Piki Kids Blew It

Image via WikipediaDear Piki Kids Creators,

I hate to tell you this, but you blew it. Really blew it. I am a technology specialist (and a special education teacher) and today I was teaching 27 educators about ways to use technology to promote universal design for learning. One of the ways I was suggesting they do this was by using online comic creation tools, like Piki Kids, to have students summarize materials or to teach social skills. Unfortunately when I logged on and your site glowed onto my giant screen there was the giant word "retards". What were you thinking? How could you possibly think it was alright to feature a comic that used this offensive and belittling slang word for a person with a cognitive disability as your "coolest comic"?

Needless to say there are now 27 teachers, plus me, who will not be using Piki Kids. And I am posting this letter to you on my special education blog, as a warning to other special needs teachers to stay away from your offensive web site. Like I said, you blew it.

Sincerely,

Kate Ahern

A Few Thoughts About Our Students And AAC

This is a guest post written a couple of months ago by my friend and classroom speech therapist as part of a program wide in-service she ran for our staff. The inservice was great and focused mostly on AAC and a new device run on eye-gaze called the Eye Tech Speech Generating Device (which blows the Tobii out of the water) that has opened new doors from some of our students.

WHAT IS THE POINT? OR WHAT’S IN IT FOR THEM?

• Expression of wants, needs and emotions may get basic needs/desires satisfied.

• The ability to declare a dislike may result in a change in the behavior of others.

• Being able to provide basic information about their personal care will result in the improvement of that care.

• Communication may allow the manipulation of their environment, including commanding animals (directives to pets), playing games, recreational activities.

• It is of necessity in a crisis to provide basic biographical information.

• Interacting with others brings about social closeness.

• Telling jokes makes others laugh and promotes humor between partners.

• Writing letters to family and friends helps convey current events in their lives.

• Literacy skills allow access to the curriculum.

WITH WHOM DO/SHOULD THEY COMMUNICATE?

In a perfect world, our students would interact with everyone with whom they came in contact. In reality, they tend to choose adult caregivers as partners in communication. With prompting, they will look to peers, but that is with reinforcement from adults who often will repeat what they have already chosen on their devices.

WHERE and WHEN ARE THEY MOST LIKELY TO COMMUNICATE?

In structured situations when being asked direct questions. This may be thought of as contradictory, as we are asking them to think of their devices as their voices, then are giving them limited opportunities in which they can be accessed. This includes the home setting where they may not be used at all.

HOW CAN WE HELP TO INCREASE THE LIKELIHOOD THAT THEIR DEVICES WILL BE USED AND USED EFFECTIVELY?

• Provide the device to the student in as many situations as possible.

• Reduce the number of direct questions that are asked. Think about the number of times the student has been asked repeatedly for information. If it is necessary for the student to provide that message, try to engage in a conversation which may elicit the same response or use an open-ended format.

• If possible, program random messages onto frequently used buttons. For example, “How are you?” could also say, “How’s it going”, “What’s happening?”, “What’s up?”, etc. In doing so, think of each student and his/family and what might be appropriate. If possible, ask for feedback from the student.

• Keep messages current. For example, the question page may reflect holidays, weather conditions, and vacations.

• Make each device personal with messages relating to home and family. A “news” button is helpful and can be dedicated to home, school or both. This encourages use/communication between school and home.

• In trying to reinforce the device as the student’s voice and encouraging its use at home, remember that we cannot push familial boundaries

• Try using the device with the student without talking. You will discover what messages are missing as well as its limitations. Ask yourself: Am I bored? What would make it more fun? (think music, jokes, messages to friends). More interesting? (questions, reactions). How difficult is it to navigate?

• Then make a list and we go back to the drawing board and with the student, begin to re-program the device to make it more user-friendly.

Judith Heerlein, MS, CCC

Speech/Language Pathologist

March 12, 2008

The Beatitudes for Friends of Exceptional Children

Blessed are you who take time to listen to difficult speech:
For you help us to know that if we persevere,
We can be understood.

Blessed are you who walk with us in public places,
And ignore the stares of strangers,
For in your companionship,
We find havens of peace.

Blessed are you who never bid us to "hurry up",
And more blessed are you
Who do not snatch tasks from our hands to do them for us,
For often we need time rather than help.

Blessed are you who stand beside us
As we enter new and untried ventures,
For our failures will be outweighed
By the times we surprise ourselves and you.

Blessed are you who ask for our help,
For our greatest need is to be needed.

Blessed are you when you assure us,
That the one thing that makes us individuals
Is not in our peculiar muscles,
Nor in our wounded nervous systems,
Nor in our difficulties in learning,
Nor any exterior difference.
But is in our inner, personal, individual self
Which no affirmity can diminish or erase.

Author Unknown

download PDF flyer of this post