Final Blog Post

This is the final blog entry of this course and the learning that has occurred over the last three weeks and the connections made to colleagues was awesome!  I have a new found perspective on assistive technology.  We have looked at presumed competence, universal design for learning and many aspects of creativity within a resource classroom.  Each of the areas that we covered showcased different areas of learning for me and this last post will give you some of those highlights that resonated with me.

Presumed Competencies:

The area that I think about when I hear the term presumed competencies is that the phrase, "never judge a book by its cover."  This is definitely a critical piece to understanding what students can actually bring to the classroom in terms of skills and knowledge.  We often take for granted or assume that students are unable to do certain tasks because they are in a wheelchair as an example.  These types of attitudes need to be converted to the belief that every student has the right and ability to learn educational concepts but may need an assistive piece of technology to make things happen.

The technology platform that highlighted and supported this process was the Proloquo2go App on the iPad. I found this activity to be very enlightening and when I watched the video of "Lisa" it opened my mind to how I perceived a student/adult with a non-verbal impediment.  I am beginning to understand this quote moreso now than when I originally posted it.  The technology provides a means of communication for the non-verbal individual but more importantly the individual could already communicate, I just wasn't listening.  

Universal Design For Learning: 

Creating a learning environment that models and uses opportunities for universal design for learning is important to recognize in today's school environment.  As a classroom teacher and school leader it is important to build positive working environment for your students.  The need to be open minded to what students can learn and want to learn is an everyday balancing act.  During this course we have seen our classmates analyze student profiles and subsequently build a resume/portfolio for that student.

What I took from this activity is that students with an LD can be functioning parts of our society as a whole if given the right positive and supportive environment.  As we looked at building student resumes/portfolios it made me wonder about my own students in my own school.  As a case in point, we have one student who has down syndrome and her speech patterns have a small delay.  She is a wonderful and caring student who loves to be at school but she will be graduating next year and the activity of building a resume/portfolio would be perfect for her transition into the work world.  She loves horses and other farm animals and she would be very capable of creating a book creator portfolio if guided.  Consequently, I will be speaking with my resource teacher about getting this underway for this student.

From my perspective, this course has opened my eyes about being aware of my students needs by designing/using items that would benefit students.  The uses of book creator, clicker sentences and tools4students are just the tip of the iceberg when it comes to assistive technology that is available.

Creativity:  

This piece is probably the most oft used umbrella term in this course but it is a significant piece of the overall puzzle.  We need to look at our surroundings in our classrooms and schools to help build a quality learning environment.  This environment can be supported by building technology competencies using the iPad and its various apps and also to look at some low tech assistive tech if resources are scarce.  I find that teachers are inventors, technologists, and motivators, each of these pieces are part of the overall umbrella term of creativity because without creativity teachers don't grow professionally.

We need to be able to fit in the creativity at times in our day to build professional teaching practice.  It is also important to note that learning models are changing on a daily basis and we as teachers and school leaders must have the ability to adapt to these changes and be CREATIVE when needed to solve emergent issues or problems.  


The video trailer below is a snapshot of what I have learned during this course.  I want to thank my classmates for the ingenuity and creativity that you showed me over the last three weeks!  It was a pleasure working and learning from you.

Tech Man Video - What We Learned in EDUC 5173

Invention Day

Assistive technology in the making!  Today was invention day in class and so many different devices to choose from for students with visual impairments to fine motor skills were thought of today.  I was impressed with the creativity of these inventions and the energy that my classmates showed.  As a classroom teacher and principal I have seen so much ingenuity in this course that it makes me feel that students with special needs will have the supports necessary to be successful.  I also have many ideas to bring back to my learning resource teacher for her students.



#5173access Inventions:

reading magnifiers
key grips
pencil grips
frying pan grips
utensil grips
straw holder grips
rubberized necklace for self regulation
oven grabber
chalkboard and foam letter response plaque

The group did a wonderful job creating and designing new technologies for students with supportive needs!  I hope that this energy continues in their classrooms.

Dragon's Den will be knocking on the doors of these awesome inventions!  

Key Gripper Clipper

Francine's Oven Grabber

Corbin's Spoon

Heather's and Cailyn's response board

Cooking with Kayla

Pencil Grips!

There were other great inventions during this class but these were some of my of my favorites.  Great job everyone!

Task B - AT Invention - Reading Magnifier

Reading Magnifier - Invention

This activity proved to be a fun and imagination filled time with my partner Michael Corbett.  Creating this invention took us on a journey around Halifax to a Walmart and a number of Lawton and Shopper's Drug Mart pharmacies.  A journey that ended a two hour search for pieces to build this assistive technology item!  What we constructed was a reading magnifier with a few modifications.  The reading magnifier that we constructed was to support an individual with a vision impairment.  The following items were used to construct the reading magnifier:

1) clothes hangar
2) ribbon
3) cross stitching hoop
4) sheet magnifier
5) hot glue

Although a reading magnifier is something that exists already we decided to build a prototype of a new version of a reading magnifier with a few enhancements.  Each of these enhancements brings The new and improved reading magnifier has the following enhancements:

1) The ribbon is used to hang the device around the users neck for mobility. This ribbon could be upgraded using a padded neck support for comfort.
2) The clothes hangar rests on the users chest or belly.  This clothes hangar could also have padding to make it more comfortable for the user.
3) When these two things happen than the user can begin reading at their leisure :).

This invention has helped individuals with visual impairments read more easily.  We added the ribbon to allow readers to use this as a mobile device if needed.  The modification to the coat hangar allows this item to be propped up and allow reading to occur on a flat surface.  This item with these modifications will make reading much easier and enjoyable for the user.

So, with this awesome new and improved low tech device, what could a teacher do with it?

The teaching of reading with a magnifier:

Positive modelling is often neglected for students with vision impairments because they are invariably the only student with vision problems in their school. Students need the opportunity to meet with and observe proficient readers with magnifiers. It is difficult to be confident about mastering a new skill if you’ve never known anyone else capable of it.

Magnifiers or large print

Teachers have all observed huge variation between skills of vision impaired students who use magnifiers. There are many non-users, some refuters, those who use them for reading labels and diagrams only and some who read everything with them. 

So, why should students use magnifiers?

Disadvantages for users of large print

• enlarging can emphasize the imperfections in print
• pictures are in black & white (and shades of grey)
• labels on graphics or maths symbols may need further enlargement
• large print books are very bulky, especially textbooks

Advantages for users of large print

• little or no instruction is needed to use LP
• a Low Vision Clinic evaluation is not required for LP
• student may be less self-conscious when reading LP (doesn’t need to use any special aids)
• LP books are funded by the production agency, whereas parental or other funding is required for magnifiers

Disadvantages for users of magnifiers

• magnifiers should be prescribed by Optometrist
• magnifiers and clinical appointments are usually funded by parents
• the cosmetics of magnifiers may cause self-consciousness
• optical problems associated with the optics of magnifiers need to be tolerated
• instruction is required in use of magnifier
• some time and commitment is required if student is to attain skill
• reading speed and comprehension will probably be reduced in early stages of use

Advantages of magnifiers

• magnifiers allow immediate access to print anywhere
• maps and graphics can be viewed in true colours
• lower overall cost per child than LP
• lighter and more portable than LP
• no ordering and waiting time for materials
• may be more cosmetically desirable than using huge books
• allow greater independence (and choice in reading materials!)
• can be used post school

I believe these last two points make the teaching of efficient magnifier use essential for many of our students. Magnifiers offer our students more independence and options for literacy at and after school.

This was a very interesting activity to complete and I have added to my knowledge and awareness of assistive technology.  As a high school principal, I will be looking at creating more support for my students that require assistive technology and other supports for academic success.  My learning resource teacher will be having many conversations with me in the upcoming school year on how to best support students with assistive technology where needed :)!

Task A - AT Seekers and AT Inventors

Our final assignment in this course was to scour the shelves of local stores such as the Dollar Store and/or Walmart.  As my partner Michael Corbett said in his blog, it was a cold and rainy Sunday morning in Halifax.  The purpose of this assignment was to find items that could be used to assist students with adaptive needs.

 Item #1: Luggage Straps

Luggage straps for any student could be used to help organize and hold things inside a binder.  With smaller luggage straps a student could neatly organize a binder and secure a laptop, cellphone, ipad, calculator and earphones (small ear buds variety).  We all know students need to be organizing their new electronics.

 Item #2: Thick Glue or Texture glue

The art classroom can be a place of discovery for students with visual disabilities and that is where the item of thick glue/textured glue can enhance the experience of a visually impaired student.  The thickness of the glue allows the student to create finished projects that they can feel and therefore find success in a classroom that is often a place for regular students.

 Item #3: Fanny Pack

The ever popular fanny pack!  This item has transcended time and has served many different uses in other areas of mankind's existence, but in the classroom this item is a multi-faceted carrying case for pencils, it could serve as a holder for medical needs of a student, such as an epi-pen or prescription drugs of students.  The fanny pack is making a re-surgence!

 Item #4: Frisbee

A frisbee has multiple uses in a classroom context, one of the primary uses as a throwing device in a frisbee golf game.  However, if you flip the frisbee over it becomes an adaptive dinner plate for a student who does not have fine motor skills to pick up food off of a regular plate.  The raised edges would allow the student to hopefully not lose the food onto the floor of the cafeteria.  The frisbees ability to be multi-functional continues to amaze me!

 Item #5: Hair Scrunchy

I personally have no use for a hair scrunchy as I am balding middle aged man who does not need it.  But for a student who may have a cortical visual impairment, a colourful scrunchy is just what they might need to keep them focused on a task of drinking from a water bottle.  The CVI problem is a depth perception issue within the eyes and thereby limiting vision.  With a well-placed scrunchy, a water bottle and its contents would end up in the users mouth as opposed to on its lap :).

 Item #6: Painting Canvas

A painting canvas is a great way to help students learn about grid patterns.  If a teacher or EPA were to place a grid on the canvas, the student could then paint within the lines creating a pre-formed/designed piece of art.  Students with visual impairments or spatial acuity issues can use these grids to fill with paint and thereby create cool pieces of art for the local school gallery.

 Item #7: Baby Ice Cube tray

An ice cube tray could be used as a math aide.  You could write 2-digit numbers on white labels for each hole, kids toss a cube in each tray and add numbers together on recording sheet or whiteboard.  It is a tactile and fun game that students could use to learn math.  This type of activity can engage students with math difficulties in an unconventional addition game.

 Item #8: Rug Hook

Students who have issues with fine motor skills could use this rug hook to help with pulling a pre-tied shoelace tighter.  Or it could be used to close a pencil case.  A student with a chiari malformation could use this item to help as their fine and graphomotor skills can be hindered.

 Item #9: Shoe Horn

Shoe horn...what to do with this item?  We thought as the photo shows it could be used as a brace or support for student with with tremors associated with essential tremor or Parkinson's disease can sometimes be an arduous task, and at times, near impossible.  This type of stabilization can help overcome this barrier.



Item #10: Stress Ball

Developmental dyspraxia can cause issues in the ability for students to grasp small items such as a pencil.  The item pictured is a stress ball with a pencil through it.  This adaptation could be used to help those with a developmental coordination disorder to function and complete writing tasks that require a pen or pencil.



After completing Task A of assignment #3, Michael Corbett and I have begun construction of an invention that I think will wow your senses...well at least your visual senses :).  The activity today really showed me that assistive technology is everywhere and also that many items in our department stores are not adequate for individuals with disabilities.  Within a classroom environment and certainly from a larger school perspective, I am more conscious of the needs of students who require assistive technology. I also found that it was relatively inexpensive to build an invention that could serve a need within the classroom environment.

Invention day is almost upon us.

Presentation Friday!

Presentation days are meant to create an atmosphere of professional development that is usually not seen unless you are at a teachers convention or teacher fairs.  I look forward to days like this that allow colleagues to share ideas on similar topics.  It was also interesting to see how others interpreted the same student profile that we were assigned.

As presentations were occurring, I was thinking about how my school and teachers address students with special needs.  The technologies that we have been introduced to over the last two weeks has opened my mind to building a plan for students.  In my school next year, we will be building a collaborative response model of intervention for students who need extra assistance.  This model is similar to collaborative models of team meetings that are present here in Nova Scotia.  The hope is to create a model of sharing knowledge between teacher teams at the high school level for students with high needs.  I am hoping to support this model of collaboration that I have seen my classmates employ.  

Further to this, the group presentations that occurred today are very encouraging in that teacher awareness and team building is present at the school level. As a school principal, a model of collaboration is critical to the success of serving our students to the best of our abilities.  Core concepts that I have pulled from today's class include:

1) Collaborative models of student intervention teams.

2) Resume/portfolio construction for students with special needs.

I am looking forward to the final assignment! The trip to the dollar store should prove to be another intriguing assignment.  Time to put on my inventors hat!

Resumes...a different spin??

To paraphrase a colloquialism, "not all resumes are built the same".  The purpose of this weeks activity is to be mindful that resume construction for a low incidence disabled student can take many forms.  

Using the neuro-development checklists helped our group build a portfolio for the student that we were assigned.  I found this activity to be very enlightening in that it connected several key aspects of what students like "Jessica" deal with on a daily basis.  As I reflect on this activity, supporting the resource teacher is imperative to the success of students like Jessica.

Which brings to mind a thought about the concept of pre-teaching especially when it comes to using new technology.  Correctly framing how technology is used and taught can bring about different outcomes to the activity.  I look forward to seeing how others in this course interpreted the use of technology and how it supports the student moving forward.

Choosing the right apps for the right student!

App selection can be a lengthy process as it pertains to supporting students.  The apps that we explored today included book creator, clicker sentences, tools4students and pages.  Although this scratches the surface of assistive apps, the focus of today was to utilize one of these four apps for the case student that we selected in a previous class.

The functionality of these apps for low incidence disability students is critical to teachers. Some core questions that I have relating to these apps are:

1) IPP's - How would these apps be supported within IPPs?  Teachers reading student IPPs of emergent student learners need to be versed in the use of these apps?  Where do we find time to teach EAs and students?

2) Tech support - Teacher pre-knowledge of these apps is important to the success of these apps in a classroom context.  Lindsey was well versed in these apps and that made it easier to build items within each of these apps.

3) Teacher prompting - this would be needed to assist the student.  Where do we draw the line to allow the student to explore these apps on there own?  

I look forward to building more knowledge of these apps to construct a resume for a low incidence disability students.