Final Reflection - End of Course

Here we are at the end of Assistive Technology: Access to Learning and Leisure, EDUC 5173 and I feel like I have filled my toolbox with so many valuable tools. I look forward to sharing the many valuable things I have learned in this course with my colleagues. One major takeaway from this course is how important it is for us to advocate for our students, and to help them have their voice be heard. Therefore, the above quote from Malala Yousafzai resonates with me deeply. With that being said, I feel like everything from this course was invaluable, but I will highlight my main takeaways. 

Do Not Underestimate One’s Abilities - Inspiring TED Talks

During this course, we watched some inspiring TED Talks and other videos of how AT has positively impacted individuals’ lives, including videos that we watched during our home study days. From Chris Klein’s Seeing Unique Abilities to Martin Pistorius' How My Mind Came Back to Life, the one that really resonated with me was Glenda Watson-Hyatt’s Listen, Acknowledge, Include. In this powerful video, she introduced use to three simple strategies to use as a communication partner:

1. Be patient

2. Speak directly with the person

3. Verify you heard the message correctly

These strategies are ingrained in my mind, and I will be sure to always use these when speaking with someone with communication difficulties. Another powerful message from her video is to always ask the question: How will people with communication disabilities be included? I am more mindful when creating presentations or designing lessons that I will make sure I am inclusive in my design. Most recently, at a professional development session, Glenda’s question came to mind. We had a zoom presentation and the presenter did not include closed captioning in her presentation. Although I do not have difficulty with my hearing, I found that there were times when she was speaking so fast, that I would have liked to have had captioning to follow along. 

Accessibility Apps At Our Fingertips

I was unaware of the plethora of available Tier 1 settings that are easily accessible for us to use for free through devices. Accessibility is built into all our devices these days such as VoiceOver and VoiceOver+Braille on iPhones and iPads, to Chromebook accessibility options such as ChromeVox screen reader for those who are blind.   

For more accessibility options on devices, click the links below:  

Apple Accessibility: https://www.apple.com/ca/accessibility/   Google Accessibility: https://www.google.com/accessibility/products-features/  Samsung Accessibility: https://www.samsung.com/ca/accessibility/overview/  Sony Accessibility: https://www.sony.net/SonyInfo/accessibility/  LG Accessibility: https://www.lg.com/us/accessibility/mobile/how 

Communication Partners, Effective Communication - Model, Model, Model!

The video from One Kid’s Place on Aided Language was absolutely eye-opening and powerful. We learned how long it would take an AAC user to learn a language if they were not using it the recommended 20 times per hour. If an AAC does not use it this much, it would take the user 84 years to learn a language. This is a powerful message that must be shared with all secondary AAC device users.   

To relay a message and have effective communication we need a communication partner, a common language and joint attention. To be a successful communication partner, we must learn how to model language, make comments rather than questions, pause and wait, provide prompts, be consistent when responding, and accept all forms of communication. Modelling is one of the most important things when being a communication partner. Although this may slow down our own communication, it will help us to learn this new picture-based language. If we want an AAC user to speak with pictures, we must speak with pictures.

Accessible Technology and Assistive Technology

Another important take-away from this course was the difference between accessible technology and assistive technology. Accessible technology is a technology that has built-in features and is available for a wide range of people. In the Multi-Tier System of Supports (MTSS) framework, accessible technology is used at Tier 1. Examples of this would be the accessibility features we have within our devices such as smartphones, tablets, and laptops. Assistive Technology is a technology (software or hardware) that enhances the performance of an individual with a disability and is designed to perform a specific task. With MTSS, assistive technology is used at tiers 2 and 3 and requires an assistive technology referral. An example of assistive technology would be an Augmentative and Alternative Communication device such as Proloquo2Go. 

SETT Framework by Dr. Joy Zabala

We learned the importance of matching the student to the correct AT. When looking at possible assistive technology for a student, we need to consider the SETT Framework. S: Student - skill set, needs E: Environment - where they will be using it. Secondary users: parents, TAs, teachers T: Task - What are we asking the student to do?   T: Tools - Easy to use, teach, set-up

Universal Design for Learning (UDL) and Universal Design for Playgrounds

I will never look at a playground the same again after this course! We talked about the importance of Universal Design for Learning (UDL) in the classroom and Universal Design when designing playgrounds.   

In the classroom, some ways we can support UDL are by digitizing work and making it accessible on a mobile device, using closed captioning when showing videos or presentations, or using Voice-Over for visually impaired or low-vision learners. The goal is for all students to have access to learning and have multiple ways to represent their learning. The UDL guidelines are as follows

1. Multiple Means of Engagement 

2. Multiple Means of Representation

3. Multiple Means Of Action & Expression

We performed a playground audit through the Universal Design lens. My group’s playground did not pass our audit. When looking at my own school’s playground, although it is a beautiful playground, it is not accessible. Much to our dismay, many playgrounds do not pass the universal design principles. The seven principles of inclusive play are:

1. Be Fair: Create Equitable Opportunities

2. Be Included: Access Flexibility 

3. Be Smart: Simple and Intuitive Design

4. Be Independent: Individual Exploration

5. Be Safe: Safety Standards and Comfort Areas

6. Be Active: Accommodate Diverse Needs

7. Be Comfortable: Space for Movement and Gathering

I came into this course feeling intimidated by my lack of knowledge of assistive technology but now I am feeling motivated and inspired. I am thankful for this course and the valuable tools I am leaving with that will make me a better educator. Thank-you to Barbara Welsford for this meaningful and practical course and thank-you to my peers for all of the wealth of knowledge you brought to our sessions. Best of luck to all!

Session 6 - Case Study Presentations

 

Wow...what a great day of presentations. Everyone did a fantastic job and I learned so much from my peers! Below are my reflections from each presentation. Thank you to everyone for sharing all these wonderful AT apps, tools, and teaching strategies.

Presentation 1	Presenter 1 was very knowledgeable about her student and has done an outstanding job advocating for her. It was amazing to see R’s progression from using PODD (Pragmatic Organisation Dynamic Display) to Tobi Eye Tracker, an eye gaze technology. The ability to track a student’s progress using this technology really allows you to see how their progression changes over time. It was lovely to see that R’s gaze went from only looking at one location to the top of the screen. Hopefully, in time the cost of this technology will go down. Keep up the great work and amazing advocating that you are doing for R!
Presentation 2	This presenter pre-recorded her presentation with a voiceover. I think pre-recording it was an ingenious idea. It ensures that the presenter does not miss any important information and stays on topic with each slide. This presenter was using a Chromebook and IXL with a student who has attendance issues. The teacher is able to track lots of data using IXL. As well, IXL offers rewards and medals which is motivating for the student. IXL targets specific skills and gives immediate feedback.
Presentation 3	This presentation was about a non-verbal student who progressed from using PECS to engaging with an AAC board in mid-November. I especially like how the presenter shared the One Kid’s Place Aided Language video with B’s mom. It is such a powerful video that drives home the importance of using AAC at least 20 times an hour for a student to develop language.  This presenter also shared The AAC Coach website with us. It was developed by an SLP and she shares her Google Drive for free. I have already shared this with my job share partner!
Presentation 4	Presentation 4 was a combined presentation by two administrators. They looked at the roles for specialists during possible at-home learning, to ensure that both of their neighbouring schools will provide equal support. During at-home learning in the spring of 2020, they noted that there were inequities amongst their schools in regards to support from their specialists. I want to thank them for addressing this. As a classroom teacher last year, I also found that there were huge inequities amongst our own staff of what was expected from classroom teachers versus specialists.  This group also shared with us a website from Rachel Madel, SLP.  The website contains information on how to model ACC virtually and gives tips for what parents can be doing at home and how they can use tracking to see if progress is being made. I have shared this website with my job share partner!
Presentation 5	Presentation 5 tied in with presentation 4 by continuing the conversation of a possible at-home learning scenario. She talked about how she could communicate with her non-verbal student while supporting at-home learning. She presented some ways that she could engage with the student using Google Slides, such as using Google drawing for fine motor, by having the student make a line and trace over, using a Proloquo2Go board on Google Slides, and providing tasks used in google slides. Lots of great ideas to use during possible at-home learning!
Presentation 6	Presenter 6 is on mat leave, so she used her son for the case study. She was working on self-regulation strategies with him and referred to the Zones of Regulation and the book The Whole-Brain Child by Daniel J. Siegel, M.D. and Tina Payne Bryson, Ph.D. I had never heard of the strategy from The Whole-Brain Child called Name It, to Tame It but I find it’s a great catchphrase. I do a lot of work with Social Emotional Learning in my position as a Learning Support Teacher and would like to work on this with my younger students. I really liked the visual poster that incorporated the Zones of Regulation with a picture of her son with different emotions that match the zones. I want to try this with some of the students that I work with. I think it’s a brilliant way to get students to be able to name the emotion and identify reactions. Thank you for all the great resources I can start using in my Learning Centre!
Presentation 7	Presenter 7 works with junior high students. In her role as a Junior High Support Teacher, she works with a Grade 7 student with attendance issues and refuses to do work. In addition, he refuses support from the Learning Centre teacher and Resource teacher. Right now, their goal is to keep him in school by developing a relationship with him. He is starting to trust Presenter 7. She is hoping to use Read&Write for Google Chromebook. Presenter 7 highlighted the importance of developing relationships with your students. Great job developing a positive relationship with this student!
Presentation 8	In this presentation, we were introduced to a 14-year-old who is using the AAC app Speak for Yourself. The presenter noted that the parent of this student is a single mom of 9 and that there is a disconnect between home and school with educational support. Another support that is used at school is EET (Expanding Expression Tool) to help him express himself. They are using EET across different school environments. It’s my first time hearing about this tool. I would like to try making my own version with pipe cleaners and beads! Thank you for sharing it with us!
Presentation 9	Great idea of creating a website for your presentation! I also thought it was fantastic that Presenter 9 included his student in the process of developing the website. He knows his student very well and has developed a wonderful relationship. In doing so, he has been able to match the appropriate technology to the student such as Prodigy for math and Google Read & Write for Language Arts. Now that he has greater work output is fantastic and shows that he has been matched to the technology successfully! I love the idea of a technology contract for using the Chromebook. I am going to use this idea with one of my students who uses an iPad for writing. Thank-you!
Presentation 10	Presenter 10 introduced us to a young boy who was having difficulties with his peers socially. In the presenter’s videos, we saw her use restorative practice questions along with an apology visual with her student. It was amazing to see the young boy personally expressing his feelings and having a perspective on how others might feel. Thank you for providing us with videos of you and your student in action. I would love a copy of the visual! I know a few students I could use this with. Keep up the great work!
Presentation 11	This was my presentation. I introduced A and her journey with her AAC device Proloquo2Go. We have been working on core words and developed an I Like book using Book Creator. It has been an amazing few months with A, and I look forward to our continuous learning process with Proloquo2Go.
Presentation 12	Presenter 12 introduced us to a grade 4 student who is having difficulty during writer’s workshop. The presenter and his teacher are trying to wean him off a scribe. He has started using Read&Write for Google which has enabled him to become more independent with his writing. It seems that this is a good fit for him! This presenter also introduced us to Gripe Jam which she uses in her training sessions for her Google Coach certification. This is the first time I heard about Gripe Jam. I am also curious about how one goes about becoming a Google Coach!