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Designing and Integra-ng Communica-on Systems By Chalaundrai Grant October 30, 2012

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Designing  and  Integra-ng  Communica-on  Systems  

By  Chalaundrai  Grant  October  30,  2012  

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Why  is  it  important?  

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There  are  the  big  stories  

•  People  like  Helen  Keller  •  First  person  who  was  deaf  and  blind  to  earn  a  Bachelor  of  Arts  Degree  

•  Learning  to  speak  enable  her  to  escape  from  isola-on.  Although  there  have  been  many  advancements  the  issue  of  isola-on  for  people  with  disabili-es  is  s-ll  a  major  issue  

•  APer  learning  to  speak  she  went  on  to  speak  on  women’s  rights  and  against  war.  

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Other  Big  Stories  

•  People  like  Stephen  Hawking  •  Given  only  2  1/2to  live  in  1963  aPer  he  was  diagnosed  with  ALS    (A  progressive  neuron  disease).    Needs  a  computerized  speech  synthesizer  to  speak.  

•  He  went  on  to  get  married  despite  the  lost  the  use  of  most  of  his  muscles.  

•  He  is  has  gained  acclaim  as  one  of  the  best  scien-st.  

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Important  Message  

•  I  think  that  this  is  such  an  important  message  and  important  for  us  to  hear.  

•     Just  because  someone  needs  help  communica-ng  or  needs  to  have  a  communica-on  system  designed  or  needs  help  integra-ng  the  communica-on  system  doesn’t  mean  they  are  dumb.    

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The  Big  Stories  

•  Helen  Keller  •  Stephen  Hawking  

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Just  as  important  but  not  so  large  stories!  

•  Perhaps  not  the  big  splashy  stories.  •  Some-mes  these  are  people  who  are  almost  invisible  to  the  world  at  large.    

•  Family  members  •  Students  in  our  class  •  Neighbours  

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Designing  and  Integra-ng  Communica-on  Systems  

Having  Communica-on  Systems  •  Gives  people  living  with  a  

disability  a  voice.  •  Enables  individuals  with  a  

voice  to  have  a  chance  to  do  things  that  their  peers  can  do.  

•  Helps  individuals  with  disabili-es  be  more  independent.  

Not  Having  Communica-on  Systems  

•  Leaves  individuals  already  isolated  even  more  isolated.  

•  Individuals  with  disabili-es  have  li]le  chance  to  do  things  that  their  peers  can  do.  

•  Leaves  individuals  with  disabili-es  dependent  on  everyone.  

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Importance  of  Designing  and  Integra-ng  Communica-on  Systems  

•  Chapter  1  of  Assis-ve  Technology  in  the  classroom  introduces  us  to  Bernie  who  has  cerebral  palsy.  

•  We  see  how  a  simple  modifica-on  to  one  of  his  shoes  by  adap-ng  a  metal  dowl  to  the  bo]om  of  one  of  his  shoes  enables  him  type  and  communicate.  

   

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Developing  A  Voice  

•  Need  to  give  people  the  right  resources.  •  In  one  video  that  I  watched  the  father  talks  about  how  he  and  his  wife  disagreed  about  using  prologue  because  she  felt  that  the  child  might  not  talk  and  become  to  dependent  on  the  equipment  instead  of  using  her  voice.  

•  Important  to  be  respecaul  of  concerns  but  also  important  to  remember  that  all  voices  sound  different  and  do  not  have  to  just  come  out  of  our  mouths.  We  will  not  all  speak  the  same.  

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The  Case  Against  Assis-ve  Technology  

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One  size  does  not  fit  all!  

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What  is  Communica-on  

•  Communica-on  is  not  just  talking.    It  is  a  way  for  two  or  more  people  to  have  an  exchange  and  understand  what  the  other  person  wants.  

•  Augmenta-ve  Communica-on  is  important  because  it  allows  those  whose  speech  is  impaired  the  ability  to  communicate.  

•  These  methods  include  aided  and  unaided  symbols.  

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Communica-on  is  a  mul--­‐modal  process  

•  Can  include  speech  •  Vocaliza-ons  •  Gestures  •  Facial  Expressions  •  Communica-on  also  includes  both  electronic  (high  tech)  and  non-­‐electronic  (low  tech)  Assis-ve  technologies.  

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Aided  and  UnAided  Symbols  

•  Unaided  symbols  are  created  using  the  individuals  body.    They  can  include  gestures,  sign  and  fingerspelling  (ASHA,  2002)  

•  Aided  symbols  require  concrete  representa-on.  Eg.  Real  Objects,  Picture  Communica-on,  Symbols,  Le]ers  and/or  words.  

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Benefits  of  Augmenta-ve  Communica-on  

•  By  providing  a  child  with  a  variety  of  means  to  communicate,  including  speech,  the  pressure  to  produce  speech  is  diminished.    In  the  past  clinicians  and  parents  worried  that  giving  a  child  another  means  to  communicate  would  hinder  speech  development.    Children  who  are  given  augmenta-ve  skills  develop  speech  as  quickly  as  the  control  group  and  oPen  surpass  them.    Linda  Burkhart    

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Myths  about  Augmenta-ve  Communica-on  

•  It  will  inhabit  an  individuals  further  speech  •  Certain  level  of  cogni-ve  ability  are  required  prior  to  augmenta-ve  communica-on  devices.  

•  Student  needs  certain  adap-ve  behaviour  such  as  eye  contact  and  well  defined  point  of  view  before  Augmenta-ve  Communica-on  can  be  used.  

•  Requires  some  level  of  literacy  of  skill  prior  to  using.  

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Current  Communica-on  Mode  

•  Augmenta-ve  Communica-on  system  does  not  replace  the  student’s  current  communica-on  modes  but  rather  supports  and  enhances  it.  

•  Students  should  be  encouraged  to  use  mul-ple  modes  of  expression  including  gestures,  signs,  body  language,  eye  gaze,  vocaliza-on,  facial  expressions.  

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Augmenta-ve  Communica-on  Systems  

•  Can  be  based  on  low,  mid,  or  high  tech  or  all  three  but  it  is  important  that  it  be  based  on  what  the  individual  needs.  

•  Example  people  who  have  difficult  to  understand  speech  may  use  a  computerize  device  but  also  use  facial  expressions  and  nods.  

•  Other  people  may  use  a  language  board  to  point  to  specific  pictures.  

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Design  of  Augmenta-ve  Communica-on  System  

 •  Needs  to  be  designed  for  use  within  the  student’s  environments.    Again  we  need  to  remember  that  one  size  does  not  fit  all.  

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Design  

•  In  the  design  process  it  is  important  to  determine  what  symbols  are  meaningful  to  that  par-cular  student.  Students  want  to  sound  like  their  peers  

•  Many  students  find  that  a  combina-on  of  photographs,  and  picture  communica-on  symbols  and  word/phrases  work  well.  

•  There  is  no  perfect  device  that  can  meet  all  of  a  students  needs.  

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Vocabulary  Selec-on  

•  Unless  the  student  has  good  reading  skills  the  vocabulary  selected  will  needed  to  be  represented  with  some  type  of  symbol.  

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Picture  Communica-on  Symbol  

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Boardmaker  Symbols  

FIGURE tO.l-Sampte eoaidmaker syrnOots"

Boardmaker Symbol Typlcal Meaning Degree ol lconicity

"ice cream" Transparent

Tootball" Transparent

"run" Transparent

lootball game" Translucent

"l don't like that show." Transluc6nt

"l am so angry!" Translucent

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•  Automa-c  Scanning  –  uses  switch  to  start  the  scan  and  then  waits  un-l  it  is  presented.  

•  Step  scanning  –  The  switch  is  ac-vated  and  reac-vated  to  advance  the  cursor  by  item.  

•  2  Switch  Scanning  –  One  switch  ac-vates  the  scan  with  each  ac-va-on,  the  second  switch  in  a  different  loca-on  selects  the  item.  

Communica-on  for  students  without  mobility  

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Design  using  the  SETT  Process  

•  SETT  Process  can  help  the  team  iden-fy  which  communica-on  system  is  most  appropriate  in  each  seing.  

•  Student  (Most  important)  this  is  oPen  overlooked.      

•  Environment  (Auditory,  layout  of  space,  mobility  etc.  

•  Task  •  Tool  

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Func-on  of  Augmenta-ve  Communica-on  System  

•  Need  to  reflect  the  basic  of  the  tradi-onal  method  of  communica-on.  

•  In  other  words  the  user  has  to  be  able  to  create  a  message  using  symbols  that  can  be  delivered  to  another  person  who  is  known  as  the  receiver.  

•  They  in  turn  need  to  be  able  to  respond  to  the  message  in  a  -mely  manner.  

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Considera-ons  when  Selec-ng  Augmenta-ve  System  

•  Recogni-on  that  students  can  benefit  from  enhanced  methods  of  communica-ons  regardless  of  the  degree  of  disability.    It  is  not  just  beneficial  for  some  people.  

•  Individual  differences  and  abili-es  has  to  inform  the  selec-on  and  design  process.  

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Implementa-on  Process  

•  Gather  relevant  informa-on  about  student/environment/tasks.  

•  Establish  IEP  Goals  –  write  goals  into  students  plan.  Determine  measurable  outcomes.  

•  Conduct  a  trail  make  sure  that  it  long  enough  and  that  parents  are  on  board.  Specific  tasks  need  to  be  target  doing  the  trail.    Test  it  out  in  different  environments.  

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Implementa-on  Process  Con-nued  

•  During  the  Trial  period  gather  and  analyze  data.  

•  Iden-fy  appropriate  AT  solu-ons.    Essen-al  to  make  sure  that  you  are  matching  student’s  needs  and  IEP  goal  to  technology  feature.    i.e.  is  it  too  complex  and  does  the  student  have  the  ability  to  use  the  technology.  

•  Develop  implementa-on  plan  

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Developing  Implementa-on  Plan  

•  When  Developing  Implementa-on  Plan  it  is  important  to  have  equipment  support.  

•  Training  •  Integra-on  strategies  •  AT  outcome  assessment    •  THIS  NEEDS  TO  BE  DONE  THROUGHOUT  THE  YEAR.  

•  Finally  adapt  lessons  for  AT  Integra-on  

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Successful  Implementa-on  Needs  to  be:  

•  Collabora-ve  •  Systema-c  •  Recursive  •  Flexible  •  Based  on  curricular  goals  and  students  needs.  •  Family  needs  to  be  involved.  

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Challenges  and  Barriers  to  Effec-ve  Implementa-on  

•  Student  not  interested  or  mo-vated  to  use  AT  that  is  in  place.    Various  reason  for  this…perhaps  it  is  bulky,  sets  them  apart  from  their  peers  too  much,  or  not  enough  training.  

•  Student  hasn’t  been  involved  in  the  selec-on  process.  

•  Student  hasn’t  been  trained  adequately.    

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Team  

•  Team  doesn’t  have  -me  to  prepare  for  use  of  technology.  

•  Team  is  not  technically  prepared.  •  Not  everyone  on  team  is  suppor-ve.  •  Team  doesn’t  have  detailed  implementa-on  plan  isn’t  in  place.  

•  Team  hasn’t  established  specific  IEP  goals  that  will  be  supported  with  the  AT.  

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Environment  

•  Necessary  suppor-ng  technology  isn’t  available  at  the  school.  

•  School  administra-on  is  uninformed  or  not  suppor-ve.  

•  The  training  resources  aren’t  available.  

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Technology  

•  The  features  of  the  technology  don’t  fit  the  student  and  the  curricular  goals.  

•  Technology  doesn’t  func-on  well.    Breaks  down  frequently,  not  well  maintained  etc.  

•  Technology  is  too  difficult  to  be  implemented  in  a  reasonable  -meframe.    We  also  have  to  look  at  cogni-ve  overload  of  the  student.  

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IMPLEMENTATION  PLAN  REQUIREMENTS  

•  Implementa-on  plan  has  to  have  trails,  dates,  responsibili-es  and  data  collec-on.  

•  Essen-al  that  there  is  a  follow-­‐up  plan  to  review  the  students  process.  

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Student  Profile  Fourth  grade  student  in  regular  classroom.  Receives  special  educa-on  supports  and  services.      Uses  motorized  wheelchair,  and  is  nonspeaking.  Uses  augmenta-ve  communica-on  system  that  consists  of  three  methods  of  communica-on.  Unaided,  aided,  low-­‐tech,  and  aided,  high-­‐tech.    Her  unaided  methods  include  a  yes/no  gesture  and  some  intelligible  single-­‐word  responses,  the  aided,  low  tech  tech  method  she  uses  is  a  simple  call  bu]on  that  allows  her  to  get  peoples  a]en-on.