Communication Clamp

This image shows a clamp that can be attached to to a tray by velcro or screws. The clamp is similar to a ring binder and holds communication binder pages for a child or adult to use. It is available from BIME.

Do we need technology for this?

Any reader of my blog knows that I am a huge fan of assistive technology as well as AAC. I also know that technology is a tool, a means to an end, not the end itself.

This summer I have had the privilege of providing educational services to a pre-schooler who has multiple special needs, including quadriplegia and severe communication impairment. My assignment was twelve sessions over six weeks, covering for the homebound pre-school teacher who was taking the summer off. The IEP had a goal to indicate more/all done using a rocking plate switch. It also had other single switch activation and choice making goals (by reaching/touching with hands).

After five sessions I became frustrated with the more/all done switch because it meant me putting down other teaching materials to hold up the switch at the exact right spot for good access and phrasing all questions in a more/all done format. (Yes, I know there are all sorts of solutions to that problem, however as a teacher for just twelve sessions it wasn't in my power to enact any of those solutions.)

I had been thinking about attaching yes/no symbols to the underside of his tray and teaching the use of those for questions, but had not made up the symbols yet when I was at that fifth session. On the spur of the moment I explained to the boy, modeling as I talked, that a nod meant yes and a shake meant no. I used hand-over-hand (or I guess head in this situation) to show him how the movements felt.

For the rest of the session I asked choice questions first in a yes/no format and then in a point to symbols/objects format to confirm the choice and found that he had about 70% alignment between the two methods. During session six we worked on yes/no (in addition to the written goals), with pointing back up (and more/all done with the switch for questions that were naturally in that format).

Three days passed between session six and session seven and during that seventh session I asked a yes/no question and he gave his version of a nod (more like a slow raising and dropping of his head) and his nurse became very excited. The nurse explained that she didn't know we were working on nod and shake and that over the weekend she thought that he was nodding yes, but she didn't know he had been taught that. Mom and the nurse then entered the room to ask about the yes/no. They wanted to know which one they should use, the rocking plate switch or the head movement system. I told them both, that the switch was for more/all done and the head system for yes/no.

The mom was happy because the head nod/shake was much more portable and universal than the rocking plate switch, but she was worried that her son would not learn how to use technology.

I worry that in our field we aren't seeing the forest for the trees. The technology is, in this case, a way to communicate. It is not the only possible way to communicate and it is not automatically a better way to communicate because it is a neat gadget.

Years ago I had a (relatively high functioning) student with low intelligibility whom the speech therapist wanted to try on a hand held communication device. It turns out the student did need technological intervention, but not through an AAC device, through hearing aids. The coolness of the (at the time) new device distracted the SLP and I both from noticing why the student had low intelligibility. Several years later a different speech therapist sent the student for hearing tests and the rest is history. Today the student does use a very minimal, very low tech means of AAC in addition to his greatly improved speech for interactions with unfamiliar listeners in the community, but that is it. Almost everyone else understands him.

Of course for every story of inappropriate technology being presented because of the "cool" factor, there are three more of technology not being presented because of the F's (fear, funds, familiarity and family follow-through). As professionals in the intensive special needs field we need to help each other find balance between these two extremes. We can all start by education ourselves. A good place to start is the QIAT website.

Neat Idea

In our summer program I have noticed lots of classroom are using those plastic bath/shower mats with the tufts of plastic for massaging/cleaning feet as a sensory toy on top of wheelchair or stander trays. I have to admit they do feel pretty neat when you touch them. Google "massaging bath mat" to find some or check out your local department store.

Signs and Symbols

Here are some resources for picture and photograph symbols in addition to sites about sign language.

• Askability
• ASL ABC Coloring Pages
• ASL Browser
• ASL Pro
• Barker Creek (Magnetic PCS)
• Bonnington Symbol System
• Call Centre Lotto (B)
• Dilite Free Communication Cards
• Green House Publications
• Grocery List Photos
• How Is It - Abuse Prevention Symbol Set
• Imagine Symbols
• Internet Picture Dictionary
• Joe Schedule
• Language Images Company
• Mayer-Johnson Picture Communication Symbols
• New-2-You
• Northumberland LEA Clipart
• Singing Time Company
• Symbol World
• Tactile Symbol Directory
• Teaching Pix Company
• Use Visual Strategies (scroll down)
• Widgit/Rebus Symbol System

Power Ease Stapler

I saw this stapler at Staples yesterday (while I was shopping for my FISH book materials) and thought it would be perfect to add to my room's pre-vocational materials. It will be a nice alternative to a regular stapler without going all the way to a switch adapted electric stapler. Perhaps I will even make a mount for it (or more likely I will just put dycem under it).

Here is the little blurb about it, "Reduced Force Technology reduces operating force by 70%. Twenty sheet capacity with consistent, superior performance. Jam-free guarantee. Push button magazine realiease simplifies staple loading. Front loading magazine holds strips of 210 staples. Durable metal construction and soft grip surface enhance feel and control for desktop or handheld use."

F.I.S.H. Notebooks

In the primary grades there has been a movement towards M.O.O.S.E. (Management of Organizational Skills Everyday) Notebooks. These notebooks have sections for notes home, work to hang on the fridge, important numbers and e-mail address and more. Different teachers have come up with different acronyms for these notebooks. The one I like best, and that I think applies particularly well to the intensive special needs classroom is F.I.S.H. or Family Involvement Starts Here.

• MOOSE Notebooks
• Smith's Room MOOSE Notebooks
• Mrs. Dryzal's MOOSE Notebooks
• ILION Notebook
• MOOSE Notebook
• BEE Books
• TOOLKIT
  
• List of alternative MOOSE acronyms
  

Today I purchased color coded binders (my class is divided into teams by curricular focus - the red team focuses on functional academics, the blue team focuses on vocational skills, the orange team focuses on life skills), dividers, vinyl pencil pouches, card stock and sheet protectors. I plan to have six sections:

• Daily Notes - I use a checklist format for daily notes that has a checklist for parents to write back on the reverse.
  
• Announcements- This is where I will put letters to families, new letters, handouts about things like Boxtops or printer cartridge recycling. I will check off a box on the daily note to let parents know when to check here.
  
• Important Numbers and Addresses - Printed on cardstock and placed in a heavy duty sheet protector I will list the school phone number, the number for the transportation office, my e-mail address and the e-mail address to write to students and important websites. In addition I will list the absence policy and where to find out if school is canceled because of snow.
  
• Calendars, Schedules and Menus - I will have the school year calendar, the lunch menu and the students daily schedule.
  
• Money Pocket - this is what the zippered vinyl pouch is for I am going to attach a money picture symbol and a list of cafeteria prices and who to make checks out for is parents pre-pay for lunch. This is also were book order, community based instruction and field trip money will go.
• Super Work - this will be where I place finished work for the students to keep at home, in the case of students submitting alternative assessment portfolios I will place photocopies of work here.

I am going to print out picture symbols for each section on Avery labels so I can stick them write onto the dividers.

New Wrist Worn AAC/Picture Schedule

QCharm is offering a wrist or keychain worn AAC/Visual Support/Picture Schedule. The icon tiles slide on and can be arranged in any order. In the kit you get a yellow bracelet or key chain for a schedule or AAC and a green band or key chain for a reward system. From the website, "Our goal is to provide caregivers and educators with a less labor intensive cueing method. Instead of misplacing traditional flash cards, now each child will wear their schedule and tasks on their wrist." The system looks like a pretty good idea to try for some of our students. There is no price listed on the website, you need to call a number for information.