There are 4 student discussion boards. Please respond to each one.
1. Hi all,
The video I selected for this discussion is the use of a low tech eye gaze board for individuals with severe/multiple disabilities. https://www.youtube.com/watch?v=qSlpwcsqZ70 (Links to an external site.)
The video demonstrates two ways to utilize this low-tech assistive technology. The first is with high contrast (4 options – one in each corner on a black background) for students with visual impairments or other visual acuity issues, and the second with a clear background for students that do not need the high contrast background. This low-tech device allows the teacher to track student choice with eye gaze when they cannot do so using other means (verbal/vocal repertoire, picture exchange, limited mobility/voluntary movement, etc.). This allows a student with severe disabilities to make choices or communicate using eye gaze alone without cost to the teacher/parent. This particular video shows the use of line-level drawings in a file folder with velcro to be used as options on the eye gaze board. This could be adapted for different levels of symbol understanding to include simple text, photos, or objects to match the level of the learner. Within classroom activities, the eye gaze board can be used for making choices between what the student wants to do next, how to interact with materials, or to communicate feelings. In addition, the teacher can use it when teaching skills, for example, asking the student “What comes next?” to work on reading comprehension or solving math problems.
I look forward to watching the videos you found and talking more about them!
2. Hey everyone,
Here is my low tech assistive technology video
Low Tech Video (Links to an external site.)
In the video it shows two different low tech output devices. One was a voice button. It comes in a variety of different colors and you can record any message on the button. So when you want a student to respond you provide them with two options with pre recordings they can choose from to communicate with. The other device that she mentions is a talking picture frame. If you use the picture frame as its intended the button itself can be difficult for some students to manipulate. So the alternative she mentions is to tape an eraser onto the button and close the picture frame so that al the student has to do is just tap the device and it responds with a recorded message.
Both of these devices could be used in a variety of ways. You could color code the voice buttons so that they coordinated to specific tasks for one task or you could use them to coordinate a message throughout the day. I think these would be really beneficial for our non verbal students. The talking picture frame seems a little more advanced as you may have to lift the device and pinch it to make it actually sound the pre recorded message but it could also be used in a variety ways throughout the day.
I cannot wait to see what you all pick as your videos, and add some of them to my toolbox.
3. HI all,
First, here is the video link:https://youtu.be/jMKNiGhudBg (Links to an external site.)
AT: Programs for Enlarging & Highlighting Text
Note: Jump to the 1:45 mark to begin; AT idea discussion ends at 3:00 mark.
These AT programs are very useful for readers who struggle with print size and/or have a hard time following words in a sentence. The enlarging of the text allows them to read the words easier…the highlighting feature progresses through the sentence as the words are read aloud, thus allowing the student to match the word with the sound.
Thanks all, K
4. Hi Group,
Here is my low tech assistive technology videohttps://youtu.be/iyQlTEACATk (Links to an external site.)link. The video showed different types of low tech AT that could be used with individuals with intellectual disabilities. This video showed items that would be useful for students in school, as well as a couple low tech assistive technology items that could help the students in the lunchroom, community, or for social skills. The presenter presented a communication system (PECS). There was also a social story with velcro pieces, along with an adapted visual schedule. There was a magnification glass to help the student read text. The video touched on how to use low tech assistive technology in the community and in social aspects. There were card that had both large print and braille and a device to hold all the cards for those who are unable to hold them. There was also an adapted plate with a higher edge on one side to help eliminate pushing food of the edge of the plate. I liked this video because it touched on a few different low tech solutions for individuals in school and in the community. I think that it is important to think about how we can support students in school with things like interacting socially with others and being able to eat on their own.