Class 9: COMMUNICATION

What is Communication?

The discipline of communication focuses on how people use messages to generate meanings within and across various contexts, cultures, channels, and media. The discipline promotes the effective and ethical practice of human communication.

Communication is a diverse discipline which includes inquiry by social scientists, humanists, and critical and cultural studies scholars. A body of scholarship and theory, about all forms of human communication, is presented and explained in textbooks, electronic publications, and academic journals. In the journals, researchers report the results of studies that are the basis for an ever-expanding understanding of how we all communicate.

Augmentative and alternative communication (AAC) is an umbrella term that encompasses the communication methods used to supplement or replace speech or writing for those with impairments in the production or comprehension of spoken or written language. AAC is used by those with a wide range of speech and language impairments, including congenital impairments such as cerebral palsy,intellectual impairment and autism, and acquired conditions such as amyotrophic lateral sclerosis and Parkinson's disease. AAC can be a permanent addition to a person's communication or a temporary aid.

Modern use of AAC began in the 1950s with systems for those who had lost the ability to speak following surgical procedures. During the 1960s and 1970s, spurred by an increasing commitment in the West towards the inclusion of disabled individuals in mainstream society and developing the skills required for independence, the use of manual sign language and then graphic symbol communication grew greatly. It was not until the 1980s that AAC began to emerge as a field in its own right. Rapid progress in technology, including microcomputers and speech synthesis, have paved the way for communication devices with speech output and multiple options for access to communication for those with physical disabilities.

Augmentative and alternative communication, also known as AAC, is a term that is used to describe various methods of communication that can help people who are unable to use verbal speech to communicate. AAC can benefit a wide range of individuals, from a beginning communicator to a more sophisticated communicator who generates his own messages.

AAC includes both unaided and aided systems. Unaided systems, like signing and gestures, do not require special materials or equipment. Aided systems use picture charts, books and special computers. AAC methods vary and may be personalized to meet each individual’s needs. Many forms of AAC include an assistive technology component which range from high- to low-tech strategies.

Who Benefits From AAC?

Any person with a disability that makes it difficult for them to communicate may benefit from AAC. Some people need AAC only for a short time; others may use it throughout their lives. AAC allows an individual to express their needs and wants, and more fully participate in decisions that affect their lives.

AAC also benefits family members and other significant others, providing a way for them to more fully communicate with their loved ones. Although you don't need special skills to understand an individual who is using AAC, it is important to remember to give the augmented communicator ample time to communicate.

Some common barriers to effective communication include: 
1.The use of jargon, over-complicated or unfamiliar terms. 
2.Emotional barriers and taboos. 
3.Lack of attention, interest, distractions, or irrelevance to the receiver. 
4.Differences in perception and viewpoint. 
5.Physical disabilities such as hearing problems or speech difficulties. 
6.Physical barriers to non-verbal communication. 
7.Language differences and the difficulty in understanding unfamiliar accents. 
8.Expectations and prejudices which may lead to false assumptions or stereotyping. People often hear what they expect to hear rather than what is actually said and jump to incorrect conclusions. 
9.Cultural differences. The norms of social interaction vary greatly in different cultures, as do the way in which emotions are expressed. For example, the concept of personal space varies between cultures and between different social settings. 


WHO NEEDS AAC?

People with severe speech or language problems rely on AAC to supplement existing speech or replace speech that is not functional. Special augmentative aids, such as picture and symbol communication boards and electronic devices, are available to help people express themselves. This may increase social interaction, school performance, and feelings of self-worth.

AAC users should not stop using speech if they are able to do so. The AAC aids and devices are used to enhance their communication.

- See more at: http://www.asha.org/public/speech/disorders/AAC/#sthash.kxPiZL87.dpuf

What are the types of AAC systems?

When children or adults cannot use speech to communicate effectively in all situations, there are options.
Unaided communication systems – rely on the user's body to convey messages. Examples include gestures, body language, and/or sign language.

Aided communication systems – require the use of tools or equipment in addition to the user's body. Aided communication methods can range from paper and pencil to communication books or boards to devices that produce voice output (speech generating devices or SGD's)and/or written output. Electronic communication aids allow the user to use picture symbols, letters, and/or words and phrases to create messages. Some devices can be programmed to produce different spoken languages.

- See more at: http://www.asha.org/public/speech/disorders/AAC/#sthash.kxPiZL87.dpuf

http://www.cincinnatichildrens.org/service/a/aaron-perlman-center/assistive-technology/communication/default/

http://www.turningpointtechnology.com/Comm/HighTech.asp

AAC (Augmentative and Alternative Communication)andassistive technology devices help individuals with speech impairments to communicate.

Speech buddies help children who have Speech disorders 

BIGmack Communicator


Record any single message directly into the BIGmack and press its large activation surface for up to 2 minutes of playback. Students with visual disabilities and those who require a larger activation surface will have no problem connecting with BIGmack communicator’s large, 5-inch activation surface as they connect with teachers, classmates and the world around them.

This apps wheel has apps to support all kinds of AAC needs that will support the successful learning of those in need of this kind of help.

Class 8: The Writing Process

I've always taken for granted the reading and writing process and I say for granted because I never did actually sit and ascertain all the steps necessary to make these processes possible.  Our  evening's class (May 21, 2014) just put me in touch with what it really takes to get even one thought down on paper. The process can be quite complex when you are asked to write down all the steps involved in the a simple letter writing activity even before you pick up a pen and paper. Some things you have to do are formulate the thoughts and ideas for the task, focus in order to pick up the pen or pencil, gripping the writing object properly, think about the amount of pressure you place on the object and the list goes on and on, things that seem easy and normal to us prove to be quite a huge process for people with learning disabilities.
When I thought that was hard then this task proved even more frustrating!

I will surely now have even greater patience with my students especially after we were given a picture of all the steps required for the reading and writing process, It's  simply exhausting!

This is just a few of the steps involved:

The videos on Barb's blog page were also quite interesting as I did not know that your posture had a lot to do with your writing, and the various aids used for writing will surely prove useful for students to control and perform the task appropriately

http://writingatbwelsford.blogspot.ca/

Clicker has several apps that support developing lower level mechanical skills for students, such as clicker connect app for students with reading and writing difficulties.

Another apps that will prove useful for students development is the Dragon

The Write Out Loud app seemed quite an amazing app as it really transformed the writing of the students observed in the class videos, some of the pencil positions of the students seen are quite familiar to me as well as I have come across students who use the same positions. What I did then was to try and help my students re position their pencil not realizing then that it could have been a problem with their motor development, so this knowledge will definitely prove helpful in my classroom.

These app will be positives toward the writing output of students.

Class 7: Reading Remediation

Class began with a video "life on the iPad", this video shows diverse ways that the Ipad is incorporated in everyday life and gives us a glimpse of some ways we can use it ourselves on a daily basis.

 http://www.apple.com/ca/ipad/life-on-ipad/

We also had another PollEv activity where we shared different ways teachers can represent information to students to reach all learners, this brought out a lot of activities that can be used such as story telling, dramatizations, art just to name a few.

Reading remediation software and weblinks

We went on a treasure hunt for software and websites that can be used to aid students with reading remediation, the following are some links that will aid in this process

http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/29

This site offers information on how to identify the different reading problems that students have and tips on how to help them overcome these problems, the site offers information for teachers or parents to aid their students in reading

http://www.funenglishgames.com/readinggames.html

Fun English games is a site that offers different activities to suite learners of various ages starting from pre kindergarten up to grade eight and in different subject areas as well, the activities are really interesting and educational, the downloads on this site are free.

http://www.jumpstart.com/parents/games/reading-games

Jump start is another site that offers fun activities, i also found that it is similar to the fun english games site except that you have to register for this site to get on, The activities are for students from grade 1 to 8

http://www.readingrockets.org/
Reading rockets is a site that seems geared toward helping adults in aiding young readers
http://www.tumblebooks.com/library/asp/customer_login.asp
Tumble books was presented, it has really colorful books that will grab the visual side of a student's interest first which is good because that way the interest grows

http://www.shakespeareatplay.com/
http://reading.ecb.org/
http://earobics.com/gamegoo/gooey.html

Game Goo is an interactive learning site that is suitable for children from beginning stage reading to advanced readers, the best part is that it is free it is quite colorful and enticing for the young eyes, it helps to develop vocabulary, word and letter identification

We were then sent on The iTunes store to search for reading remediation apps,
Dinosaur Train A-Z picked my interest because it has the feature for  kids to build words with their dinosaur letters, the app is designed for both iPhones and iPads and costs only $1.99

There were several apps there for Literacy such as Phonics words and spelling, Reading and telling stories and with these comes several smaller apps that range in price starting from free upwards.
These tools will be really useful to aid teachers and students in the teaching and learning process.

Evening 6-Class Reflection

THE READING PROCESS!
Class began with this inspirational video from Ted Talks- The Myth of Average, in which he spoke of the adjustable seat in the classroom. He spoke of the need to design a learning environment not on average but to suit every individual student so as not to destroy the talent of the children we have in our class, he pointed out how the designing on average can affect our students in a negative way.

This video reinforces what I have been saying for a long time, not because you do not have a degree or a high school diploma for that matter, doesn't mean you are an idiot, some people get frustrated simply because they are bored with what is being taught, this can be because of many reasons

1. the person knows what is being taught and much more and doesn't feel the need to sit through a class teaching what he/she already knows
2. what is being taught is too advanced for the student who feels lost and sees no reason to sit through a class that he/she cannot understand anyway 
3. the students understand some of the content but cannot understand others

This list can go on and on because there are so many different ways that individuals learn, that is why I believe that students need to be observed over time to assess their learning potential and needs, there should not be a general class with thirty or more students who function differently and the reason for their differences remain unknown throughout their schooling years.
Children are individuals in a classroom, there is no "one shoe fits all" their educational needs have to be addressed on an individual basis or we are going to lose our children to boredom and disinterest. Teachers need to find the adjustable seats in their classroom that will fit the learning needs of their students in order to hold their interest and help them to excel educationally.

PollEv, a new way of taking polls from classmates, students, friends! I'm telling you this class is great! i have learned so much in these past few weeks its simply amazing!

The task analysis was really interesting as I had to analyse my reading process which i had not paid much attention to before so that really was an eye opener especially when I had to compare this with how my students will learn.

The Reading brain was also an interesting video that helps us to see the complexities of the brain and how we can help young children to start to read in a fun way.

 Then we had this you tube video Secret Life of The Brain, that tells us a little on how the brain works with the senses. I was particularly interested in the final part that looks at the dyslexic functions and how scholars test a person with this problem before and after to see how the brain differs in these two instances. It is of particular interest to note that a person with dyslexia can be very smart with only the problem being with them being unable to read and understand print, I am looking forward to watching the episode on the teenage brain

Assistive Technology Models of Assessment

Assistive Technology according to Hersh and Johnson 2008a is "a generic or umbrella term that covers technologies,equipment, devices, apparatus, services, systems, processes and environmental modifications used by the disabled and or elderly people to overcome the social, infrastructural and other barriers to independence, full participation in society and carrying out activities safely and easily".

From what I have read assistive technology is any tool or device a student with a disability will use to do a task that he or she could not otherwise do without it, this device will allow the student to do the task more easily and in a better way.

There are different models used to assess how effective a technology is or can be I looked at the following five models:

• Chambers Consideration Model (1997)
• Unifying Functional Model (Melichar and Blackhurst, 1993)
• Matching Person and Technology Model
• Student, Environment, Task, Tool (SETT) Model (Zabala, 2002)
• Education Tech Points Model (Bowser and Reed, 1995)

CHAMBERS CONSIDERATION MODEL (Antonette C. Chambers,1997)

Chambers 1997 introduced a model to deal with ongoing consideration of assistive technology. The model was derived from responses received from assistive technology experts and focus groups that consisted trainers and consumers of assistive technology services. Chambers model contains a series of open end questions arranged in a flow chart configuration, these questions address the students needs within the educational program. Chambers proposal was that the model facilitate the documentation process and support evidence gathering as the team attempts to answer each question. The questions are geared at leading the school team to reflect upon whether current strategies devices and modifications are working or not. Evidence is gathered about what strategies and tools are tried the period for which they were implemented the implementation procedures and the outcome of the trials.

Using these tools the school team are to reflect upon their level of assistive technology knowledge and available resource, this process helps to keep the IEP team up to date and knowledgeable about the process.

http://cte.jhu.edu/accessibility/primer/resources/data/assistivetech/brochure_edy_burn.pdf

EDUCATION TECH POINTS (Gayle Bowser & Penny Reed, 1995)

This model was developed containing a series of questions which are referred to as points that facilitate the assistive technology consideration process within the service delivery process.

• Education Tech Point 1-Initial Referral Questions, school's teams are directed to ask whether commonly available, simple technology would meet the students needs thus avoiding the need for referral for special education services

• Education Tech Point 2- Evaluation Questions, focus on whether assistive technology devices are necessary to support an assessment process that reflects the students abilities and needs. Assessment team members consider recommendations for what types of devices, modifications or equipment might be needed in order to improve the students educational performance.

• Education Tech Point 3- Extended Assessment Questions, Directs school teams attention toward gathering data during the students trial periods with a variety of assistive technology. Decisions at this point should take into account both environment and task variables

• Education Tech Point 4- Plan Development Questions, This corresponds to the time that school teams would be involved in IEP development and deciding whether or not to ensure that students receive a free appropriate public education (FAPE)

• Education Tech Points 5- Implementation Questions, Focuses on practical Who, What, When, How questions for implementing the students plan. Logistics of daily monitoring and maintenance are carried out at this time.

• Education Tech point 6- Periodic Review, Corresponds with the time that the program evaluation or planned periodic review would take place. The time for this review should be flexible to meet changing students needs, as well as unpredictable events such as a mechanical breakdown of a device or introduction of a new innovation in AT. 

http://www.educationtechpoints.org/

http://www.educationtechpoints.org/manuals-materials

http://www.educationtechpoints.org/manuals-materials/education-tech-points-manual

THE STUDENT, ENVIRONMENT, TASK, TOOLS MODEL (SETT- Joy Zabala)

This model was developed by Zabala basically as a guide to focus on the four areas:

1. Student
2. Environment
3. Task 
4. Tools

These areas are used to enhance performance of the student. In this model Zabala describes the following elements associated with her framework; collaboration, communication, incorporation of multiple perspectives, gathering of pertinent information, use of shared knowledge, flexibility and on-going process. A series of  questions in each of the four areas are intended to stimulate thought and promote dialogue among team members and guide the decision making process. The information is gathered and then shared about the students abilities preferences and special needs. Within this framework team members identify the areas that are of greater importance and decide how modifications can be made to increase student participation.

http://secure.edc.org/ncip/workshops/sett3/SETT.htm

UNIFYING FUNCTIONAL MODEL ( Melichar and Blackhurst, 1993)

A flowchart was provided for this model which details elements of the consideration process in their Unifying Functional Model, this model is sometimes referred to as the Human Function Model. The emphasis of their model is on the interrelationships among numerous dynamic elements. These elements are:

1. The functioning of the student with a disability across environment (home, school, community) and the contexts within this environment
2. The functional demands placed on the student
3. The exploration of options for the students
4. The students personal perceptions 
5. The personal resources available to them
6. The existence of external supports

All of these elements in combination with each other, guide the functional responses of the school team. A functional response may include resource allocation, individualized plan , program implementation and support services. According to Melichar and Blackhurst the last two remaining elements of this model are,

      

     7.  Resulting personal changes for the students across several dimensions such as (achievement, coping      strategies, control)

     8.  An evaluation and feedback loop that encourages the school team to continually review all elements               previously considered.

The model emphasises the entire process as an ever changing one.

http://www.eiltsfamily.org/udl_at/resources/AT/Four_Models_for_AT.pdf

http://natri.uky.edu/resources/fundamentals/function.html

MATCHING PERSON AND TECHNOLOGY MODEL (Marcia Scherer, 1986)

This model was developed due to the continued advances in technology functions and features to alleviate the feeling of being overwhelmed by the consumer.  The MPT organizes influences on the successful use of a variety of technologies.The MPT process contains a series of instruments ( self report checklist about consumer predispositions to and outcomes of technology use) which take into account:

• The environments in which the person uses the technology
• The individual's characteristics and preferences
• The technology's functions and features.

Characteristics within these three components can each contribute either a positive or a negative influence on technology use. The MPT model is operationalized by a series of reliable and valid measures that provide a person centered and individualized approach to matching individuals with the most appropriate technologies for their use.

The MPT seems targeted for adults with disabilities. There are three major components of this model:

1. Milieu
2. Person
3. Technology

These components are assessed using a series of questionnaires.

The Milieu focuses on characteristics of the settings in which the AT is to be used, the person component provides information about the users personal characteristics and temperament, the technology component focuses on specific characteristics of the technology itself, including design factors and funding. The MPT offers six assessment forms as parts of the evaluation process.

For more on the evaluation process click here   

The ultimate outcome of the using the MPT process is selection of an appropriate AT device that does not get abandoned prematurely.

Strengths  of Assistive Technology Models

Each model allows for multiple assessment opportunities over time and for the provisions of a consistent view of the students abilities, needs and outcomes thus proving the educational assessment feature of ongoing longitudinal approach.

For more strengths and limitations of the models click here

http://www.extension.org/pages/70238/matching-wounded-warriors-with-assistive-technology#.U2h21vldWb8

http://cirrie.buffalo.edu/encyclopedia/en/article/115/

http://en.wikipedia.org/wiki/Matching_Person_%26_Technology_Model

http://www.matchingpersonandtechnology.com/index.html