Case Study Reflections

December 3, 2008:
These are the stories shared by our colleagues tonight:
*Ian and Paula introduced us to a Grade Twelve student, who was unable to communicate for 2 1/2 half years, due to a medical condition. He and his team, including Ian and Paula, experimented w/ a variety of supports to find the best match for him. He, literally, found his voice through iTouch, which he can independently use, and is proving to be the most natural fit for supporting communication w/ his peers, his family, and his teachers.
His supports (through the years) :
(1) iTouch- iTranslator, Kurzweil, various other text to speech apps.
(2) Crespeaker-translator
(3) MacBook (Co-writer, Proloquo...)
(4) Writer Plus
This student is also expected to try out the iPhone (w/ Proloquo Go 2 app.) It's still in the beta testing stage.

* Susan shared w/ us her story of her brother who has a profound hearing loss, and the supports he and his family have used. His wife has profound hearing loss, as well. It was interesting to learn about the different supports they use to aid their daily routines, for example: bedside lamp that is connected to an alarm clock, and flashes when the alarm rings, a coffee table light that is wired to the doorbell, and flashes when the doorbell rings, and a phone that flashes a light when there's an incoming call. Newer models have a feature in which you can print out details from the conversation, for example, phone numbers and addresses. Another support that Sue showed us a video of, is the Video Relay Service, which is not yet available in Can. This info. is from the FCC site (see side-bar on my blog!): Video Relay Service (VRS) is a form of Telecommunications Relay Service (TRS) that enables persons with hearing disabilities who use American Sign Language (ASL) to communicate with voice telephone users through video equipment, rather than through typed text. That fascinates me!
However, one sobering thought: Sue mentioned that there is a shortage of translators. As a result, her family has not been able to acquire a translator for some family events. I noted to Sue that it does not seem right that those of us w/ hearing are able to fully participate, whereas those w/ hearing loss can not. Much to learn, still.

*Denise introduced us to an upper elementary student who has made gains in her reading fluency, AND has developed a love of reading. Denise told us this was a student who hated books, and now her mom is ordering four and five books from the Scholastic book order.
Her supports: Kurzweil, MP3 Player (she listens to audio files during her bus ride!)

*Through Kathy, we met her Grade One student who is making great strides in many areas of his personal development. He has transformed from a child who had tantrums, had difficulty focusing, and was uncommunicative, to a child that is no longer anxious about routine, and participates in many of the activities his peers are engaged in. One picture that Denise shared spoke a thousand words about a good technological fit-- the student sitting with a book--fully engaged. For this student, who loves the computer, the tech. has become a support that extends beyond the computer and its' programs, and has given the student the strategies and the confidence to apply what he has learned to other contexts of his life...
His supports: visual scheduling, variety of computer programs, pencil to paper strategies (for instance: boxes that create boundaries for the student to print w/in).

I notice a connection in all of these individual's stories. It seems that each one has found a voice, as a result of 'good, technolological fits'-- a way to connect w/ one's self, one's environment, and others. Empowering... and humbling!
I look forward to Weds.' presentations.

;-D Catherine

"Diagnosis and Intervention Strategies for Disorders of Written Language"

"Diagnosis and Intervention Strategies for Disorders of Written Language"

Margaret J. Kay, Ed.D.

Wednesday, November 12, 2008
The following web was created using "Inspiration 8". It is a computer program that helps students summarize the main ideas from text or instruction through the use of webs. For instance, to create this web, we chose some ready-made shapes from the program, then typed the information into the shapes. The webs further emphasized the key points of the text we had highlighted by hand, and written in the margins. After typing this information into the webs, we connected the main ideas and sub headings by linking the appropriate webs together.

I've used this program with my students. It's a great program for students who benefit from visual supports to help organize their thoughts, and to understand complex ideas. After just three or four thoughts are typed into the shapes, students start to see links, and begin to make connections about how this shape is better linked with this thought... A much more efficient process for hand, and mind!

Blog # 4: November 4th: Kurzweil On My Mind

October 29th: WOW!! It was such a rewarding learning experience listening to the presenters.
I now have some great ideas that I plan to bring into my own Kurzweil planning and teaching.

Denise and Kathy scanned some actual worksheets, and planned some activities around that. Teachers are ALWAYS pressed for time. And, we have access to some great activity sheets that tie in with our outcomes, and students' learning styles and ability levels... so that's a great tip. Why reinvent the activity sheet?!

I had mused about the additional time needed to plan separate activities for my students with learning difficulties. But, with increased familiarity of the technological supports, and more reliable operating systems (;-D), designing these activities should not take any more time than the way I've done it before, for example: using word documents to create cloze paragraphs, or recording stories to tapes. Once the activity is created, then it can be saved and modified for future lessons. Also, many teachers are willing to share their Kurzweil files: for instance, Jamie Renouf of Hebbville Academy.
Stacey & Carmen, and Ian & Paula both shared how their high school students use Kurzweil.
Stacey's E.L.A. students are trying Kurzweil for the first time (and one has expressed a willingness to try it again). Ian & Paula's students are now scanning their own documents.
I think that is an awesome application of technological content and skill.

When I hear about high school students' comfort levels, developing and established, it's encouraging for me at the elementary level. Direct from Grade One, I try to find good technological matches for my students, as I believe there's a greater chance they will then continue to use technology as an assistive support throughout their life, both in and out of school.

At my own school of NQ, Judy Frail, our high school Program Support teacher, is a Kurzweil user (and, an Assistive Technology supporter), so I know my students will continue to be in good technological hands as they continue through school!

Before I post... as promised in my previous blog... I can not close without a further comment re. Kurzweil's relational issues. Without exception, each presenter/s mentioned issues they had had in operating Kurzweil, for example: loading the program, and running some of Kurzweil's features. Barbara W. mentioned that a reliable operating system with lots of memory is needed to run Kurzweil without hiccups! (Did I get the wording right?!)

Getting To Know Kurzweil

Since October 15th, I've been carrying my now 'bursting to the seams' journal with all my musings about the whole 'getting to know Kurzweil' experience. Time to put pen to screen!

The general theme in all my musings?! That Kurzweil, the program itself, is fantastic, but, it has... shall we say... some ... relational issues. More on that in my next blog.

Oct. 15: Beth and I install a "Read Only" Kurzweil program on her computer. It is a gradual process. There are no programs running on her computer, yet it still takes a few tries. We begin adding some features to the text we've scanned.

Oct.17: Kurzweil will not open on Beth's laptop. As a back up, we saved our work from Weds. on my jump drive. Beth retrieves a school laptop, and we're running again.
*Zone Editing* takes us on the sharpest learning curve. Now we know, BEFORE WE SCAN, to photocopy the document and trim/cover any unwanted text. If you skip this step, the Kurzweil program stumbles over the reading of any text that is not directly left to right (i.e. images with the heading "Figure __ ", charts or page numbers). That's what happened when the Kurzweil program read our document. We applied "Zone Editing" after scanning , which is doable, but more time consuming than had we edited the text before scanning.
Beth and I also discovered a neat remedy when you accidentally delete a part of the text you do want Kurzweil to read. Here are the steps. (1) File (2) Properties (3) Sticky Note (4) In Place
For instance, in our document, we covered Figure 3.9 with a sticky note, as that was accidentally deleted during the Zone Editing process.

Blog #2: Reflections on Learning of "New" Technology

This evening, I've been reading the blogs of my fellow students. Beth commented in her blog: Reflection on AT class 1 how her learning of A.T. developed from wanting to be informed about the assistive supports one of her students used. Karen in her blog, Our first class! Notes from Educ 5163! comments about "keeping up with the latest technology", and "time" being "a factor". She echoes Beth's feelings about not having an overall comfort level with A.T.

I find it so comforting that I'm not alone in my thoughts! It's been a steep learning curve since first getting to know Technology professionally in 1998. Sometimes, when I've felt that I'm just hanging by fingernails, along comes the informed student, the knowledgeable colleague, the helpful webinar, the "okay... now I get it" professional development course, the "... what is that device called again?... A. T.C. visits, and the "bringing it all together" Assistive Technology course!
As exhausting, and as overwhelming this process sometimes is, from a professional standpoint, it certainly has helped me to be more sensitive about the different comfort levels of my students and colleagues.
Generally, students are quite excited about technology. I'd be a millionaire if given a dollar for the number of times I hear a student say, "Can I go on the computer?"
As Beth noted, encouraging the student to use the A.T. support in the classroom can be a challenge. Barbara W. comments that (she) hear(s) the statement all too often that students don't want to use the technology that can make a difference in their lives because it makes them look different.

Ian in his blog: three... two... one... GO gives his perspective, from the viewpoint of a Technology Educator. Again, he echoes our sentiments about the wealth in technological resources and the dearth in technological comfort and training. I insert this quote from Ian:

One of my biggest frustrations as a technology educator is that money at all levels is spent in the wrong areas. Why fill a school full of laptops (or an entire board) if the majority of your staff has no idea how to use them effectively in the classroom? Why not fill part of the school with laptops, grab some interesting software and peripheral equipment and invest the rest in training so that teachers develop the skills and knowledge necessary to use all of it?

I resoundingly agree, but I have one cautionary comment.

Dr. Maria Scherer notes A.T. may become abandoned or discarded if the person feels uncomfortable, insecure, or embarased using it.

From my experience, some educators are not always excited about incorporating technology into their professional lives, or into the classrooms of their students. We can not assume the educator will have an understanding of the need for assistive supports, if s/he does not use technology in their own lives.

Interested in hearing your thoughts.

Blog #1: Polio, Assistive Technology and Making Connections

Driving home from my first Assistive Technology course, I listened to "Ideas", a CBC radio program. The course instructor, Barbara Welsford, asked us to set up a blog entry following the course, and I was waiting for some inspiration for my first blog entry.

"Ideas" featured a documentary--"Remembering Polio". As I listened, I was struck by the continuation of the themes explored in our AT class. Barbara had shared with us videos of individuals using a variety of supports that they needed to continue being involved with life.
I think of Marie-France Bru who types using a switch access software and a muscular switch attached to her jaw. Such use of technology really inspires me... so practical in its function, and so creative in its expression.

In "Remembering Polio", one woman shared a story about needing to wear braces and orthopedic shoes . She hated them, and longed to be able to wear "pretty shoes"! On her wedding day, she wore her "pretty shoes", and in the first week of marriage, she threw out her "supports" (as she called them) and for a whole year, endured callouses ... and much pain. After a year, she did return to her "assistive supports".

With all the advances in technology, and with so many creative applications, just imagine... if this woman were to wed in 2008, how gorgeous and comfortable those wedding shoes could be!!

After the "Ideas" program, I 'googled' to find out more about polio ... I discovered Drive-Master, founded in 1952 by Alan B. Ruprecht after he had become seriously disabled from adult polio. This is a quote from the website: "(Ruprecht) soon realized that there was little he could do without the freedom of driving his automobile. Unfortunately, the hand controls available at the time were too costly and poorly constructed. Using his engineering background and vast experience with cars and metals, he designed the Drive-Master push-pull hand control system to operate the gas and the brake by hand. "

Marie-France Bru, our bride (whose name I can not remember!), and Alan B. Ruprecht... only a mere sample of individuals whose lives are shaped and transformed by assistive technology.

*Catherine*