assistive technology affords society.
There have been non responsive disabled young adults who have been removed from life support because they were considered non communicative, in one case a teen was removed after the effects of a degenerative condition were deemed irreversible. Can you imagine the thoughts going through that young man's mind as the situation was discussed? He had not had the benefit of assistive technology so while he was in school, there was very little effort to include him or teach him methods of communication. Had he had the opportunity afforded by assistive technology, especially AAC ( not ACC!) he may have been able to express himself through Prologue2go or eye gaze technology.
I have been out of the class for 10 years so am out of touch. The simple opportunity to understand what is available and the potential that technology represents is amazing. I will admit to being frequently intimidated by the technology but that did not mean I did not learn about it or learn to appreciate it. The entire field of Inclusive Education is being redefined by Universal Design for Learning and the understanding that individuals are not disabled, the environment that they have been forced to live in is and it is our job to remove the obstacles. It is also our job to see to it that individuals that arrive disabled are given the opportunity to learn. When I was beginning my career I was supportive of Inclusion and tried to make students happy and feel accepted but I viewed them for the disabilities they presented. I did not dare imagine the possibilities that existed for them. Unfortunately I was not alone, lessons or preparation in advance of an ASD student often centered around keeping them safe, stimming and limiting "disruptions" in the class. The concept of receptive language was rarely considered, they were autistic. IN my Language demonstrates the potential that assistive technology provides. For years our only information about ASD was from researchers, there was no first person narrative, the DS 5 still included cognitive function in the definition and not because they can test for it but because the subjects of the test do not respond to the tests, "assumed in competence". Assistive technology and AAC can change that paradigm for entire populations and instead of talking about individuals we get to talk to them.
My other take away was equally positive, if more painful. From my point of view there was a definite schism in class. About four students, including myself lacked the professional or academic experience that the majority of the class had. We had neither worked with the technology or been involved in classes that taught them. In my situation there is simply very few options for students that have completed previous Graduate Studies and choose to do as much of the program as possible "on site".
The response of the majority of the students was unfortunately predictable. I felt as if I were a participant of some sort of social study. As happens in all classes the "haves" grouped into comfortable groups and left the "have nots" to work on their own. I would like to point that on three occasions there were blatant requests for support "peer support", a common strategy in mainstreamed classrooms. On one occasion, early in the class I was first to get an I pad and announced to the class, "does anyone want a partner with an Ipad?"... crickets. On the second Barbara asked to have groups switched up, she actually tried made a comparison to the school situation when she asked, " Do any of you have BFF's that you do not need to work with?" this time there were actual protests to the suggestion that groups could change to be more supportive of learning. Finally there was a conversation, during the class in which Barbara said, " You see John, you underestimate yourself." to which I replied, " I am apparently not the only one Barbara." Now the final was admittedly more passive so I can understand that there was no response however there had been two very clear requests preceding it.
Let's be clear, there had been some help offered in minor functions during class and the I movie assignment saw a change in groups.
I am not complaining, I learned from the course and the partners I did have worked out well I simply wanted to point out what I observed.
As teachers in classrooms and resource situations you will all be frustrated by your student's less than enthusiastic responses in the face of grouping assignments that they may not like. Please remember this the next time you want to throttle a kid for resisting your efforts to "mix up the groups", they generally occur because of social or academic "paradigms". Remember that no one likes to have their comfortable groups challenged however it is important to do, it is an inclusive society.
It was a great learning experience, probably one I needed.
John
Friday, 22 July 2016
Wednesday, 20 July 2016
Station 5 Chromebook and alternate keyboard
Bright enlarged key board Voice to text with read back.
Station 6 Android accessibility talk back contrast, captions, magnification, colour inversion. Takes a great deal of fine motor skill. Difficult for visually impaired. Good for LD. App access.
Station 7
Wego AAC "Trevor switch scanning"
Able net Technology
Alex using eyebrow switch to play minecraft
Switch and Powerlink
Switch is the control selected and individualized to meet a students strength or best controlled motion.
Powerlink is the power "on / off" converter that switches are connected to. Once a device is turned on and set to perform a task ( ie a tape recorder to play music, blender etc )
hover and scan through
Not for visually impaired.
Must have digital control,
Switch scanning very difficult to differentiate letters.
I found some of the technologies very simplistic ( like switch etc) however I realized that, based upon where we had been 15 years ago, this moved seriously disabled students ahead by leaps and bounds, especially compared to where some students still are when in classrooms or homes that are not continuously seeking to challenge assumptions in order to make connections.
I am glad that I had taken this opportunity to reflect because I had been overwhelmed by the amount of technology that we had been asked to explore during that class. I remember very little, however I do remember trying to connect the head switch that I had scen in one of Tyler's videos with eye gaze and realized that whatever technology we use is not the end, We cannot hook up a switch and power box and say , " Good, there's that done.." and walk away. It has to be used with people that are willing to recognize it's potential in connecting the user to the natural and human environment.
My experience with Eye Gaze taught me how difficult these can be to master however I was a first time user and was not motivated by the opportunity to communicate in a new and previously unimaginable way. I had also not had the experience or felt the frustration of using a simple devise such as a switch when there was so much more that I wanted to communicate. A switch scanner is tedious but it is way better than simply turning a devise on and off when it is made available and it is a step that I can imagine must be learned to make eventual move to Eye gaze more effective.
I am reminded of the Prologue2go activity and my apparent moment of epiphany when I asked if our time would not be better spent teaching our student how to develop boards rather than creating boards for a specific task.
I was told that if the student was at that point, they would move beyond proloque2 go and on to another piece of technology, potentially something with spell to read back or predictive language. I understood at that point that Prologue2go was a link devise. I now realise that they are all link devises and that we should be forever developing and testing new technology to see how we can extend a persons potential.
https://www.youtube.com/watch?v=CL8GMxRW_5Y
During another class we viewed the attached video. My assistive technology course has taught me how we have come to this point and that there is even more available. The potential opportunity for this girl is unimaginable. Even today in many boards she would not have the opportunity to communicate.
I found some of the technologies very simplistic ( like switch etc) however I realized that, based upon where we had been 15 years ago, this moved seriously disabled students ahead by leaps and bounds, especially compared to where some students still are when in classrooms or homes that are not continuously seeking to challenge assumptions in order to make connections.
I am glad that I had taken this opportunity to reflect because I had been overwhelmed by the amount of technology that we had been asked to explore during that class. I remember very little, however I do remember trying to connect the head switch that I had scen in one of Tyler's videos with eye gaze and realized that whatever technology we use is not the end, We cannot hook up a switch and power box and say , " Good, there's that done.." and walk away. It has to be used with people that are willing to recognize it's potential in connecting the user to the natural and human environment.
My experience with Eye Gaze taught me how difficult these can be to master however I was a first time user and was not motivated by the opportunity to communicate in a new and previously unimaginable way. I had also not had the experience or felt the frustration of using a simple devise such as a switch when there was so much more that I wanted to communicate. A switch scanner is tedious but it is way better than simply turning a devise on and off when it is made available and it is a step that I can imagine must be learned to make eventual move to Eye gaze more effective.
I am reminded of the Prologue2go activity and my apparent moment of epiphany when I asked if our time would not be better spent teaching our student how to develop boards rather than creating boards for a specific task.
I was told that if the student was at that point, they would move beyond proloque2 go and on to another piece of technology, potentially something with spell to read back or predictive language. I understood at that point that Prologue2go was a link devise. I now realise that they are all link devises and that we should be forever developing and testing new technology to see how we can extend a persons potential.
https://www.youtube.com/watch?v=CL8GMxRW_5Y
During another class we viewed the attached video. My assistive technology course has taught me how we have come to this point and that there is even more available. The potential opportunity for this girl is unimaginable. Even today in many boards she would not have the opportunity to communicate.
Tuesday, 19 July 2016
I had entered the class intending to be a great listener during the presentations however I realized after the first presentation that my memory would not do justice to the information and ideas being presented.
It is obvious that there are two levels of technological know how, potentially far more. Those teachers who have a strong background in technology can obviously serve there students better. Embedding video and audio around another picture ( the talking dog) and down loading directly form you tube using some strange magic that Nick possessed extend and already valuable education tool. So my revelation was the kids can do this... provide an app that allows imagination, presentation, ability and resources to come together. As the year moves along and more "books"are shared the kids will see and incorporate more and more advanced ideas.
Most importantly, it is an amazing way for EAL students to present and participate as equals ao that they can avi being identified by what they cannot do, the can provide information about themselves to overcome objectification.
Well designed assignments also allow the language learners to have their culture and language valued. Students can now become the experts within a group or create their own presentations.
I cannot believe I did not consider the cook book. A great idea to show steps and techniques.
It was interesting how the class would become so expressive and animated when an idea really hit home. Nick's Wordbook in edit form created four conversations.
I had struggled with the Book Creator assignment and part of that was my own discomfort with the technology. Off to Google and many, tutorials, still no good.
At one point desperation made me grab the I pad and start working. I found a partner who was comfortable with the technology and had some time and simply sat with Nick and worked through the same functions over and over again until I got it.
Once I felt I had conquered a skill I moved on.
Once I had finished I realized that I had completed what I wanted however it was all very repetitive in appearance. I am not sure if I will ever be comfortable playing with fonts ,background and colour but do have a level of comfort with the application.
My technique and lack of comfort does cause some interesting learnign lags.. for example I can import, import audio and make the audio button invisble, I can even hyperlink page to page.
I cannot delete a page......
So Google and You tube are great however not everyone is as fearless as Laurianne and just try. I need to do it but grow frustrated too quickly so having someone correct my errors as I move along is a must.
At one point desperation made me grab the I pad and start working. I found a partner who was comfortable with the technology and had some time and simply sat with Nick and worked through the same functions over and over again until I got it.
Once I felt I had conquered a skill I moved on.
Once I had finished I realized that I had completed what I wanted however it was all very repetitive in appearance. I am not sure if I will ever be comfortable playing with fonts ,background and colour but do have a level of comfort with the application.
My technique and lack of comfort does cause some interesting learnign lags.. for example I can import, import audio and make the audio button invisble, I can even hyperlink page to page.
I cannot delete a page......
So Google and You tube are great however not everyone is as fearless as Laurianne and just try. I need to do it but grow frustrated too quickly so having someone correct my errors as I move along is a must.
Sunday, 17 July 2016
- I viewed the videos for each of the five platforms and found that there were two points that became very obvious, 1) why has no one in my board done this ( quickly followed by the realization that they may have and I would not know)
- 2) I wish there was voice description as well, it was a little difficult to follow the apparently random selections and the music and simple screen share did not support any prediction.
- So once again...To Google
- It does help to follow the tutorials after reading some of the printed information.
- I noticed one commonality, for the most part I found at least a quarter of the names for the accessibility functions very difficult to understand. IN some cases, even after reading the description I was left wondering " how does that help?"
- I also found that, with the exception of the IPad, many of these options are very successfully hidden. This is a shame because, as with most accessibility innovations they help every one...or am I the only one that has asked SIRI to make a phone call while driving?
- Android Has voice input and talk back as well as a braille read back option, There is a full suite of screen options and that enhance readability although I am not sure if it can direct you to a woodfired pizza on demand ( I pad can)
- Chrome I bought these for my EAL students at the advise of several teachers and my tech guys. There are three out with families so I may here a little more back at the end of summer. It is an access platform however the accessibility access seemed a little difficult. the do have magnifying, contrast, change of font size and brightness so that is a good thing. Pretty difficult to get directions to a woodfired pizza oven although I have to admit, I did not try.
- I pad The gold standard in accessibility. I have heard one member of the disability community claim that it was as if Apple listened to all of their requests... pretty good praise. Of course it has text input and out put and this can be "locked" so that it becomes the sole access media for visually impaired. The word prediction is wonderful for LD and the fat thumbed. I still find the access to different options a little difficult however my daughter has convinced me that that is my disability, not a short fall of the I pad. The screen seems to turn off rather quickly but I am sure that any five year old could fix that for me. This thig can find the wood fired pizza and provide exact instructions to the front door.
- Mac has some pretty simple symbols and explanations to define where and who may find their various functions helpful... Nice
- Finally the PC....
- Has different screen settings but the alarm only sounds, no flashing so not so good for the hearing impaired. Voice is available but for the real powerful add-ons you need plugins or to buy them, no so nice, they are expensive and eat up a great deal of memory. As you get older it may be best to put aside a little money for an apple or I-pad... the PC will not see you through age related hearing and sight loss unless you are rich, do not want to move your computer off its present location and are extremely competent at tech support.
BookCreator???
I was a little confused by the BookCreator assignment and have to admit to having not finished it at this point. Part of my issue was simply my own lack of experience with this platform. I do what we all do in these situations, I Googled BookCreator and tried to go through the hundreds of hits, mostly video tutorial, exemplars and descriptions. That was were my Friday class went and I still felt a little confused. I guess the reason was that I still didn't "get it". I have not taught for 10 years so I have been away from students and the various tools teachers now employ. After reading different descriptions and viewed different Books created by BookCreator I think I have figured out my confusion. There were no bells and whistles, the beauty of Book Creator is that it allows you to combine various platforms and sources onto one "page". To me this was not a huge deal because all of the descriptions I read, heard and watched focused on one form of media. I admit that I may be completely missing the point but students a teachers are using various platforms to display or share information. One interview explained how the most impressive part of Book Creator occurred when a student that stuttered read several sentences without stuttering. Another described how a student with anxiety prepared and presented a recorded presentation for the class. Those examples could always have happened before, send the student off with an Ipad go over the video option and have them "do their thing"... they could have done it without Book Creator and teachers have been doing it for at least 30 years. Derek Smallgeese had a cleft lip and lisp but loved the camera, before the advent of phones that you did everything but talk on, we had video tapes. And he used video ad naseum to share his work. Or.... he presented in person to myself or another staff member.
I left the class a little confused because I was not seeing the fireworks.
Later that afternoon my other instructor was discussing her iphone and her dependence. She described the three platforms required to do her dissertation and related course work and the cost in dollars, weight and effort that was required to work on her desk top. She then held up her i phone and said..when this is over, regardless of the effort to learn a new platform I am changing to Apple, " It is all here, someone was finally listening to us ( the disabled community)" That was my A HA moment for Book Creator.
Individually it is nothing special. Book Creator will not change lives because the opportunity to use the technology to change lives already existed. BookCreator does allow you to scaffold ( layer, combine, marry, infuse, overlap) those different potential life changing devices onto one page. The way I understand it is Derek no longer needs to run off and create a video, sometimes the only one using video... he can now work in a team ( or without if I could figure out airdrop) and have Melissa ( the great artist), Samantha ( the amazing writer) and he ( the shy boy who avoided talking in front of the class, was significantly lagged in writing, with a single minded interest in snow machines and caribou) to work together in their individual and separate areas of strength and comfort, and create one, seamless product.
And for Francis, that could have been life saving.
I left the class a little confused because I was not seeing the fireworks.
Later that afternoon my other instructor was discussing her iphone and her dependence. She described the three platforms required to do her dissertation and related course work and the cost in dollars, weight and effort that was required to work on her desk top. She then held up her i phone and said..when this is over, regardless of the effort to learn a new platform I am changing to Apple, " It is all here, someone was finally listening to us ( the disabled community)" That was my A HA moment for Book Creator.
Individually it is nothing special. Book Creator will not change lives because the opportunity to use the technology to change lives already existed. BookCreator does allow you to scaffold ( layer, combine, marry, infuse, overlap) those different potential life changing devices onto one page. The way I understand it is Derek no longer needs to run off and create a video, sometimes the only one using video... he can now work in a team ( or without if I could figure out airdrop) and have Melissa ( the great artist), Samantha ( the amazing writer) and he ( the shy boy who avoided talking in front of the class, was significantly lagged in writing, with a single minded interest in snow machines and caribou) to work together in their individual and separate areas of strength and comfort, and create one, seamless product.
And for Francis, that could have been life saving.
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