The Trabasack as an alternative tray....

When assessing people's need for specialist technology, one of the most important areas to consider is their physical positioning and the positioning of their access device, such as a switch or communication aid. The use of a tray can play an important role in both these areas.

When Netbuddy asked me to take a look at a Trabasack I headed straight for Google as I had no idea what it was! The Trabasack website describes it as a 'lap desk and travel bag with a firm flat tray surface.'

It is an ergonomically designed bag that can be placed on someone’s lap and used as a tray. There are a few different designs, varying in size and shape.

I received the ‘Trabasack Connect’ which has a Velcro top to the tray. The first thing I noticed was the weight of the Trabasack. It’s very light and actually slightly smaller than I expected it to be. It has a very neat design and comes with straps that can be attached very easily in different configurations, depending on how the bag is to be held.

It comfortably holds an Ipad or similar tablet device and also works well with various other smaller communication and assistive devices. The hard top and the cushioned bottom mean that any device stored in the bag is very well protected.

I wanted to trial the Trabasack with students in a special school that I work in so – Trabasack in hand – I took it around one morning to see how people reacted to it and how effective it would be.

It excited the staff in particular, as the two things that go everywhere with the students are bags and trays. To integrate the two meant less to carry on the wheelchair.

Many students tried the tray on their laps and it was surprising how well it worked for different students, irrespective of size or physical presentation. The bottom of the Trabasack shapes and moulds to a person's lap and a strap can be positioned to wrap around their waist, securing it in place.

Over the course of a week I held assistive technology assessments and instead of using a regular tray, I actually found that in most cases the Trabasack was a quicker and more efficient approach. The Velcro top meant that switches and mounts could be quickly secured and because it actually rested on the student’s lap it better fit the contour of the body.

It also allowed improved access by the students to devices placed on the tray compared with some wheelchair trays. One problem I often come across is students catching their hands underneath their wheelchair tray as it has to be positioned above the legs. Because the trays are usually solid plastic this can cause discomfort. As the Trabasack actually sits on the legs and it is a softer design this problem was mostly overcome.

I was extremely surprised by the versatility of this simple design. The Trabasack is an efficient and effective device and for many of the students who tried it, it offered a viable alternative to a wheelchair tray, while also offering the function of a modern bag to transport their equipment.

Of course, the Trabasack has its function in many situations and I can safely say that my next Ipad case will certainly now be a Trabasack!"

Question and Answer...

I also offer advice on a forum for the website Netbuddy, below is a question and answer from the forum

Question...

Hi Chris
I have twin 14 year old ASD MLD boys who have very poor writing and they will not find it easy to access their senior education over the next 2 years. They do not have work stations at their desks at their special school and they would not find keyboarding very easy, Could you advise us of any adapted technology which would be available to support and open up the boys education which is reasonably priced and accessible. Thank you.

Answer...

Hi Virgomum – thanks for your question.

It is well worth having a look at Clicker 5 (I talk about this a lot!). Clicker 5 is a fantastic piece of software with a huge range of activities and supportive reading and writing tools. “Write on-line” is a Clicker 5 word processing tool that is designed for learners of your son’s age and incorporates word and symbol prediction along with auditory feedback. With Clicker 5 you can design bespoke “learning grids” for specific activities, tailoring them to an individual’s needs. There are many resources available to purchase covering many areas of the curriculum. There are also free resources available on-line created by other Clicker 5 users. If your sons find it difficult to use a keyboard then you could use an on-screen keyboard in Clicker 5 with the mouse pointer or touch-screen. To break this down even further, switches can be used with an auditory scan to simplify the sequencing process. This could be done with the on-screen keyboard or any of the learning grids. The RM Slate offers all the features of a Windows 7 computer but is easy to transport across the school and between home and school. It is £399 so very reasonably priced. Couple it with Clicker 5 and you have a really flexible, touch-screen, learning platform. Also check out the Intellikeys keyboard and accompanying software– I’m sure you have come across this but if not it may be something that would help.

Here are links to the various products

Clicker 5
http://www.cricksoft.com/uk/products/products/overview.aspx

The RM Slate
http://www.rm.com/shops/rmshop/product.aspx?cref=PD1787832

Intellikeys
 http://www.intellitools.com/default.html

All these products are available to purchase at Inclusive technology

http://www.inclusive.co.uk/

I hope this is of some help, please feel free to ask further questions.
Chris

Quesion and Answer...

I also offer advice on a forum for the website Netbuddy, below is a question and answer from the forum

Question...

Hi Chris, I have a 4 year old daughter (with a condition called Smith Magenis Syndrome) she attends a special school and loves using the touch screen pc's.... we are looking to buy her one for home, could you recommend somewhere I can get one from? It would need to be robust as she isn't the gentlest of children!!
Answer...

Hi Emma
Great to hear from you. Inclusive Technology has a great range of touch monitors and “all-in-one” devices such as the Inclusive One Touch. The One Touch is a very robust computer built for schools. It can be fixed to a desk and all the cables are hidden away at the back. The monitor is very hard wearing and can be easily wiped clean when necessary. I use Inclusive Technology a lot and have always been very happy with their products. If you already have a computer, the ELO touch monitor may be your best (and cheaper) option. I use the 15inch monitors and find these very good. There will be other touch monitors and devices on the market but the ones I have pointed out are built to be tough and to withstand a bit or rough play. I hope this helps.

Question and Answer...

I also offer advice on a forum for the website Netbuddy, below is a question and answer from the forum

Question...

Hi Chris, I'm thinking of getting an iPad for my son (19, severe CP) to use at school to Skype us in the evening. Any other ways he could use the iPad? Talking books, for example? I know we could put his iTunes on there and he could update his iPod from it. Just thinking, does he really need something as large as a laptop? He can watch DVD's on his laptop, but if he could do this on the iPad as well, that may be good enough. Any good Apps for those with physical/visual disabilities? Thanks, Erica

Answer...

Hi Erica, great to hear from you. The Ipad is a fantastic device and for many people with CP and related disabilities it has opened up a new world of fun and interactive enjoyment. Access is always the key though. If your son is able to fairly accurately target on-screen icons with a hand or finger then it sounds like it would be a good option. If not there may be some other similar devices that could be used as an alternative. The RM Slate is a Windows 7 powered device. It looks and feels like an Ipad, however it acts like a touch screen computer. This means that you can install any software on it in the same way you would on a laptop. If your son uses any specialist access devices such as switches then these can be set up in the same way you would a regular computer. Some more information would be good around the way your son currently access a computer, I can then hopefully offer more specific advice.
Here is a link to the RM Slate http://www.rm.com/shops/rmshop/product.aspx?cref=PD1787832

Netbuddy

This video was shared on the site http://www.netbuddy.org.uk/

Netbuddy is an award-winning site for swapping practical tips and information on all aspects of supporting people with learning disabilities.
I was introduced to the netbuddy website by a parent a few months ago. It is an absolutely brilliant resource for parents and I highly recommend it. I have recently been added as a "site champion" answering questions and offering advice on all things "adaptive technology". Check it out!

Big Bang for testing visual ability

Big Bang is a fantastic piece of software for testing someone's visual ability. The on-screen animations and graphics are bright and engaging. You can configure animations to move across the screen in many different directions and can set them to leave a trail. The background colour can be changed and there are various different types of activity that can be presented. When unsure of someone's visual capabilities, Big Bang is a fantastic tool to bring out.

Big Bang is also great switch practice for those who are developing cause and effect.  

Please feel free to ask any questions by leaving a comment

Eyegaze Technology - Is it appropriate?

The emergence of eyegaze technology is causing quite a storm among parents, teachers and therapists. It is certainly groundbreaking and is yet another "game-changer" (we seem to be using this term rather a lot these days!). We've talked about the Ipad, Iphone, slates and now eyegaze (which by the way doesn't currently work with any of the afore mentioned...yet). So what is it? How does it work and the big question - is it going to actually change and improve the way people access the computer and communication devices? Well, the answer is yes but I urge caution...
Let's start off by briefly describing what it actually is. It is a technology that allows people to control a computer or communication device with their eyes. It can be configured in many ways but basically wherever you look, the mouse-pointer will go. Hold your gaze for a moment and it will open or choose whatever you are looking at.
This technology isn't all that new, it has been around for a while, but now it really works. It has been refined and the development of software designed for touch-screens has benefitted its cause hugely. There are also some really exciting developments in the area of eyegaze devices and sensory rooms, but that is for another post! Do check this video out though for a taster - all this stuff can apparently be controlled with eyegaze now... according to a solid source!
http://www.youtube.com/watch?v=PXL_Qf_bgq4&feature=player_detailpage

So why do I urge caution? Well, firstly the equipment is expensive. I believe we have to be careful when assessing people for equipment that we can't support the on-going learning of or actually provide. It may work, but it is an expensive option. I say that because in schools for instance, professionals are running assessments with eyegaze but unable to kit out their classrooms with the devices to support their use. We need to encourage inclusive learning practices by training teachers and support staff to lesson plan around the devices and support the user in the daily use and configuration of the device. All this can of course be combated and companies such as Tobii are leading the way on this.
It is Tobii who have taken this technology forward and developed it to work more effectively with their C12 communication device and have now developed a device to work with computers.
Tobii have realised the need to provide the facility to train up users who aren't quite ready to use eyegaze as a functional communication tool or to record their class work for instance. This may be because of age or because or cognitive development.
Have a look at these videos with my good freind Hector from Tobii and you will see what I mean.

http://www.youtube.com/watch?v=1jpizA8b6PM&feature=player_detailpage

http://www.youtube.com/watch?v=o5JIMWJUc3g&feature=player_detailpage

http://www.youtube.com/watch?v=rdxONKQV3WM&feature=player_detailpage

http://www.youtube.com/watch?v=ouw-tvQQZjs&feature=player_detailpage

So, to sum up, what is emerging is a groundbreaking way for people to access computers and develop their independence but along with that is the crucial understanding among developers that, although for many this type of access is intuitive, for some extra training and the software to facilitate this needs to be available.
So is it appropriate? For many, absolutely! This will offer the means to access IT, communication aids and other devices where there has been none before but for some it may not be appropriate. I think it needs careful consideration before an assessment as to how a device will be funded or provided if it is appropriate. Also over-hyping its potential before an assessment can cause huge disappointment if it works out not to be appropriate. But all in all a very exciting piece of kit!

Cause and effect...check. So what's next?

So, an understanding of cause and effect is established and it feels like the time is right to move on. It's time for simple choice making! Of course choice making skills can be taught and reinforced in many different settings and scenarios and it is at this stage that technology can really become useful. Let's have a quick look at some steps towards developing a greater understanding of choice making with technology. When the goal is improved communication for instance, we could set up two Big Macs (large colourful switches that can be recorded onto and that give auditory output) with a "yes" and "no". (We must always remember to think about the delivery of the teaching. How are we communicating, are we using symbols, would the student benefit from some sensory integration first and/or during?) The Big Mac can be accessed directly by pressing it. If this isn't an option due to physical difficulties then it is possible to plug an external switch, such as a head or chin switch in to the Big Mac. This is technology at it's simplest but it is the functional development of these early concepts that lay the foundation to greater independence.

There are some great computer activities available that bridge the gap between understanding cause and effect and the learning of simple choice making skills. The "Switch It!" series from inclusive technology combine fantastic graphics with a variety of switch accessible options that provide a platform to teach these concepts.
Clicker 5 by Crick Software is best described as both an extendible resource in itself and a toolkit for resource development that allows switch users to more independently further their learning. We can get creative and develop our own resources or make use of the growing pool of off the shelf add ons to Clicker that Crick provide.
As the blog continues I will expand on some of these thoughts and look at the software mentioned in greater detail. 

Cause and effect...

A brief look at cause and effect activities.

Cause and effect - "the first step on the road to using a computer or assistive device".
I feel that I am in danger of making some sweeping statements in the life of this blog and the above statement may be one of them. Understanding cause and effect is a skill necessary to develop functional use of IT and many other assistive technologies (AT). Of course for some, this will be a long term target to work towards and there are many ways we can support this learning objective. To understand that pressing a switch activates whatever it is plugged into can seem like an impossible task and sometimes it may be that the understanding is achieved in one setting or for one activity but not for another.
Once an understanding of cause and effect has been established it can be put to use as a method of simple communication, or fun play such as switch toys and early IT activities. The next stage is to develop an understanding of simple choice making and building on to more complex choice making if appropriate.
Integral to this learning is the method someone would use to activate a reaction. There are many many switches available now that range in size, colour, sensitivity and shape. Some vibrate, some are textured and some light up. There are switches designed to fit any area of the body, so where there is no hand function, think about the head, chin or feet for example. Finding the most appropriate switch is a process of trial and error or trial and persistence. The first stage of learning may be recognising that the switch makes a noise when pressed, or that it vibrates. However, when moving on to plugging the switch in to a device such as a switch activated toy, does the reaction from the switch itself distract from the reaction of the toy? You may find a variety of switches for different activities may be appropriate - or maybe not!? It is a case of experimenting.
With all of this, communication is key. When setting up a learning session, are we communicating the objectives adequately to the student? Are symbols required?  Would a visual, symbol based breakdown of the session be beneficial? It is important that the student is aware to the best of their abilities, what is expected of them, why it is expected of them and how long will they be expected to engage in an activity. A clear beginning and end to the session can help to focus the student. Of course these are all learning objectives in themselves and can be a pre cursor to understanding cause and effect or may be on-going objectives throughout the student's learning and when moving on to more complex use of technology.
We also need to think about the learning environment and things such as physical positioning of the student, visual ability and enjoyment of the activity. We must be careful that we don't put a student off by initially giving them something they don't like (this option however, when used appropriately can help to establish an understanding of choice making at a later stage) .
So - rather than writing a thesis, let's look at some activities!

Switch toys - There are many switch activated toys available. You can even adapt your own. Maybe start off with a nice big switch plugged into a singing teddy bear or a music player to start and stop the music. You can even get switch adapted water pistols!

Touch screen activities - Using a touch screen gives the student direct access to the effect or reward. There is no "gap" in between as with a switch and the right activities can support the earliest stages of cause and effect.

Switch games/activities on the computer - There are many early learning, single-switch games and activities available for the computer. Software with bright, colourful, clearly changing graphics are best for early cause and effect.

Mobility platform -  A fantastic way for students to gain an understanding of cause and effect. For many students making the connection between pressing a switch and the following reaction can be a step too far and further breakdown of the task is required. A student positioned on a mobility platform can move themselves independently with the single press of a switch. I have seen this activity change lives. For someone who has never moved independently to be able to control their own movement must be a terrifying and exhilarating experience. (I think this topic deserves a post all of it's own)

There is so much more to say on this topic and I hope to continue in further posts but I will leave it there for now.

Another post about Apple's devices - but please do not discount the specialist devices!

The ipad, ipod and iphone

Apple’s devices have brought about a shift in the way we look at specialist devices for those with disabilities. Traditionally, devices used for voice output communication and IT have been developed by companies specialising in this field. Now we can start to look at more mainstream options which come with a much smaller price tag. The Ipad and similar devices are not for everyone (for example, currently the device cannot be used with switches) and care should be taken that the individual is properly assessed with a device before purchasing.

The ipad for example, offers some of the functionality of a computer along with the ability to use it as a voice output communication device. Coupled with an app such as proloquo2go the ipad, in essence becomes a device much like the more specialist devices we are used to.

The accessories are key to the successful use of an ipad for those with disabilities, especially when it comes to disabilities such as cerebral palsy. The production of a device such as the ipad creates a market for third party accessories and this means that there is a fantastic variety of rugged covers, stands and mounting options appearing on the market.

The iphone and ipod are obviously a lot smaller and can be a fantastic aid for those with the visual, physical and cognitive ability to make use of a smaller device, but need something a little more discreet and mobile. The proloquo2go app works in the same way on an iphone or ipod as it does on the ipad. There is also an ever-growing range of accessories available such as covers and stands meaning that it can be tailored to the individual’s needs.

Other devices

Tablet devices such as the Inclusive Slate from Inclusive Technology, offer a slightly different slant on the ipad and are a very exciting development in the world of IT and specialist communication devices.

The Inclusive Slate is Windows 7 driven meaning that specialist software such as The Grid 2 can be installed on it. This enables the device to be used as an “all in one” PC and voice output communication aid. Because it is essentially a touch-screen computer, specialist access devices such as switches can be plugged in using its USB ports. There aren’t as many accessories available as with Apple’s devices but Inclusive technology have said that they are developing covers and stands.

Specialist devices by companies such as Possum and Dynavox

It is important to note that when purchasing a device for communication or IT purposes that we don’t just look at the more mainstream devices. Companies such as Possum and Dynavox have developed highly specialised products specifically for the disability market and have spent years listening to their customers and tailoring their devices accordingly. Although currently, specialist devices tend to me a lot more expensive there are some good reasons for this. The devices are built to be used by people with disabilities and therefore the ergonomics and robustness of the products have been carefully scrutinised and developed over the years. Many of the devices are designed to be compatible with wheelchairs meaning that they are weight tested and fitted with mounting systems allowing them to be positioned in front of a user without being a hindrance. The software can be fine tuned to meet the very specific needs of the user and the after sales support with companies such as Possum and Dynavox is fantastic.

The Classroom "Powered By Clicker"

Clicker 5 is a fantastic and flexible tool which enables those with disabilities to more independently access curriculum resources and explore their learning in a way that they would normally be unable to. It is fully customisable allowing the resources to be tailored specifically for the needs of the individual. It has integrated switch access making it a great tool to teach switch and IT access skills, either as a standalone activity or within the lesson structure. All in all, it is my opinion that Clicker 5 should be a key tool in any classroom to give students with complex needs the opportunity to demonstrate their learning more independently.

In this post I want to talk about the "Powered by Clicker" programme, "Clicker Tales" and how it can be used in the classroom.

Clicker Tales is a series of on-screen talking books based on traditional stories. Each story is accompanied by a range of Clicker activities.
The stories can be customised to suit the needs of the individual allowing those with complex disabilities to enjoy the activity and develop skills such as cause and effect, choice making and switch timing. There is the option to enable auditory feedback when either scanning with switches or using the mouse pointer. This is a fantastic tool for those with visual difficulties and those without the cognitive ability to recognise symbols or words. Everything you see on the page can be adjusted so you can make buttons and icons as big or as small as you like. You can also move everything on the page to wherever you like.
I use Clicker Tales in the classroom regularly and then build other activities based on the templates used in the stories.

Let me give you an example:

I had a student - let's call her Sam - who used a single chin switch to access the computer. It was clear that Sam was very intelligent, but her ability to demonstrate her understanding and learning was very limited as her physical needs were so complex. Once Sam had consolidated her understanding of cause and effect with her switch and had developed reasonable switch control and timing skills, it was time for her to develop her ability to make functional choices on the computer. The ability to actively make choices using a switch for Sam meant that a whole new world of technology and resources would open up to her.
It was clear from the first time I presented Clicker Tales to Sam that she was very excited by the stories and was eager to have a go. I initially customised the stories so that she had to choose between two on-screen options - "listen" and "next page". I set the activity up with an auditory, single switch scan. This meant that Sam pressed her switch to start the scan moving between the two options. As the scan box passed over each option it would read it aloud and she could press her switch again to activate the option she wanted. It took a few weeks of experimenting with timings, speeding up and slowing down the scan and trying to filter out accidental switch presses. A great feature of Clicker 5 is that you can easily filter any accidental switch presses and tailor the switch access around the individual. You can customise everything so specifically and intricately that you can make the computer and activity accessible to most individuals, no matter how complex their disability. Of course, as far as lesson planning went, we could set really clear, specific and meaningful targets for Sam and in turn she was able to demonstrate her learning in a fun independent manner. Now we had a platform to develop further choice making and I added another choice in to the activity so that she now had "listen", "next page", and "go back". Sam has now been able to transfer these skills to begin using a VOCA (voice output communication aid) and there is no stopping her. She has found her voice and the ability to explore her own learning more independently. The Clicker Tales activities along with other titles in the "Powered by Clicker" series have become integral to Sam's learning in the classroom and also in her home life. Instead of having a story read to her by her parents, she is now able to read to them! This is fantastic and a real achievement for Sam.

There are many other titles in the "Powered by Clicker" series covering multiple areas of the curriculum and at various key stages. For students like Sam this means that they have the tools available to them to access their learning in new and interesting ways.

I will talk more about Clicker 5 in further posts

What about an ipad?

Specialist technology has now merged with mainstream technology in a new and fascinating way. The ipad and devices such as the ipod and iphone have given us a new platform on which to work when it comes to specialist devices for people with disabilities. It is a fantastic step forward and I hope that it will drive forward new innovative products aimed at the specialist market. In fact it already has and it may be that by the end of this post I end up talking more about these new devices than Apple's technology. The ipad brings touch screen technology into the mainstream, it is now a functional way of using a computer or communication device rather than just a learning tool.

The question is what can the ipad be used for and when should it be used? This is a blog aimed to advise and support those with complex and multiple disabilities so I will also cover when I don't think it should be used. In the hope of keeping my posts short and to the point, I will briefly outline some things to consider when contemplating going down the ipad route.

Essentially it is a touch screen device that, with the right software - or app, can look like and act like a specialist communication device or VOCA (voice output communication aid). It certainly comes in a lot cheaper than Dynavox or Possum devices and it has the added bonus of being very cool! It is a great place to store all your favourite music and films and a great tool to access them from the web if that's where you like to store them. The range and variety of apps (applications) now available for the ipad is endless and there are many created for the disability market.

Access is the key - how do we actually use the device? Well if you can isolate a finger and extend and control your arm enough to hit reasonably sized, on-screen icons (lets say about 2-3 inches square if it is to be functional) then you may find that it can be used as your communication device. There is a great app called proloquo2go that works in the same way as other communication software. Add this to your ipad and you are pretty much good to go. However, you really must consider some key things before you rush out and buy one.

• How will the device be mounted to a wheelchair - especially a powered wheelchair? As yet (and this doesn't mean to say that someone hasn't worked it out somewhere) I haven't come across a mounting device for the ipad. Not in the way that you can mount a Dynavox,  Possum or some of the other similar, more established specialist products to a swing away arm  for instance. 

• Is it robust enough for your needs? Are you likely to send it flying across the room? Remember the mainstream stands and mounts may not be designed with complex physical needs in mind.

• Access - it is only any good if you can use a touch screen. If you access IT using switches then you need to look at something different - as yet you can't use switches with an ipad but watch this space. There are no USB slots on an ipad, although there are adapters available. There won't be any switch adapted apps created yet but I'm sure this is just around the corner.

The Inclusive Slate

• Visual - Can you see the screen? An obvious one I know but it needs checking out. The screen isn't very large but it is very high quality and good in outdoor light.

• Do you want a device that can integrate IT use with communication? If the answer to this is yes then you may want to look at devices from Dynavox or Possum or something like the Inclusive Slate from Inclusive Technology.

 I was hoping to talk about other devices in this post but this topic deserves a post all of its own!

Of course there are many things to consider when looking at communication and IT but I hope I have introduced you to a few key areas to look at when it comes to the ipad.

Interactive whiteboards in the PMLD and complex disability classroom

A question that I am often asked is "What is the best interactive whiteboard to install in a classroom?"

Interactive whiteboards are a sign of the times and an essential tool in any classroom. They offer interactive learning like never before and can engage a room of students in a way a chalk board or traditional whiteboard can't. However, when it comes to teaching students with complex disabilities we need to think outside of the box a bit. I want to offer a few brief points to think about.

Firstly, the majority of interactive whiteboards that I have come across tend to display their image by way of a front mounted projector. The difficulty one might come across with this type of board is the shadow that anyone using the board will cast across it when pointing to or interacting with the on-screen image. Even with newer "short-throw" projectors this can't be avoided. The shadow can be very off-putting for those with visual and visual perception difficulties. For those trying to sequence the events and engage with the on-screen activity the shadow may be an unavoidable distraction.

Secondly, we need to think about how we are using the board. Time is precious in the PMLD classroom and attention spans are hard to grab let alone sustain. Teaching from the front of the class without the student's physical engagement with the activity can mean that the student is gaining little if anything from the lesson. From my experience students will be distracted by other things around them, will not make the connection that they are being communicated with or can't connect themselves with something happening so far away. The physical and active involvement of a student in a task is so important as they are engaging their senses. In disabilities such as cerebral palsy this active learning and continued practice of a task may be the only way the student can really learn and retain that learning and go on to develop a new skill.

This leads me on to student interaction with the board. In a classroom with students that have complex disabilities it is fair to say that the majority will be in specialist seating and postural management equipment. Therefore, just getting close to a poorly positioned whiteboard can be impossible. When installing a whiteboard it is important to think about wheelchair access for instance - can the student be placed close enough to be able to touch or see the board? In most cases the best option is a freestanding, mobile, height adjustable option.

Welcome to my first blog!

Hello and welcome!

I wanted to create a blog dedicated to talking about adaptive technologies and assistive devices for those with PMLD (profound and multiple learning disabilities) and complex physical issues. I have been in the field for about 8 years working with children and young adults to help them to develop their independent use of IT and devices such as VOCAs (voice output communication aids) environmental controls and powered wheelchairs. Through these technologies people with disabilities can realise their potential like never before.
I hope that in time, this blog will generate useful, practical advice and a network of support to those seeking assistance on such issues.