iPad Features list

Earlier this year, I began thinking a lot about iPads and their features.  It seemed to me that there were some very unique aspects to the way iPads and other mobile tablets had been created and that, as many of us were involved in assessing whether an iPad would be a good tool for people with disabilities, we ought to be able to describe their features.

I asked everyone I could think of.  "What do you think are the unique features of iPads and other mobile tablet devices?  How are they different than AT options we have had previously?"  For a while I wrote down all the answers. Then I tried to synthesize the results.  I got a lot of help from Nichole Lakusta and others.

The list is posted in the Resources Section of the QIAT web site. You can click here to get to it. I hope it will be useful to you in your AT Considerations.  I imagine a group of people sitting down and asking, "What are the essential features of a device that would help this person do things that are difficult or impossible because of their disability?" The chart may help teams identify features when the conversation moves to iPads.

And a warning.  This list is only about the features of the iPad itself.  You also need some sort of way to identify the apps that you would use if you were really going to use the device for real tasks in a real area of concern.  I would pair this with an app evaluation rubric. So this is only the beginning.  Please share your feedback, ideas and any other resources of this nature with us!

 

Back to School Night Display

BACK TO SCHOOL NIGHT IN BIG HORN SCHOOL DISTRICT

Chris Victor, reported that she attended every Back to School Night event in Big Horn School District.  She situated herself with an assistive technology information display and CHOCOLATE (her secret weapon). Obviously, the display was well received, as it drew approximately 150 families with whom she talked about the concept of assistive technology.

One of the highlights for Chris came when she was explaining some of the pictures on a poster that showed kids with disabilities playing Wii games with adapted controls.  She overheard a third grader say, "I play that (Mario Carat), too.  I'd like to play that kid!" 




Christine Victor, Speech Language Pathologist

 

Two AAC opportunities

I wanted to share information about a couple of opportunities about Augmentative Communication with Wyoming educators and SLPs.  I have been working with Charity Rowland,  author of the Communication Matrix  (http://communicationmatrix.org) on a new project.  The project has developed a skills sequence for learning augmentative communication and they are looking for people who work directly with kids who use AAC to help validate the work.   In addition,  Charity is looking for people to participate in a study about the Communication Matrix itself.  If you are not familiar with the Matrix,  check it out. It's online and free to use.

I am very excited about both of these projects because they are aimed at providing useful resources to families and educators who want to teach children to communication in real world environments.  I am certainly one of those!   Both studies are looking for special education teachers or speech and language pathologists who are working with a child who uses, or could use AAC.  There is no confidentiality issue as all the information you provide will be "de-identified"  And there's a little extra perk for participating. A gift card when you finish.

Here is information about the studies.  There is a  different person to contact for each one.  If you are interested in the study or know  a teacher or SLP who might help to move this work forward, I hope you will check into participation and share the info.  You can participate in both projects if you're up for it!  Feel free to post your questions below.

Study #1-AAC IEP Study

Our Research Project, “Using the ICF-CY to Guide Communication Instruction for Learners Who Use AAC (Augmentative and Alternative Communication),” is seeking school-based Speech-Language Pathologists and Special Educators who:

• Currently work at least weekly with one student with complex communication needs in grades K-12.

• Are responsible for developing communication-related IEP goals for the student with complex communication needs in grades K-12.

You will be randomly assigned to one of two groups.  The first group will use the ICF-CY for AAC Profile, a new tool designed to make IEP goal writing easier, for the target student and create a report before developing the student’s 2012-13 communication-related IEP goals.  The other group will use any means that they normally use to develop goals.  No identifying information will be collected about the student. Both groups will provide the de-identified communication-related IEP goals and complete a feedback survey about the process. 

It should take no more than two hours to complete the requested activities. All participants will receive $150 Target gift card upon completion of study tasks.

If you are interested in participating in this study, please contact: ICFAAC@ohsu.edu and indicate:

1.      Whether you are a Special Educator or a School-based Speech-language Pathologist

2.      When you anticipate the 2012-2013 IEP meeting for this student (day, month and year)

3.      The age and grade of the target student

Grant #R324A090028

Institute of Education Sciences
U. S. Dept. of Education

Dr. Charity Rowland, P. I.

Oregon Health & Science University

Portland, OR USA

Study #2- Communication Matrix

We are seeking Special Education Teachers and Speech-Language Pathologists to participate in an interesting study funded by the U.S. Department of Education.  Participants must:

• Currently serve at least one student with complex communication needs at any grade level, including early intervention/early childhood special education

• Be responsible for developing communication-related IEP/IFSP goals for one student, as described above.

• NOT currently use the Communication Matrix to evaluate students

Participants will receive an honorarium ranging from $200-$350 depending on the group they are assigned to.  If you are interested in further details about this study, please email quinnem@ohsu.edu.

Grant #H327A110010

U. S. Dept. of Education

Dr. Charity Rowland, P. I.

IRB #1517

FAMILY INFORMATION GUIDE TO ASSISTIVE TECHNOLOGY AND TRANSITION PLANNING

The Family Center on Technology and Disability has published the Family Information Guide to Assistive Technology and Transition Planning in both English and Spanish.  The guide includes an overview of transition planning and assistive technology, guidance on how to make a successful transition with assistive technology, information on laws governing accommodations and transition in birth-12th grade and postsecondary settings, a glossary and additional resources.  The web address is:
http://www.fctd.info/show/fig_summary.