Updated information on Connect (previously called Keynote), set to be released this Fall!
Adapted form a post seen on Teaching Learners with Multiple Special Needs
Ablenet is set to release Keynote in September of this year. From what I can tell (and I could be wrong), it seems like Keynote is a switch interface, sound amplification system and protective case in one, very similar to the iAdapter with the added feature of a switch interface. The switch interface in Keynote will enable users to control functions of the iPad that allow Voice Over controls, such as switching between screens on the iPad, and navigating to and opening apps. Keynote's switch interface will also enable users to operate apps that support Voice Over controls by using a single switch. This is a step above where our current switch interface options are (e.g., Blue2, Therapy Box). Pretty cool, can't wait to try it out for myself!
Gimp Gear is bringing video games to kids (and adults) with special needs through their switch adapted, NintendoWii controller. Check out more here, including demonstration videos! This controller is mounted to a hat and controls the Wii through head movements. For users who have some use of their arms, you can also holster this controller to the arm to activate games through large arms movements. The Gimp Gear Switch adapted Wii controller is available for purchase through EnableMart.
Apple just unveiled a new feature for the next iOS update (iOS6) which will let parents, teachers, and others "lock" kids into certain apps by disabling the home button. Read more here! Could be pretty handy for our little ones with special needs!
So you all know that I am visually impaired, one fact that makes me LOVE these two apps! I am also a recreational runner (which you may not have known :), a second reason why I LOVE these two apps! But the most important reason why I LOVE these apps is that they provide alternative access to music for children with visual impairment and blindness by turning the touchscreen of mobile devices (e.g., iPhone, iPod, iPad) into an "eyes free" control panel. Originally designed for those who need to control their iTunes playlist while at the gym or pounding the pavement, these two apps are a handy tool for kids who love to enjoy their favorite songs on their iDevices but struggle to access (visually and/or motorically) the touch screen to change tracks and manage other controls.
FluxTunes
Flux Tunes controls music playback on all iDevices with customizable gestures executed anywhere on the touchscreen. For example, a user could set the following functions in Flux Tunes to change how music on the device is accessed:
- Tap to pause/restart
- Slide left and right to change tracks
- Slide up and down to adjust volume
- Slide two fingers left or right to change playlists
- Slide two fingers up to play music from your whole library
Flick Tunes offers the same, customizable gesture options seen in Flux Tunes, with additional focus on the clarity and contrast of the visual display for those users who have residual sight, but need less clutter and a larger, bolder display. With Flick Tunes, you can choose your own font, orientation, gestures, default playlist and more! Flick Tunes offers 15 gestures, 40+ actions, and more than 25 settings.
Not everyone has a mobile tablet (iPad, Android tablet) and for some kids with special needs, especially those with visual impairment, tablet activities may not be the best choice for all occasions. Personal computers are readily available in many classrooms and homes and there are lots of great software programs out there for kids with special needs! I often hear parents and professionals say "Why would I spend $200.00 on a software program when I can get an App for $2.99?". This is true, many of these software programs require a bit of an investment. however, more often than not, the programs available will grow with your child and can be used across his or her development. Furthermore, the development of these products involves extensive educational research and product support and in my opinion, that often justifies the cost! Lastly, for kids who use switches, personal computers offer a much wider variety of educational programs and games than mobile devices. Here are a few resources to find software and online activities/games that can be used on laptops or personal computers for children with a variety of special needs, including visual impairment: (PS: Some of these are free!! :)
Software
7-128 Software for Blind & Visually Impaired Kids
This company makes simple, low cost games that you can download directly form the site or obtain on a CD. The games were developed to be accessible to children with special needs at a variety of ages and stages. The company uses an accessibility rating system that is helpful when choosing the right program(s) for your child. There is also some free stuff on the site, definitely worth checkin out!
Intellitools Products
A great source for educational programs like the Intellitools Classroom Suite. This company also offers an activity exchange area where users can share the activities they have created for Intellitools programs. One of the things that makes Classroom Suite a great tool is your ability to create custom activities for your child's needs. They also have a braille learning program, IntelliBraille.
Free trials are available for download on the company's site.
Laureate Products
These programs focus on language and communication development.
Softtouch Products
Switch accessible programs for cause-effect learners and academic subjects (reading, match).
There is also a great list of Switch Accessible Software at Marblesoft
Online Activities
Starfall
Focus on literacy with activities for kids at all stages of reading development.
HelpKidzLearn
Free online games from cause and effect to problem solving. Most games are switch accessible and all visually simple with high contrast.
Symbol World
Online newspapers for kids and adults using symbols to enhance literacy. Free to access and the site offers accessibility settings like high contrast and large print. Unfortunately, no voice output yet. :( But they're working on it. Read more about it here.
News-2-You
Another symbol-based newspaper with a variety of reading levels (even appropriate for really young children). This one is subscription based and comes with companion activities in each issue. Also has voice output :)
Kneebouncers
Fun learning games for tots and preschool kids.
Looking for resources for older children and teens?
For some great resources for teens and adults, visit Wonder Baby's list!
There is no question that the iPad has brought much more affordable learning and communication technology to children in need. With this awesome gadget, we can now offer voice output communication for a mere fraction of the cost of dedicated AAC devices. However, for some kids with special needs, dedicated AAC devices may be more appropriate for long term language growth and communication development. This necessity comes with a hefty price tag as many dedicated AAC devices cost thousands of dollars and are not fully covered by private medical insurance. For those children with medical coverage that reimburses for these systems, the assessment and application process can be effortful and time consuming for the parents and team supporting the child, at times resulting in denials from funding sources. And lets not forget that just because the iPad and other tablets are much less expensive then these dedicated systems or a personal computer, doesn't mean that all families are able to meet the financial requirements that arise in setting up an iPad communication system. A family can expect to spend $1000.00 or more when you consider the base price of the tablet, protective gear, audio gear, apps, access supports like switches and switch interfaces-the list could go on and on! So what options are available for families who just can't meet the iPad price tag or for kids that truly need a dedicated system at a significantly lowered price?
Here are a few great resources to help you find used and donated (i.e., lowered cost and free) assertive technology (AT), including communication devices, mobility equipment, and mobile technology.
Do you have a source for affordable AT that you'd like to share? Do you have equipment that you'd like to donate to a child in need? Contact SNEAK or post in the comments below.
If you want to continue the discussion on the technology divide, please comment below or join our chat at SNEAK Freestyle Forum.
Disclaimer: I checked out the above resources to the best of my ability and each seems legitimate and responsible when it comes to assuring the quality of goods being sold as well as the honesty of those selling them. Please be aware when purchasing equipment and other products for third party sellers that you are not familiar with as their is always risk involved. I have never purchased from any of the above links and therefore cannot fully endorse the safety of shopping through these sources.
As part of my series of posts on Technology for Children with Visual Impairment, I wanted to share some tips on fine motor access for the iPad and other tablets. I will update this resource as more exciting technology becomes available!
Stylus & Pointers:
For some kids, especially those that have difficulty isolating a finger, a stylus can be a great support for iPad access. There are many stylus (styli? styluses? :)-let's say, "stylus options"- available and Stylus-R-Us does a great job of discussing some of these options. They even have a section of their website dedicated to special needs (it's under "Physically Disabled"). Thanks to OT's with Apps for finding this great resource! OT's with Apps also has an awesome post on creating your own stylus and some further details on specific stylus options that are functional for different needs. Check it out here. If you are looking for something a bit chunkier for younger users, check out the Griffin/Crayola iMarker- it is not only a handy stylus, but also has a great coloring App you can download for free :)
I Didn't Mean to Touch That!:
Part of the reason that the iPad is such a functional, efficient tool for many of us who use it for leisure and business is because it responds to the slightest touch. This can be a pro and a con for our kids with physical challenges. Many times, areas of the touchscreen are activated unintentionally or special gestures (Multitasking Gestures) are accidentally used and the screen does funky stuff (e.g., zooms in, moves up and down)! Unfortunately, Apple has not addressed this issue in the last two version of the iPad and we currently have no way to adjust the sensitivity settings of the touch screen. Here are a few solutions that might be helpful for your child:
Multitasking Gestures are toggled on and off in the Settings of the iPad. These gestures, when enabled, allow you to move between apps, open multi-tasking menus, and more by using three, four, or five finger gestures on the touch screen. Sometimes, our kids have difficulty using just one finger on the screen and may activate these gestures by accident. If you find this is a problem, you can turn the gestures off in the Settings menu of your iPad. You may also notice that sometimes the screen zooms in. This happens when two fingers tap on the iPad screen when the Zoom feature is turned on. It also happens magically when little fingers and plans rest too long on the screen. :) If you find this is a problem, turn the Zoom feature off on your iPad in the Accessibility section of the Settings.
The iPad screen responds to the electricity (capacitive touch) of our fingers. This is fancy science stuff but really what it means is that pressure is not what makes the iPad do its dance-rather, it is the energy that emerges when your finger (or special fabric/material if using a stylus made for a touch screen) comes in contact with the screen. In the case of our kids with special needs, this could mean their intentional finger or the other ones coming along for the ride as they rest against the screen to offer support! Dana of Uncommon Sense Blog is a mom who has first-hand experience with this issue and she came up with a clever solution in the form of DIY fingerless gloves :) Check it out here.
There are a handful of iPad apps, most of which are related to AAC (augmentative and alternative communication) but some of which that are play-based, that can be used with accessibility switches. To do this, you must have an iPad compatible switch interface like the Blue2 from Ablenet, or RJ Cooper's Bluetooth Switch Interface. Be careful because only certain Apps will work with the Blue 2, and others only with RJ's interface. For a solution that works with all switch accessible apps for iPad, check out the APPlicator (great review by Jane Farrell at this link). With one of these tools, an accessibility switch (e.g., Jelly Bean, finger switch, etc...) and a switch-accessible iPad App, your child can access the iPad without using the touch screen. Here are some of my favorite switch games for iPad :) For a comprehensive list of switch-accessible Apps for iPad, check out Jane Farrall's list, it is updated frequently.
Keyguards can also be helpful for kids with motor challenges who are using the iPad, so long as you are using an App that works with the key- guard layout. Check out LaseredPics-they make keyguards for a variety of iPad Apps and will even make special order guards.
What do you use to help your child access the iPad?
As a person with a significant visual impairment, positioning my body and my technology appropriately is the best way to reduce my fatigue and discomfort, and to improve my productivity and enjoyment. I think this is also true for our kids , even though they can't always recognize this need or communicate it to us. In addition to visual needs, many of our kids with visual impairments, such as CVI, often have other challenges that should be considered when addressing the topic of positioning. Here are some general positioning tips to consider when working with children who have visual impairments and motor challenges:
Mounts and Stands: Using the iPad table top is not always the best position for kids with visual impairment and motor challenges. Placing technology upright and off of the table surface could help some children access the touchscreen more easily. For others, placing the iPad to a visually stronger side, or away from a visual field cut, could be imperative. Work with those professionals supporting your child (OT, PT, Vision Therapy, etc...) to assess which iPad mounts or stands (or which combination of these options, as one may not suit every need) would promote the best access position (visually and motorically) for your child. Check out some of SNEAK's favorite iPad stands and mounts to see if any of them work for your situation.
Where Is the Body?: Is your child positioned in a way that helps him/her optimally access the iPad screen? Some children interact more readily with technology and other activities when we consider the needs of their body for stability and control. Work with the professionals supporting your child to assess which seating or positioning options (e.g., wheel chair, side lying, laying on belly with bolster) are most ideal to help your child see and use the touch screen with minimal fatigue. Check out this great SNEAK post on tips for positioning to body.
Lighting & Glare: Under certain lighting conditions, the iPad screen has quite a bit of glare. Some children may be able to see the screen more clearly and easily with the room lighting to a minimum. Consider the brightness levels of the iPad itself as well. Your iPad could be set to automatically change the brightness of the screen according to the changes in environmental lighting. Work with your vision support staff to see what brightness settings are best for your child's visual needs, or vice versa. You could also consider "hooding" the iPad screen in areas where there is high glare. UPDATED 04/17/2012L Check out this great post on choosing anti-glare/anti-reflection screen protectors for iPad :)
I was recently invited to be a guest speaker on two teleconferences for parents seeking support for their children with visual impairments. These impairments included cortical visual impairment (CVI) and LCA, a genetic condition which leads to blindness. I really enjoyed participating in these calls and gaining some perspective on the information these families are seeking for their kids. They all had such wonderful questions and I admired their innovation and bravery. Although the focus of this talk was definitely geared more toward mobile technology, we also discussed some great computer and web resources to enhance play and learning for these kids. I thought this information might be helpful for other families supporting children with cortical visual impairment and other forms of low vision and blindness. I thought it might be helpful to other parents to have some of this info as well. In a series of posts this week, I will share some further tips and resources on technology for visually impaired kids. Click on the links below for information related to each technology category .:) I will try to post these quickly this week so if a link doesn't work today, please try again tomorrow!
A friend shared this link with me on Facebook (Thanks Sam!) and I though it was pretty cool! The Freehand Glove acts as a switch when special points on the fingers are touched together. Although I can't see this immediate product being all that helpful for little ones who use switches, I think the base technology is pretty amazing and could lend itself to some pretty creative applications in the field of accessibility switches. The Freehand won't be available until April but you can read more about it on Ablenet's site.
I had a great collaboration meeting and co-treat with an OT on my team yesterday afternoon and I had to take a moment to reflect and share. :) We have both recently started seeing a bright young boy with Autism who is nonverbal, struggles with engaging, and needs a lot of sensory regulation support. My colleague mentioned that this little guy's mom wanted very much for him to share in family activities, especially game night-and that mom was really struggling on how to make board games something he had fun with and could participate in. As a therapist, I have spent much time using board games with school-aged children on the Autism Spectrum to target many skills: turn-taking, following directions, sequencing, basic concepts, etc... But had I thought about the fun? Could we not only get this little guy to participate but to actually have FUN in doing so? I thought we could, but where could we start?
I started thinking about why kids play these games in the first place. To win! :) Children at that age have a natural competitiveness to them, they start to develop a love for strategy and rules, and they take joy in the endeavor of finishing a game (hopefully with results in their favor :) My colleague and I started wondering, did children with Autism at our little guy's stage of development have this competitive drive? We knew that social interaction was a big hurdle for our little guy, as it is for many children on the Autism spectrum, and we knew that participating in a board game meant using social skills and frame of mind that didn't come easily to him, if at all at this stage. We thought, “we might be able to get him ‘through’ the game by making some adaptations, and we definitely wanted to take a look at what those needed to be. But we also wondered if we could use HIS "currency" to build in real enjoyment that would keep him engaged when he was able (from a sensory perspective) and bring him back to the game of his own will, should he choose to take a break. What was his "currency"? It wasn't always high-fives, or smiles and "good jobs!", and it also wasn't the thrill of the competition. We had to figure out a way to meet this little guy where he was in the process, and then support him along the way. In researching, brain-storming, and a whole lot of trial and error (still underway!), we found a few ways to adapt game-play for this little guy that kept him engaged, and more importantly, willing to re-engage (and, therefore, learn new skills over time)!
Here are a few tips and resources to help bring board games to the table for children with Autism:
1. Choose the Appropriate Level of Difficulty:Just as with other skills, play develops in children across a continuum. Introducing skills sequentially, with this in mind, helps us meet our kids where they are in terms of the skill set needed to successfully participate in a board game. UNC has a great article describing nonverbal skills, cognition, and play development in children. The age range provided on the outside of most board game boxes might be of little help to you as you try to determine where to start. Autism Games, a great site that focuses on bringing a variety of play skills to children with Autism, has a few simple, helpful guidelines for choosing games at various levels of difficulty. I find that nearly ALL board games can be modified “up” or “down” to meet kids where they are. Keep a few things in mind when choosing or modifying games:
What physical skills are needed? The social aspect of game-play is hard enough for our kids on the Autism Spectrum, so keeping the mechanics of the game manageable lets kids focus their mental energy and attention on the social and the fun! (See Tip #10 for ways to adapt the mechanics of a board game for those who need it.)
What cognitive skills are needed? Most games are aimed at “teaching us something”, or helping us practice basic concepts like colors, numbers, and shapes in a fun way. Make sure you consider the cognitive skills required for a game (as it is) and make adjustments as needed. It is OK to challenge, but working on too many challenging tasks at once can really set the stage for disaster, and no one likes to play a game they aren’t good at! (See Tip #5 an #7 for some ideas on adjusting the cognitive demands of games)
2. Balance the New and the Familiar: With children on the Autism Spectrum, new things=challenges. And as discussed above, introducing too many challenges at once can completely overwhelm you and the child. Help games look, feel, sound, and act familiar, especially if it is the first time you and your child have sat down to play this game. You can also build your own games around concepts that are already familiar to your child, and that he enjoys. For example, a child who is good at identifying colors and enjoys interacting with colors might be more wiling to engage in a game about colors (e.g., Candyland, Twister) than a game about numbers (e.g., Chutes & Ladders, Hi Ho Cheerio). Keep in mind that children on the Autism Spectrum also embrace predictable routines (how great, since board games are all about structure and routine!). This is part of the scope of balance “familiar” with “new”. Keep your game-play predicable for the most part, adding new things gradually (See Tip #8 for more information on Predictability).
3. Make it Visual: We know that out kids on the Autism Spectrum learn best when information is presented in a visual manner, and board games are no exception. You might look at a game and think, “aren’t all board games inherently visual?”. And you would be right- in part. But think about all of the aspects of playing a game that AREN’t visual (i.e., taking turns, knowing what to do on your turn, which direction to move, which game piece to use, when the game will end, how you know if you win, etc...). These kids struggle with the unspoken, unseen “rules” of social interaction and the same holds true for game-play. Break down the demands of the game in this manner and make those aspects more simplistic and VISUAL so that your child knows his role and what to expect. Go over the visuals, make sure they make sense, and don’t forget that you will still need to provide gentle reminders. :) Some visuals might include integrating picture communication symbols onto the board itself, modifying dice or spinners, using the child’s picture on a game piece for easier recognition, using a within-task schedule to assist with the steps in the game and/or the sequence of turns between players, and providing a communication board with some basic game related language (See Tip #6 for more on how to integrate visuals).
4. Use the Right Kind of Talk: Talking is a large part of any game. Remember to use talk in a way that facilitates further understanding of the expectations in the game. Autism Games has some great guidelines for adult talk during game-play. You might even find that less talking is more successful, keeping in mind that communication (understanding and expressing) may be one of those “challenges” to balance.
5. Focus on Fun: Remember that although you want your child to learn the game, and attend to the game, etc... that the ultimate goal for the child is to have fun. He doesn't really know (or care) that you would like him to learn how to count or identify colors as part of this game-play experience, nor does he need to in order for you to facilitate that learning experience. Be sensitive to the demands (previously mentioned) of board games and remember that you will need to be flexible if you are going to teach him to be flexible. This might mean allowing your child to take “breaks” as needed, and waiting for him to re-engage on his own terms (with some tempting fun signals from your direction!). You may even have to introduce “fun” that is more familiar to your child than that already built into the game (See Tip #9 for more on reinforcement and fun).
6. Practice Before Play: We all prefer going into situations knowing what to expect. Try to think about the last time you sat down to play a game or complete a task that you didn’t know how to do (panic! anxiety! confusion!) Usually, when adults sit down to a game, they discuss the rules, possibly even reading the step-by-step instructions of how to set up the game, how to play, etc...Now think about how you will introduce a game to your child. Will you set it up, have him sit down, and get to playing? How can you assure that he enters the game knowing what he needs to do? Using social stories and video modeling can be very helpful in narrowing the learning curve. You might also consider introducing concepts and materials form the game prior to actually sitting down to play. This allows your child to become familiar with the concepts, materials, and actions of the game in smaller, more manageable “practice sessions” before adding the social pressure of playing the game itself. For example, you could use the spinner form a game of Chutes and Ladders to practice matching numbers to quantity, counting the number of cars, blocks, Cheerios (pick whatever your child likes and insert it here :) that is represented on the spinner. Taking turns in this way also introduces the concept of turn-taking, a skills that he will need to use when you sit down to play the game together. If you are using visual supports for the game (and you should be :), make sure you go over these supports in more familiar contexts to assure that your child knows that the pictures mean. Autism Games has great resources for video modeling in game play.
7. Bend the Rules When You Need To: When it comes it to playing board games with children on the Autism Spectrum, rules were definitely meant to be broken. Bending the rules of a game can help that game suit the cognitive, sensory, and motor needs of your child. If playing the whole length of the game board takes longer than your child is able to sit for, play half of the board. If counting a different number of spaces each time is too demanding, set a number for the game and have everyone move that amount of spaces. If your child needs more of his idea of “fun” to keep going in a game, consider integrating sensory and other preferred activities into the game itself. For example, modify game boards to include symbols for reinforcing activities (e.g., candy, slide, bubbles, trampoline) every few spaces. This provides motivation to continue to continue the game! Set reasonable expectations and realize that they may not involve finishing the game the way it was meant. You can always build to more more extended, literal play in the future-small changes gradually will lead to more successful play experiences :)
8. Predictability Leads to Teaching Moments: Predictable routines draw a child on the Autism Spectrum into an interaction. He might be thinking “hey, i get what you’re doing!”-and if he gets it, he is more likely to participate. Building on Tip #2, use predictability as a “familiar” element to build a safe play environment in which your child knows he is capable. Then you can mix it up a bit by adding a new element here and there and set the stage for your child to learn from this violation of expectations. Autism Games has some great strategies to help “stretch” your child’s mind in this way without pushing so far that fun turns to game over.
9. Choose Your Reinforcement Wisely: Verbal praise and other social rewards are great when they are great, but they aren’t always needed or welcomed. Choose the way you reinforce you child wisely when playing these new games. Excess verbal praise could derail attention, be overwhelming from a sensory perspective, or add confusion. The actions of the game should serve as motivation for the child to keep participating and may be enough without “atta boys” and “good jobs” flying around.
10. Take Inventory: Similar to Tip #1, make sure that your child has the mechanical skills needed to engage in the game you bring to the table. Consider visual, hearing, sensory, and fine motor needs. If you find that certain game tasks might be difficult for your child from a mechanical perspective, consider modifying them.
You can use electronic or switch-adapted spinners and dice instead of those that come with the game if the act of spinning or rolling is a difficulty.
You can reduce the visual complexity of the game board by folding it in half or covering some of the spaces to create larger spaces.
Card holders can be used to hold cards upright for kids who have difficulty.
Velcro can be added to game boards and game pieces to help them stay upright.
Grip enhancers like foam or rubber can be added to game tools for easier handling
Here is a great video example of many of these tips in Action (From Autistically Inclined
A BLURB on Technology:
As with other skills, mobile and computer technology can be a great tools in helping children on the Autism spectrum participate in and enjoy board games and other social games. I consider technology a stepping stone to real thing in this regard. Utilizing technology for parts of a game or to play a full game could be a great way to motivate kids on the Autism Spectrum to engage in the game and practice interactive play skills. However, I consider these strategies a practice stage for eventually playing these games the more traditional way, helping children engage more readily with partners versus screens, and building the much needed skills for successful interaction with peers in a variety of play environments. With that said, I have found some promising Apps that I see as beneficial tools in the realm of interactive play. More about that in a future post! :)
I found this Youtube Video (Touch the Invisibles...) a few weeks ago that featured an innovation in the development phase that would bring tactile feedback to the iPad touch screen. I haven't heard anything more about it since: that is, until now! Rumor on the street claims this feature (or something similar) might be available in iPad 3! Check out the link below to find out more!
What amazing implications in the fields of sensory processing! And even more so, what amazing potential for helping children and adults who are blind or significantly visually impaired interact with the iPad touch screen! I will definitely have to add this one to my iPad 3 wish list!
Do you have experience using tactile feedback with children?
Ablenet is hosting some cool Professional development courses on power chairs, AT and literacy, using AAC throughout the day, and more! Click here to get more info on these sessions.
And don't forget to check out Ablenet's Sounding Board AAC App
and Blue 2 Switch for iPad!
I have been dieing to attend a workshop with Linda Burkhart since graduate school, but I just haven't had a chance to make it happen. Today, I FINALLY got a taste of her wisdom and on, of all things, one of my favorite topics-CVI (cortical visual impairment). A bit of what I took from today's mini-session with Linda Burkhart:
All kids with CVI are different and even skills within each child with CVI may vary
Don't judge a book by its cover: not all children with CVI have the same level of,m If any, significant cognitive impairment.
Successful intervention for children with CVI isn't just facilitating opportunities for sight, but also providing meaningful contexts for associative learning.
Adapting materials and the environment is not a one size fits all solution for kids with CVI: try these strategies and measure how they improve or hinder visual and leaning progress
-Add light via use of flashlight and other focused light sources to draw visual attention to symbols and objects for children with CVI who "light gaze"
-Reduc glare which interferes with "flashlight highlighting". One way to do so, avoid high gloss laminating film and go for low-gloss or no- gloss options. An alternative way to protect visual supports without lamination is a waterproof paper called iGage, sold at www.trailexplorers.com
-Establish visual attention by incorporating movement with objects or symbols, which taps into the "fight or flight" area of the visual brain. Move objects and symbols by shaking them in the periphery for establishment of visual attention, and then stilling them centrally for children o establish visual focus. Use animation in computer programs and realize tthat some kids see better when they move-bounce on therapy balls, swing, or learn while moving in other ways.
-Visual complexity is a significant problem for many kids with CVI so simplify visual materials by presenting pictures and text separately, reducing detail in symbols, reducing color array, and reducing symbol array (in situations of AAC).
-Mask visual complexity by using simple techniques like covering extra visual info (e.g., extraneous objects, busy prints on clothing or confusing work surfaces, like clear lap trays) with dark fabrics in navy or black.
-Use software programs that reduce visual complexity by keeping graphics and colors simple, such as those by Inclusive Technology. Also, incorporate additional visual and auditory info via screen highlights, sounds assigned to different functions within games and AAC layouts, and verbal auditory cues. To AAC devices
-Test software for kids with CVI to meeT these guidelines and do so with your eyes literally closed so you can experience what the feedback is like.
- Keep in mind that kids with CVI may have difficulty processing sensory info together. So they may not be able to look and listen or look and physically activate at the same time.
I love the twist that Linda Burkhart gives to the field of working with kids with severe challenges and it was so awesome to hear her share her experience in person. She also mentioned that Mayer -Johnson is due to release a high contrast version of PCS symbols as an addendum library to BoardmKer, very exciting for the application of visuals in the learning environments of children with CVI. Goodnightbfir now, more info from ATIA tomorrow, including extra focus on apps and other great gadgets in the exhibit hall!
Gain more insight from Linda Burkhart at her site!
I just got out of this incredible, high energy, totally innovative session on access for kids with high muscle tone! I wish this session was longer because I left feeling totally charged and ready to overhaul everything I thought I knew about positioning, switch use, and more, and totally inspired to try new things-but I need more info!! Here are some bullet points that I will revisit in more detail when I get back home and have time to process and use these amazing tips!
Access is gained through experience, not something that kids just have! This learning process is driven by keeping a child engaged in the activity, not the outcome-in other words, not the switch, not the computer, not being "good" at something, but learning through self-driven, motivating exploration.
Children engage and attend through self-driven intention and motivation, by visualizing themselves doing motor activities, and by having models of these activities in their environment. We help them by creating these opportunities, not using hand over hand or adult driven "trials".
Access is rooted in positioning and many of our kids are positioned to relax, not to act!
Consider the movements required for mechanical switches and the mismatch that often occurs between the skill sets of our kids and those required for graded, effortful "hitting" of a mechanical switch. Could we explore how electronic switches could be a better choice for kids with tone?
Hand control is driven by head control, which is driven by pelvic stability and a relationship with gravity through feet connecting with floor. We really need to understand physiological and physical ( as in physics) framework to get our kids ready to engage in activities for access and learning.
Karen Kangas, OTR/L, out of Pennsylvania was the speaker and I highly recommend fnding her publications and Webinars on Google. I plan to attend a full training on these principles very soon, will update you when I find a listing! :) Off to another session!
This is a clever product and when I saw it, I immediately thought of the many wheelchair lap trays I have outfitted with tons of Velcro strips to get toys and tech to stay put! I think this smart little lap desk/carrying case is a great alternative for some kids who need their materials anchored for access! The Trabasack (sometimes referred to as a "buggy tray") comes in four versions: Trabasack Curve, Trabasack Curve Connect, Trabasack Mini , and Trabasack Mini Connect . "Connect" versions are covered with a material that feels and acts like the soft side of Velcro. To anchor toys, games, tech, or anything else, you would simply put the hook side of a Velcro tab on the item. You may need more Velcro on the item depending on its size and weight. The Trabasack also acts as a carrying case so yo can ensure it is always with the child, toting anything he needs to work and play! The Trabasack has great potential as a communication board as well, with handy storage for all your PCS right inside your Trabasack, Thanks to Viviane on Thinking Outside the Light-box for mentioning this cool new tool! if you buy your Trabasack through this link, you can support our blog at the same time, with no extra cost to you! Thanks for your support and I welcome your input on this product!
Some of you savvy iOS users might have noticed something new hanging out in your URL box these days. I'm a bit slow when it comes to things of the visual nature so it took me some time but a few weeks ago I noticed that every now and then, a small grey "Reader" button will pop up in the URL box of my Safari Browser and what happens when I click on it is music to my eyes!
The Reader function translates the text of the open web page into a text only screen that pops up with options to change the text size. It also creates a clean, text-only (i.e., no fancy web page backgrounds etc...) platform upon which to use the VoiceOver or Speak Selection feature to read the text aloud. You can also share this text-only "article".
This tool is very useful for me as a visually impaired reader, however, most of my current students are unable to read so I have not been able to try it in the clinical setting. This feature has great potential for literate students with visual impairments, and is also a nice way for professionals to create clean looking handouts to give to parents and colleagues in print or via email.
Tecla Access is an App and hardware “shield” designed to provide switch access to the underlying operating system (Android) on Android mobile devices. This includes ALL of the Apps loaded onto a particular device.In other words, you can use Tecla Access on your Android tablet to access other Apps witch a switch. This technology is in the pre-production stages and is currently being tested in the UK, Canada, and US with adult users.The research team at the Inclusive Design Research Centre of OCAD University in Toronto is currently gathering data on the compatibility of Tecla Access with various Android Tablets and Android Apps. They post this data as it is gathered on their project site.Currently, Tecla Access is compatible with various Android mobile phones and the Samsung Galaxy Tab (a mobile tablet similar to an iPad).The research team will test the compatibility of different Android Apps with the Tecla Access system upon request.They are still in the working stages of identifying those Apps which follow best accessibility practices most closely, and therefore present good compatibility with Tecla Access.Check the Tecla Access Project site for more information on the Apps that have been tested as well as those in process.
How do I get Tecla Access?
Visit Tecla’s siteto learn more about how to participate in the initial use of this amazing product.Keep in mind that this is a two part system-in order to use Tecla Access on your Android tablet for switch accessibility you must have the Tecla Access Appand the Tecla Access Shield.
I am really excited about this project and I can’t wait to see how it develops in the coming months. Despite the fact that the initial focus of this project is on adult users, I am completely confident that this technology has wonderful applicability for our kids who use switches.Do you use Android Apps with your kids?Which Apps should Tecla Access test out to get this project moving for our kids?
A special thank you to Jorge Silva at the Inclusive Technology Research Centre of OCAD University for answering all of my dummy questions and providing great resources for this post! J
The iPad has certainly taken the market by storm, and many of us are left thinking "what other mobile tablets?". Some of you might be rather surprised to learn that there are actually many other options for mobile tablets! It can be overwhelming, however, trying to understand the differences between these technologies and how they might impact your purpose: helping your little one with special needs achieve success. I wanted to start a dialogue on this topic because I think, as parents and professionals, it's important that you not let your overwhelm scare you into buying an iPad just because you can't make up your mind, or don't know where to start. In a series of posts this week, I hope to help you all learn the pros and cons of each of these systems so that you can make purchasing choices with the future in mind. For my first post, I thought I'd just clear up a bit of the lingo confusion! How about some OS 101? :)
What is this OS business?
An operating system (abbreviated “OS”) is the software that supports a computer's basic functions, such as scheduling tasks, running applications, and controlling other tools like the keyboard, speakers, and mouse (called ”peripherals”).For those of you who use personal computers(PC’s), Windows is your operating system.If you are using Mac computers, your operating system is Mac OS X.The operating systems for mobile devices, like the iPad and other tablets, is different from that running on a computer.This is important to understand (at least at a basic level) when it comes to switch accessibility on mobile devices.In order for switches to work on a mobile device, the OS has to “let them in” and help them communicate with the other software programs (the Apps) that the user wants to run.
What is “iOS”?
iOS is Apple's mobile operating system.This OS runs on all of Apple’s mobile devices: the iPad, iPod Touch, and iPhone.You may see these devices referred to as “iOS devices” because they are using iOS to get things done.The Apps that you use on your iOS devices were developed specifically for iOS.When an App is developed for iOS, it is able to take advantage of different “services” offered by the operating system, like using the camera and recording voice.iOS does not allow access to the “input” features of the operating system, therefore, programs cannot alter the directions to the device when it comes to accessing everything with a switch.In order for you to access an iOS device with a switch, you need two things:1) a switch interface that allows a switch to send signals to the device and 2)an App written to receive those signals because iOS is not listening. J
What is Android?
Android (recently modified to Honeycomb) is a mobile operating system by Google that runs on all other mobile devices, excluding iOS devices (iPhone, iPad, iPod Touch).These devices include tablets like the Kindle Fire, Samsung Galaxy Tab, HP Touch Pad and more.The Android operating system is known as “open source”, meaning that developers can change the way the operating system functions.This gives developers the opportunity to access “services” like the input method, not readily accessible in iOS.Being able to access the input method of a device through the operating system, versus an App-by-App basis, means that you can control the entire device with a switch.
But how? That leads me to the main feature of my next post! Stay tuned...:)
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. "Connect" versions are covered with a material that feels and acts like the soft side of Velcro. To anchor toys, games, tech, or anything else, you would simply put the hook side of a Velcro tab on the item. You may need more Velcro on the item depending on its size and weight. The Trabasack also acts as a carrying case so yo can ensure it is always with the child, toting anything he needs to work and play! The Trabasack has great potential as a communication board as well, with handy storage for all your PCS right inside your Trabasack, Thanks to Viviane on 
, you can support our blog at the same time, with no extra cost to you! Thanks for your support and I welcome your input on this product!
and 
(a mobile tablet similar to an iPad).