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.