In my previous blog, I explored a variety of assistive technology used in schools on a daily basis. Today, I will focus on the use of IPads for students with communication disorders by watching several videos.
The first video discusses many different applications that may be used on the IPad by students with communication disorders. The speaker starts by explaining how she was able to get one of her 2 and a half year old clients to open up using the IPAD. The girl had spastic plegia, limited mobility, and always fisted her hands. She did not play with any of her toys her family bought for her. The speaker used the magic piano app to play music and the young girl was intrigued. She slowly opened up until she was using her one finger to operate the IPAD. She was able to vocalize, play, and sing a song. It was one of the first devices she interacted with.
Other highlights of the video:
-Students can learn cause and effect: Every time touch screen on Ipad something happens. in one application, the bus would move forward or backwards with the touch of a finger. Make bus go forward or backwards.
-Going Places Application: Uses social stories to help students prepare for first time experiences.
-Yes or No Application: Used for students 3-22yrs old. Offers people a way to say yes or no throughout the day. (the Ipad says word when tapped)
-Speak It Application: A verbal college student with a quiet voice did not participate in class but was able to type well and fast. She used this application to answer a question in class. If you can type it, the ipad will say it.
-Tap to talk Application: Comes already programmed into the IPad but one cannot customize it.
-Proloquo2go: Can customize to ask or say different things that occur everyday. In depth communication system, can change voice, man or woman voice or personal voice.
-Moms with apps and babies with apps on facebook: Offer free applications on Friday mornings.
Vocal Zoo: Makes the sound of the animal and shows the picture.
After watching the video, I believe integrating the IPad in the classroom would be a simple task. I would like the opportunity to work with the device in this manner. IPads are amazing benefits for people with communication disorders. Once it is purchased, the applications are very reasonable and the benefits outweigh the expense.
The next video is titled Studying Autism and IPads. it is an interview with Canadian professor Rhonda McEwen by Lesley Stahl. The video explains how what some see as playing with a IPad is really a student playing with language as toddlers play with words when they are learning to speak. They are exploring communication by getting use to the IPad. The students must learn to swipe by touching and interacting with the IPad. Teachers feel students are improving but the scientific research to back this up is still to come. The video really explains the misconception that students with autism are using the IPads for play and not communication. I believe society must change its framework of what communication is and how we express it. With the development of technology, people that once did not have a voice are being offered one. It is an amazing feat when one really thinks about it.
The next video is about the IPad application Proloquo2go, which is latin for speak out loud. It helps people with difficulties speaking: autism, downe syndrome, individuals with ALS. They tap pictures and words to speak aloud with high quality text to speech. People are able to form full sentences to have conversations with others using the app. It is a cheap alternative to the expensive programs offered before the IPad and proloquo2go. They are looking into funding it for people without the ability to purchase the IPad. I have seen a parent use this application with her teenage son with Autism that is nonverbal. She believes the app opened up a relationship between her and her son that was once not there. It is amazing to see how this technology has brought families together and helped them communicate.
The video expresses the personal story of Carly that is diagnosed with Autism and is nonverbal. She could not walk or sit up aq=s a child and doctors told her parents early intervention was critical. She had 60 hours a week of one-on-one therapy but her family did not give up and pushed her to succeed. One day, she went to the laptop and spelled hurt then help. From that moment on, she had to type if she wanted something or wanted to do something and soon realized by communicating she had power over her environment. Her and her father were able to have a conversation and he began to understand her and became overhwelmed with the joy. In the past, he admitted to talking in the room as if she was not there and could not understand. Now, he was able to to communicate with her and understand the reasons she acts as she does. The medical model of disability is viewed as a problem of the person caused by disease or other health condition which requires sustained medical care provided by treatment by professionals. It focuses on the individuals limitations and ways to reduce those impairment by using adaptive technology to adapt them to society. Carly went through many different treatments or strategies to be able to communicate with the world. She found her voice through typing with one finger on the laptop. The model is displayed through her communication on the laptop which helps her to fit into society. Although her disability was not "fixed or cured", she found a way to live in society and communicate with others. The Social Model of disability believes disabilities as a socially created problem and it requires social action by the community to make environmental modifications necessary for the full participation of people with disabilities. This is where mind set of people must change to incorporate people with disabilities into daily life. Her father never gave up on her and provided her with many avenues to succeed and express herself. Carly just had to find the one that worked best for her. I found Carly story amazing and uplifting. She has so much intelligence that I did not believe was there from the first half of the video. It was amazing to hear her explain the reasons she sometimes acts out or talk about the extra stimuli her body receives. Her story propels the idea of never giving up and realizing progress does not happen in a day. Sometimes in the classroom, it is easy to fill like you may never reach a student but every bit of effort counts and although the progress might not be seen in that school year it can happen.
The next video would not upload to my blog but you will find it here. The video displays a little boy named Jake using the IPad application iWriteWords. The application shows Jake the word he is going to write at the top of the screen. The word is then spelled by him writing each individual letter. The application provides step by step guidance in creating each letter. Once the word is spelled correctly, a picture of the word shoes up and respells the word again. I watched other videos with Jake and his dad seems to really be involved. He offers him positive feedback even though it seems Jake does not respond to it. Jake seems so wrapped up in the task that he does not hear outside stimuli. After seeing this the IPad and program used, I want them in my classroom. All students can benefit from tracing letters while hearing it said to them and practicing spelling words. I know these are suppose to be programs used for students with special needs but everyone can learn using them.
The next video also explains the great impact of the IPad. IPad makes a huge difference in helping students engage. The IPad improves students willingness to socialize, which students with autism struggle with, and enhances their attention span. Ten year old child was thought to have he IQ of a toddler but by using the IPad educators were able peak his interest and communicate with him in a way that caught his attention. With a new vocabulary application, his teacher discovered his vocabulary was much higher than previously thought. Through the use of the IPad educators are able to discover there is more happening within students than was once thought. Parents always believed their children with autism had more to say than they were able to communicate. They believe the IPad has unlocked the isolation their children once experienced.
All of these videos show how the IPad has been a great tool for people with communication disorders. The device has given a voice to people who once did not have one. We are learning more about people with communication disorders through the IPad and realizing they know more than we imagined. That's all for now, until next time!
References:
http://www.disabled-world.com/definitions/disability-models.php
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