Communicating using the iPod Touch

One of the newer forms of communication for students is using the iPad or iPod Touch. We are only recently seeing them in schools. Throughout our course we have had the oppotunity to learn more about the iPod and what it is capable of doing. One positive aspect of the iPod Touch is that it is very portable and the student can carry it anywhere's. Some studentscan wear it on a strap around thier neck so that it is easy to access but not in the way. The iPod can be used for learning, communicatng between home and school and a schedule for the students.

Two summers ago I took an assistive technology course and we were introduced to the program proloquo2go. It is a costly app but allows the student to communicate independently. This program allows you to have many layers so each subject can have it's own seperate board and also one for home, wants/needs and greetings to name a few. It is very hard to show exactly how amazing this program is. For the beginner it can be very basic and as the student progresses more layouts can be added so the student can communicate in many more settings.

In my school we have a student in grade six who has Downe Syndrome and is non verbal. He has just recieved an iPad with this program. I am looking forward to watching his progress and that of his teachers as he learns to communicate with his peers. It is very exciting to watch a child get his voice, it opens up a whole new world.

This device will work with many students but if there are fine motor issues the iPod Touch may not be the appropriate choice. It requires the student to be able to point to small areas and to also have to swipe from board to board. Many students with cerebral palsy do not have that fine motor control. FOr these students an alternate form of augmentative communication would be necessary. In my next blog I will look at communication devises that are better suited for students with fine motor issues.

How things have changed?

If I sit back for a moment and think how Assistive Technology has changed I wouldn't know where to start. There are some items that really haven't changed much and other forms of communication that have taken on a very high tech approach.

My initial experience with augmentative communication really did not allow for conversations that allowed turn taking but was a way for the child to communicate his/her wants and needs. For example they would push a switch and a pre-recorded voice would say "I need to go to the bathroom" or "can I have a drink please". The child may have a 3 switch apparatus where there may be a greeting and response but there would be no way to continue the conversation. For this project I am going to look at how far communication has come and ways to help students be able to commnicate more freely with thier peers independently. I plan to also look at the social aspect for students who are non verbal and rely on augmentative communication for their voice. Are they socially accepted by thier typically developing peers? I hope to discuss some of the newer technology that is out available and any controversies that may exist.

What is Augmentative Communication?

What is Augmentative Communication

Augmentative Communication is an alternate way to help students with language disorders use expressive and receptive language. Augmentative communication can be accomplished through the use of assistive technology devises such as computers and hand held devices. Low technology such as picture communication systems can also be used as augmentative communication. (http://learningdisabilities.about.com/od/ac/g/augmentative.htm

There are hundred's of different forms of augmentative communication and they are constantly changing as new technology is developed. Years ago I worked in a Developmental Centre with special needs preschoolers. Many of our students were non verbal and required the use of augmentative communication to communicate with the staff and children. At that time we were using communication boards with anywhere' from 4 pictures to 30 pictures depending on the mobility and range of motion of the children.

Here is a sample of a board for mealtimes. The student would simply point to the item that they would like to eat. With this board it would be a simple point to as there are no pictures to help the child form a sentence. All the pictures are of food items. With the picture communication system teachers can make boards for many of the daily activities. For some these boards work but if the child has limited mobility; such as Cerebral Palsy; these boards may be very limited. Also, the student may require many different boards to go with the different daily activities. Carrying them around and switching back and forth would limit thier use. They are a great way to get the student use to making choices.

While I was still working at this centre we were able to introduce a variety of different devices, such as switches, intellitools and computer programs. These tools were very new and still being developed. Throughout this blog I will take the opportunity to introduce many different forms of communication devices and who they would benefit. I am looking forward to learning about all the possibilities that are out there and how to best match the student to the device.