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.
Thursday, 14 July 2016
When I went home to re- access the wonderful world of Microsoft compatible AAC apps, I blanked and fumble through again. I did, luckily stumble upon a site listing AAC apps for learners, it seemed to be focused upon supporting learners disabled due to autism and the only way I could be assured that it was the target grouped was that my one for sure product (Tobii Dynavox) was on the list.
For those of you interested in a techological troglodytes journey, accessing a wordle can also be a little tricky as many have to be down loaded and, like many troglodytes, I have a healthy respect for what is downloaded, some even need impossible to remember passwords.
Of the list the BlueBee Pals seemed a cute marriage of cuddly technology. The advertised "bear" had a text to voice board and programmable picture board. All were quite expensive.
TobiidynavoxTotaltalkEyeSpeakBluebeepals
Proxpad
Proxpad
Wednesday, 13 July 2016
Low tech assistive
I started out the class as least technologically aware. We can now add least imaginative. On the surface this seemed a fairly simple task however, the flow of ideas that Barbara described never quite happened. Most importantly my " best ideas turned out to be not be re-purposing at all, simply a more awkward and less convenient application of an item. To whit... if you see a reflective arm band do not a wrapped around the bottom of a white cane, it should probably be put around the arm, as designed so that it is at eye level making it easier to see the person at night.
Gladiator combat toy- Can be used to
for those with upper body movement limitations. For arm/shoulder strengthening
and flexibility. The student is able to move arms freely (strength) already!
Terrarium with strap- Student in
wheelchair can drink liquids without having to use his hands or arms. This
would hang in front for student with mobility or involuntary movement or
control issue. The student may have no arms at all. The student is able
to drink from a straw (strength).
Betty Crocker dish cleaner- paint brush for students with fine motor control issues. The wider handle is easier to grip and student can push button to allow paint to flow. Student is able to move arms (strength).
Foam Missile- take front off, slit it length wise and it is a card holder or for picture cards that will not roll over for students with fine motor control issues. This will allow student to see cards in an upright position. Student is able to pick one card up at a time (strength) but not all at once.
Round throwing disc- Keeps paint inside an area for visually impaired. The student would be able to feel the edges so that paint is contained in the center. Student has great use of hands and is comfortable painting with a brush. (strength)
Plant stand- Can be used to move items from student to student on a working station that would be otherwise difficult to reach. Can be rolled across the table to share items especially with those confined to a wheel chair or other mobility issues. Student has good use of arms and hands (strength)
Socks -Can be used to grip plastic bottles. Great for those who do not have the strength in the hands to hold bottles or cups securely. The child/student is able to raise the bottle/cup to drink (strength).
Gripper- developing hand strength by squeezing handle and picking up objects. This is used for muscle strengthening. Student has good use of arms (strength)Student can also use this to pick up dropped objects for students with mobility issues. Student knows how to pick up and release (strength).
Plastic garden rake- used for reaching for those with limited mobility issues. Student can hold the handle and hold the rake upright. (strength)
These can also be used to work on fine motor skills by dabbing the smaller part of wedge into paint and making small marks. Student can hold the wedge and can move from paint to paper easily. They can also be used to "buffer" and prevent rashed or wounds at repeated contact points for student using various aids.(strength)
Jar opener – anti slip place mat for students with involuntary movements to secure cups, computers, ipads. Student can use a computer/ipad independently and drink from cup independently. (strength)
Gel mask – Sensory tactile, students can rub to provide a focal point and reduce stress and anxiety. Student does not take long to settle. (strength)
Make up brush- sensory stimuli to reduce anxiety. This could be used to softly rub against students hand or arm. The student likes soft touching items. (strength)
Bicycle bell- for visually impaired to call for assistance in a classroom or in a school yard. Student is able to ring the bell with no problem. (strength)
Coloured measuring cups- use to communicate amounts for cooking ( 1 green, two blue) for students with LD. Students have good use of hands (strength).
Happy Face balls- Show agreement ( use marker to make sad on other side for disagreement) for students with communication impairment. They can also say happy or sad. The student can hold the balls with his hands. (strength)
Carabiners- These can also be used for intellectual/brain development, opening and closing and putting objects on them. The student has strong hands (strength).
Cutlery Drawer Organizer- paint organizer/ no tip paint holder for those with involuntary issues or mobility issues. The student is able to move paint brush from one section to the other. (strength)
Sponge Mats- cut out and use as bumper pads for corners etc for students with visual impairments. The student knows the layout of the room and can move around quicker than most. (strength)
Tuesday, 12 July 2016
Thursday, 7 July 2016
I was very appreciative of the chance to work on Proloque2go. I found the activity of learning the platform and then "intuing" the required vocabulary thought provoking.
Most importantly I was less intimidated if no more effective with the technology. I do think that starting with this fairly easily "programmable" app and familiar task may have made a troglodyte such as myself more comfortable with the topic of Assistive technology, I may not wake up screaming "turn off ADOBE SPARK" or no not the AAC but the thought of 10 days labour with unfamiliar apps was not a great prospect.
Today I felt like I was learning and had the brainwave that, rather than figuring out what words a student needed, we should be teaching them how to create their own files to that met their needs. That was when reality hit. Not all forms of assistive technology are appropriate for all students and not all students can or should be expected to use each AAC.
The teacher and PPT have to be able to know the student, judge their strengths, weaknesses and goals and be able to recognize when it is time to transition to another platform. If these kids could use a platform other than Proloqu2go, they would be and some day they will be but for now we use prolque2go to assist students in life and learning.
Later....
Well that didn't go so well. Last night I tried to write my blog when it was too late and I was too tired. I opened it this morning to see a Christmas Tree of misspellings and grammatical errors, plus my main question from the class had not been "queried".
My present job and background finds me heavily involved in EAL so last year the integration of 8 families into the school system was my responsibility. Traditionally my board does not deal with EAL students who are not from the NSISP but luckily I work well with several provincial colleagues. I had arranged for some assistive technology and discussed the options with some very well respected colleagues, the schools and technology department. One of the key take aways was that the technology was best utilised if it was n the hands of the teacher to distribute as necessary. I did agree to a request from a school to send the technology home for the summer for two students.
In light of the comments from todays class about technology being in the hand of the user ( that makes perfect sense) I wonder if the EAL situation is essentially different. Students acquire, language through participation in language rich activities and environments. Ask a junior high or high school teacher and there are a plethora of anecdotal references to students being tech dependent.
So, does the advice to keep technology in the hands of the students apply to emergent EAL learners?
Most importantly I was less intimidated if no more effective with the technology. I do think that starting with this fairly easily "programmable" app and familiar task may have made a troglodyte such as myself more comfortable with the topic of Assistive technology, I may not wake up screaming "turn off ADOBE SPARK" or no not the AAC but the thought of 10 days labour with unfamiliar apps was not a great prospect.
Today I felt like I was learning and had the brainwave that, rather than figuring out what words a student needed, we should be teaching them how to create their own files to that met their needs. That was when reality hit. Not all forms of assistive technology are appropriate for all students and not all students can or should be expected to use each AAC.
The teacher and PPT have to be able to know the student, judge their strengths, weaknesses and goals and be able to recognize when it is time to transition to another platform. If these kids could use a platform other than Proloqu2go, they would be and some day they will be but for now we use prolque2go to assist students in life and learning.
Later....
Well that didn't go so well. Last night I tried to write my blog when it was too late and I was too tired. I opened it this morning to see a Christmas Tree of misspellings and grammatical errors, plus my main question from the class had not been "queried".
My present job and background finds me heavily involved in EAL so last year the integration of 8 families into the school system was my responsibility. Traditionally my board does not deal with EAL students who are not from the NSISP but luckily I work well with several provincial colleagues. I had arranged for some assistive technology and discussed the options with some very well respected colleagues, the schools and technology department. One of the key take aways was that the technology was best utilised if it was n the hands of the teacher to distribute as necessary. I did agree to a request from a school to send the technology home for the summer for two students.
In light of the comments from todays class about technology being in the hand of the user ( that makes perfect sense) I wonder if the EAL situation is essentially different. Students acquire, language through participation in language rich activities and environments. Ask a junior high or high school teacher and there are a plethora of anecdotal references to students being tech dependent.
So, does the advice to keep technology in the hands of the students apply to emergent EAL learners?
Wednesday, 6 July 2016
Day 2 is in the books and while I would still much rather be at the lake, I am feeling a little more comfortable.
Amazingly I actually had an aha moment over technology. The piece on the Tyler in Liverpool helped to clarify the importance of assistive technology in this young man's life is undeniable, as is the effect it has had on the way his classmates view him. Luckily this was quickly followed by the tutorial on Proloque2go, during which I caught myself thinking " I can do this". I have often described myself as a technological troglodyte however even I could see the benefits of Poloque2go as compared to the laminated word and picture boards from my past.
The second moment was totally unintentional, so much so that any fool would know that he should not share it....I was absolutely struck by the manner in which the exact same thing can be viewed so completely differently. Prior to arriving in Wolfeville I had visited some friends, one of whom teaches and another is an involved parent. The topic of the conversation was a newly designed and built school that had an inordinate amount of sick days associated with it. Employees and students had several similar complaints. This was very upsetting to both because it was causing teachers who were dedicated to particular instructional approach to not only miss class time but also consider jobs in other schools.
I was shocked when I realized that it was the same school that was highlighted due to the evidence of Universal Design and custom built to encourage Integrated Instructional Model. The two separate contexts helped me to understand just why education can be so difficult in Nova Scotia. We really cannot seem to get it totally right.
Finally and most importantly, Circle of Friends. I have always hated this term, it seemed that Nova Scotians were trying to bureaucratize or justify something that apparently comes natural to us, support. Instead of kids having friends we developed "Circle of Friends" to support individuals. These kids didn't "hang out" they created "pathways to inclusion" and issues were dealt with by "drawing the circle together". I have to admit that in previous work I followed this program, and used it to help develop "Ambassadors" to support International students.
I have kept in touch with several of my childhood friends and their families and on at least two occasions noticed Tyler with his friends, not "included" but being one of their "buds". They did not assist Tyler, they were his friends and I can imagine that; just as their parents passed me a pen when I forgot mine, they made sure Tyler could access whatever he needed to take part in the class.
There are two pictures that I hope to add that indicate the relationship. One is from three years ago, three happy kids, excited to finish Junior High and get on with High School, The second... the LRHS auction for the scholarship fund, grade 12 students are asked to volunteer, Tyler is showing and Afghan blanket.
I was most taken with this because I think it illustrates that while technology is required, nothing replaces the feeling and importance of having friends and being able to rely on them as they rely upon you.
Amazingly I actually had an aha moment over technology. The piece on the Tyler in Liverpool helped to clarify the importance of assistive technology in this young man's life is undeniable, as is the effect it has had on the way his classmates view him. Luckily this was quickly followed by the tutorial on Proloque2go, during which I caught myself thinking " I can do this". I have often described myself as a technological troglodyte however even I could see the benefits of Poloque2go as compared to the laminated word and picture boards from my past.
The second moment was totally unintentional, so much so that any fool would know that he should not share it....I was absolutely struck by the manner in which the exact same thing can be viewed so completely differently. Prior to arriving in Wolfeville I had visited some friends, one of whom teaches and another is an involved parent. The topic of the conversation was a newly designed and built school that had an inordinate amount of sick days associated with it. Employees and students had several similar complaints. This was very upsetting to both because it was causing teachers who were dedicated to particular instructional approach to not only miss class time but also consider jobs in other schools.
I was shocked when I realized that it was the same school that was highlighted due to the evidence of Universal Design and custom built to encourage Integrated Instructional Model. The two separate contexts helped me to understand just why education can be so difficult in Nova Scotia. We really cannot seem to get it totally right.
Finally and most importantly, Circle of Friends. I have always hated this term, it seemed that Nova Scotians were trying to bureaucratize or justify something that apparently comes natural to us, support. Instead of kids having friends we developed "Circle of Friends" to support individuals. These kids didn't "hang out" they created "pathways to inclusion" and issues were dealt with by "drawing the circle together". I have to admit that in previous work I followed this program, and used it to help develop "Ambassadors" to support International students.
I have kept in touch with several of my childhood friends and their families and on at least two occasions noticed Tyler with his friends, not "included" but being one of their "buds". They did not assist Tyler, they were his friends and I can imagine that; just as their parents passed me a pen when I forgot mine, they made sure Tyler could access whatever he needed to take part in the class.
There are two pictures that I hope to add that indicate the relationship. One is from three years ago, three happy kids, excited to finish Junior High and get on with High School, The second... the LRHS auction for the scholarship fund, grade 12 students are asked to volunteer, Tyler is showing and Afghan blanket.
I was most taken with this because I think it illustrates that while technology is required, nothing replaces the feeling and importance of having friends and being able to rely on them as they rely upon you.
Fifteen Modes of Commmunication:
Face to Face Oral Language
Facial Expressions
Hand signals
Body Language
Text
film
oral without video
oral with video
telegraph
telephone
rythmic (drums)
visual ( lights)
sound ( sirens)
vocalization
physical contact
Tuesday, 5 July 2016
Day 1
As I sat in our opening class I was reminded of a comment a colleague had made to me when I considered returning to the classroom. I had been a high school English teacher, pretty much the easiest gig in education. My students were happy and some reported university was easier and less fun than my classes so I was happy. After several years away from class I; like many education administrators, was becoming frustrated with policy and bureaucracy so yearned to get back to the "simpler life" working with kids. My older and wiser colleague said, "John, education has moved on, there is no such thing as just teaching anymore." Pretty sure today convinced me of that.
Throughout the class today, when I was not laughing at myself, I kept thinking of "entry competency" and how far I would have to go to achieve any level of competency in this field.
To put this in context, 13 years ago I completed a Masters in Inclusion, I imagined that would have prepared me for this morning..not at all.
The day started well, an inspiring video, I described it as "joyous", in part because there was obvious joy at the accomplishment but also because, by the time my neighbour helped me to get onto the response site, all the good adjectives had been taken.
Later my new partner ( the first neighbour having recognized that I was going no where fast in this course) and I were assigned two acroyms and a platform... when I looked at the paper that was all I knew, I was looking at two acronyms and a platform. Luckily my new partner was fearless when it came to technology so, although new to Adobe Spark she set about figuring it out. I quickly learned that AAC ( not to be confused with ACC) referred to Assistive and Augmentative Communication and VOCA was Voice Output Communication Aids, finally some terms I recognized.
Unfortunately by the time we realized how sketchyvoice recording on Adobe Spark was, we were basically done. I will also add that the top tutorials on Youtube for Adobe Spark used a platform that looked nothing like ours.
By the time I could truly appreciate the opportunity to view presentation platforms other than Preszi and PPT ( and learn that our presentation would not download into Showbie), class was over.
I did find myself at the end of the class, laughing at myself.
I have signed up hoping to develop a better understanding of tools available to teachers, reaquaint myself with classroom strategies. As I mentioned at the outset, competency may always be an issue when dealing with Assisitive Technology, however I have learned that one of the oldest adages remains true...careful what you wish for.
Throughout the class today, when I was not laughing at myself, I kept thinking of "entry competency" and how far I would have to go to achieve any level of competency in this field.
To put this in context, 13 years ago I completed a Masters in Inclusion, I imagined that would have prepared me for this morning..not at all.
The day started well, an inspiring video, I described it as "joyous", in part because there was obvious joy at the accomplishment but also because, by the time my neighbour helped me to get onto the response site, all the good adjectives had been taken.
Later my new partner ( the first neighbour having recognized that I was going no where fast in this course) and I were assigned two acroyms and a platform... when I looked at the paper that was all I knew, I was looking at two acronyms and a platform. Luckily my new partner was fearless when it came to technology so, although new to Adobe Spark she set about figuring it out. I quickly learned that AAC ( not to be confused with ACC) referred to Assistive and Augmentative Communication and VOCA was Voice Output Communication Aids, finally some terms I recognized.
Unfortunately by the time we realized how sketchyvoice recording on Adobe Spark was, we were basically done. I will also add that the top tutorials on Youtube for Adobe Spark used a platform that looked nothing like ours.
By the time I could truly appreciate the opportunity to view presentation platforms other than Preszi and PPT ( and learn that our presentation would not download into Showbie), class was over.
I did find myself at the end of the class, laughing at myself.
I have signed up hoping to develop a better understanding of tools available to teachers, reaquaint myself with classroom strategies. As I mentioned at the outset, competency may always be an issue when dealing with Assisitive Technology, however I have learned that one of the oldest adages remains true...careful what you wish for.
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