Introduction to AT - Learning and Leisure

July 5th, 2010.

Our first class began with an overview of what we will be learning about in the next few weeks in this course. I am very excited to be given the opportunity to learn how to use different communication devises such as the ipod touch and Proloquo2go in a hands on manner. As mentioned on many occasions it is really critical that teachers be introduced and become familiar with the different forms of technology available because it can make such a world of difference in a student's life.

We watched a video called "Autism is a world," that really demonstrated how much of an impact a communication devise had on the life of a girl named Susie Rubin. This remarkable story was told by Susie herself. She had written thoughts about her life because she does not talk. She is autistic and she made this film to bring people into her world of autism. She had expressed in the video that she knew that autistic behavior was difficult for people to understand especially for someone that could easily turn off the movements that take over their bodies. Before given the outlet to communicate effectively Susie would often be moving from one difficult situation to another. She would hit herself or throw herself against a table when reaching a point of frustration. Until she was 13 years old it was presumed that she was retarded and had very little intelligence. Her mental age was thought to be that of a 2 and a half year old.

Susie had explained that previous to having a communication system she heard sounds but not words when people talked. When this support was implemented she was then able to make sense out of sentences. When she started communicating with her communication board she was reassessed and tested at a 133IQ. Susie explains in the video that this amazing outcome would not have been the same if she didn't have facilitated communication. She has a support person 24 hours a day to assist her in communicating and focusing on daily tasks. Her parents are extremely supportive and her neighbor also takes a role in assisting Susie in controlling her autistic behaviours.

Susie is a student in college majoring in history. Her support person Ashley took notes for Susie and would read the words that Susie would spell out on her communication devise so she could participate in class. Susie explains that autism is a constant struggle and that it takes a lot of energy to stay somewhat quiet. Her way to take a break from having to control autistic behaviours is to watch running water. It was her way to zone out and allow the autistic part to take over.

Susie had said this crucial statement to remember "that no matter how much social interaction I have I will always be autistic." So the message I took from this video is that we can not change the disability, we must adapt to it so that people are given the opportunity to reach their potential. She felt that autistic people were not given the opportunity to show their intelligence. This video forces us to look differently not only about people with autism but students who may be non-verbal. We must assume that students have the competency even if they are non- verbal. As shown in Susie's situation if the proper tools and supports are put in place then they can have the ability to learn and communicate. Her remarkable story is very inspiring.

Another remarkable story was that of a little boy named Tyler who we also learned about today. Tyler was non-verbal and diagnosed with cerebral palsy. Tyler's strength was his cognitive ability but he had great difficulties with his fine motor and gross motor skills. The goals for Tyler was to be engaged and participate in school. Tyler was given multiple AT supports that allowed him to achieve all A's in all subject areas. Some of the supports include a power wheel chair with a stealth head rest that had a two switch access. This switch allowed him to independently utilize his motorized wheel chair. He also had a flat switch with a tennis wrist band covering it as an adaptation. As he got older he was given the opportunity to use a switch accessible ipod. This resulted in reduced head switching which in turn reduced his amount of fatigue. It also resulted in improved speech articulation.

This case study on Tyler demonstrated the involved process of identifying the appropriate assistive technology and implementing it into the school system. The goal of the process is to enhance the performance of the student.

I was very impressed today with the amount of information I have learned just from these two stories of how much of an impact the proper assistive technology can have on the life of student.