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