Class #8: Speed Dating with Technology

Today’s class was a fast and furious look at some of the assistive tech options available to our students. It was great to have hands-on opportunities to explore. This class left me feeling a bit overwhelmed and wanting more time to engage with the technology. However, in writing this reflection, I’ve noticed how I am becoming more aware of the tools that are available to us as educators and my confidence is growing in being able to identify the different features and how each device/program can support the strengths and challenges of individual students.

Station 1: Powerlink

For this task the student would require the physical capability to press a button, push a toggle or be able to use some grip strength. This device could be used as a means to help students develop their fine motor control. Students would need motivation to want to turn the switch on/off. You would need to be cognizant of students who may startle easily by movement or noise and the sensory impact of stop and start actions. This activity would not be used for a high cognitive tasks but would be used rather with students who have low incidence disabilities who may be working perhaps on a life skills IPP .

This activity gives the student control in a world where they probably don’t have a lot of control. The idea is very simplistic but the settings provide options for a timer, latch switch (on/off) or direct contact (need to engage the switch continuously to make the device work). Other ways a student could use Powerlink are:

1. For COOKING by linking the device to equipment such as a blender, or hands free mixer. It could also be linked to a tape recorder which would play a pre-recorded recipe for other students to follow.  
2. In terms of SPORTS/GYM class the student could work a timer, clock or signal a bell when it is time to change activities.
3. The student could perform a classroom HELPER job if the device was linked to an electric pencil sharpener.
4. It could be used to make bubbles with a bubble machine at a SCHOOL DANCE or during recess.
5. The student could start/stop a MUSIC player for a game of  musical chairs.
6. To make a musical INSTRUMENT/sound as part of a group ensemble.
7. To work a LIGHT SWITCH for a projector, lamp in the classroom or home.
8. To make a train or other TOYS move.
9. As an ATTENTION GRABBER for students (using music, chimes) for students to line up,
10. To make popcorn as part of an ENTREPRENEURIAL/Fundraising project

Connection: A former student I worked with as an EA years ago, learned to use an air pop popcorn maker (using a switch control and powerlink) as part of his IPP to develop to his fine motor skills. This activity has grown with the student and he now has his own business selling popcorn at numerous events at Acadia University, in Wolfville and around the Valley. Amazing!

  

Station 2: *Eyegaze demo - and station set up.

I found Eyegaze to be really amazing and I was surprised with how relatively easy it was to set up and use (once you knew what you were doing and how to calibrate between users). The Pie in the Face activity was really fun and motivating; however with only one item to select on the screen I was a bit skeptical at times that I was actually moving the mouse and that program wasn’t just running on it’s own. Eyegaze blows my mind a bit!

This type of technology would require a number of people in the setup and monitoring of its use. The AT Specialist would introduce the technology and ensure that the team was familiar and comfortable. An occupational therapist would be needed to ensure proper seating and body position for comfort and support. Discussing length of use and taking breaks to rest the students eyes would be important too. The resource and classroom teachers would be instrumental in helping select the software programs which support the IPP goals for the child and assessment of use.The EA would work side by side with the student and be ready to troubleshoot any problems or perhaps select the different games/program for the student to work on. The student has a huge part to play in their motivation and willingness to use the technology.

This type of technology requires zero physical movement making it optimal for those with severe physical limitations. It could be used by both verbal and nonverbal students. We thought that Eye Gaze would be best suited for students who have higher cognitive functioning such as students with CP, persons with ALS or who have suffered strokes or spinal cord injuries. We also thought that as long as the student had enough receptive language and understanding to get through the calibration and set-up phase they could use this device as the individual programs/games could be adapted to meet students’ specific needs. The official website  http://www.eyegaze.com shows children as young as 13 months using this program.

Once set up there are lots of possibilities for using Eye Gaze for academic tasks. We thought it would be great for answering mental math questions, letter recognition, accessing online musical instruments, and educational games. Students who are non-verb could use Eye Gaze to use Proloquo2Go or other AAC systems. Older students could use Eye Gaze for writing books, email, texting and surfing the internet. The possibilities are endless.

Station 3: *Switch accessible apps / switch demo (iPad Air) Switch Apps.

This technology is a good option for students who have poor fine motor or limited reach/movement of their upper arm. The student would need to have fairly good cognitive ability. We did not find this technology as easy to set up as maybe it should have been and therefore recognize that students also may need to have extra support and training for setup. The curling game we tried out would not have required students to have good fine motor ability but they would need to have a fair amount of control over their reaction time, pressure, direction as well as an ability to use strategy. The device would be beneficial to students who have dystonia or neurological disorders that make using a pointer finger difficult. This game would be highly motivating in teaching a user how to use and develop their switch skills.

Using the iPad increases portability and quick access to many games. It also allows students to access other accessibility controls (speech to text, captions, etc.) to meet the needs of the individual user. The iPad is a common device for children, parents, schools which allows the student to use their assistive technology without it standing out to others around them. We were impressed by the wide variety of apps available for all areas of curriculum and subjects. Here are a few other switch accessible apps we thought might be neat to check out. All are available through the app store:   

1. Treasure Island
2. Adapted Play Book
3. Aunts Maggie's Recipe
4. Big Bang Patterns (Math)
5. Big Bang Pictures
6. Big Trucks
7. Bumper Cars
8. Breath Music (Music)
9. Catch the Cow (Making choices)
10. Cause and Effect Sensory Light Box
11. Choose it  (Literacy)

Station 4: Dell onscreen Keyboard Scanning activity  

This feature was quite interesting to explore. The on-screen keyboard would be beneficial for students who have limited finger dexterity but who can move a mouse quite well. The over-sized mouse can be controlled with other parts of the hand such as the palm, wrist or side of the hand for those who have limited or no use of their fingers. Much like switch accessible apps this device would be beneficial to students who have dystonia or neurological disorders that make using a fingers difficult, students with CP, persons with ALS or who have suffered strokes or spinal cord injuries.

The direct input option would require some fine motor use in order to click the mouse. The hover option was probably my favourite as a student wouldn’t need to click on the buttons to select. This just need to move over top of the desired button. This required more concentration or focus to the task but no pressure needs to be applied. The scanning option would require pressure for clicking but would not require the user to manually move the mouse.

The mouse could also be exchanged for a head switch when using keyboard scanning increasing the number of users that this device could reach. I did find the scanning option the most difficult out of the three as it required full concentration and quick reaction.Under all settings students would need to have high cognitive ability as they would be using this tool for writing. The Eye Gaze seems like it would be a better choice that using the scanning option for writing. However, this technology is free on ios and I liked that it had a built in word predictor for students with learning disabilities. Maybe you could pair the two programs?

Station 5: Alternate keyboard to Chromebook (show extensions and apps).

This alternative keyboard would be a great resources for students with visual impairments as it has high contrast, larger buttons and larger lettering. The Chromebook and keyboard system is very portable between classes. It is a relatively cheap option but does require internet access for the majority of programs to work. However the Chromebook did have many great accessibility options especially for those who are blind or have visual impairments. Chrome Vox provided spoken feedback to help you navigate around. You could also switch into high contrast mode or access a screen magnifier. The Chromebook also had on-screen keyboard and automatic clicks (hovering) similar to the Dell computer. The is also a voice to text feature.

Read and Write for Google looks like a great tool for students with learning disabilities and who need extra supports for reading and writing. Unfortunately, I did not get a chance to explore Read and Write for Google extension but these are some of the features which it advertises:

• Hear words, passages, or whole documents read aloud with easy-to-follow dual color highlighting
• See the meaning of words explained with text and picture dictionaries
• Hear text translated into other languages
• Get suggestions for the current or next word as you type
• Turn words into text as you speak
• Highlight text in documents or the web and collect for use in other documents
• Create and listen to voice notes directly inside of Google Docs
• Simplify and summarize text on web pages

Station #6. Android Accessibility

The Android tablet also provided a number of accessibility features. It has a Talk back feature for blind and low vision users. You can also use magnification gestures to enlarge images, text enlargement, and access a high contrast mode. It has switch access which makes it compatible with other devices. You can turn on/off captions for people with hearing impairments. Auto rotation of the screen, speak passwords, accessibility shortcuts, Text-to-Speech output, and touch and hold delay were also lists as accessibility options.

I did find the Talk back voice a bit frustrating and it was a bit difficult to navigate at times. I am sure with more training it would become easier. Google Play store had many other apps available that could enhance student performance such as

1. AAC Talking Tabs
2. Speech Assistant (for people are speech impaired but who are able to read, ex. stroke)
3. Yes-No Your Way (two option system)

Station 7 : You-Tube Search

Lianna Bryant Speaks

I found this video inspirational as Liana was communicating using all the ways she could. She was able to use some sign language as well as her Tobii EyeGaze system. You could really see her personality shining through with the Tobii and she was talking about using her communication for social interactions. With the help of this technology no one needs to presume Liana’s competence - she explains it for us. What a cool little girl!

How One Man’s Trip to Toys R Us Brought Mobility to Hundreds of Disabled Kids

Wow! This video is really inspiring. It features Zander a five year old boy, who has physical challenges which can make it difficult for him to keep up with his peers. Cole Galloway, founder of Go Baby Go, talks about empowering children by adapting ride-on-toys for children with disabilities, including one for Zander. What I find inspiring is that Mr. Galloway could have easily turned his skills into a profit-seeking, business opportunity but instead he leads with the philosophy that all children need to feel like they have control over their own happiness. Galloway gives away these toys and promotes how-to videos so that others can make their own accessible toys. I also love that he works to customize the vehicles with switches that help the children to work directly on their physio therapy goals. Check out the video and also the Go Baby Go website: http://www1.udel.edu/gobabygo/index.html

Mackenzie Kench

MacKenzie is a fifeteen year old girl who uses her feet to work her AAC device. The determination and tenacity that MacKenzie shows, despite the numerous hurdles she faces is what inspires me. She is very articulate, funny and smart and won’t let anyone or anything stand in her way.