Transcript Creative and Fun Peer Interaction for Improving Access

Creative and Fun Peer Interaction
for Improving Access Skills with
Head-mouse and
Eye-gaze Technology
Introducing the Session
• Introduction to the group and how it was set up
• Aims of the group
• Session Plans— short and medium term plans/
activities
• Assessment sheets / student feedback forms
• Impact on the Support Assistant's skills
• Impact of these sessions on Students
Our Group
• JP— C12 Eye gaze, grid 2, 9 cells a page
• JK— Dynavox EyeMax, call talk, 24 cells
and sentence bar a page
• PP— C15 Eye gaze, grid 2, 12 cells,
sentence bar
• BR— Tellus Eye gaze, grid 2,16-20 cells
and sentence bar
• BB— Tellus 4, Head mouse user,
MindExpress, 35 cells and sentence bar
Aims of the group - General
• To have opportunity to spend time with
other head/eye users
• To identify and add additional vocabulary
they want e.g more jokes, conversational
comments
• To have opportunity to explore how
environmental controls work within school
Aims of the group - Operational
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To check calibrations and discuss if they have
any access problems and try different settings
(in discussion with SALT)
To have time to become familiar and explore
their vocabularies
To navigate from top page to other pages at
speed
To improve accuracy of selections
To expand beyond one word answers
To understand functions, e.g. plurals and
tenses buttons, delete and clear button
Aims of the Group - Social
• To be given time to answer in a quiet
environment
• To initiate conversations using their aids
• To give their own opinion on how they would like
to extend the function of their aids E.g.
environmental control, music downloads, games
• To give feedback to each other and use social
comments pages – e.g. stop, that’s funny, pants
• Take turns to start things and stop them.
Planning and Activities
Medium Term Plans
Written half termly and included aims
and topic areas to be covered – e.g.
• Performing a sketch
• Environmental control work
• Music – including have a disco
• Games – guess who, battle ships
and own individual games
• Poetry writing
Short Term Plans
Short term plans were written
weekly/fortnightly
Sample lesson plan Short term plan
animals.dot
Activities – Our Play
How did we do it?
Decided on the sketch they wanted to perform
from a selection
Decided on what parts they wanted to play and
negotiated with each other
Rehearsed together weekly
Sent out invites to adults they wanted to come
and to their class. (they did not want the whole
school to come)
The Wide Mouth Frog
Activities – Poem
• Chose to write individual poems to perform
to their friends.
• Wrote poem by selecting words to infill a
pre-prepared poem with gaps or wrote a
poem using set frames
Cinquain format, write a poem about
an animal.
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Cinquain format:
Line 1: One word (subject or noun)
Line 2: Two words (adjectives) that describe line 1
Line 3: Three words (action verbs ending with "-ing") that relate to
line 1
• Line 4: Four or five words (feelings or a complete sentence) that
describe
• the subject or are related to it in some way
• Line 5: One word that sums up line 1 or is a synonym of line 1
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___________
________________, ________________
_____________, ______________, ___________
__________________________________________________
____________
JP Bird Poem
• JP selected
individual words
and then had
the poem put
onto one page
in 4 cells to
perform to the
group.
Speed Poetry Frame
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Line 1: Write the person’s name or what you call them
Line 2: One word to describe what they are doing
Line 3: Where they are
Line 4/5/6: On each line one adjective to describe this
person
Line 7: The specific colour that you see in you picture or
link to this person
Line 8: A sound that you hear in this image or that you
link to this person
Line 9: A feeling that you associate with this person
Line 10: Describe your feelings for this person
BB Poem about his Ex Girlfriend
• BB Thought of
words and then
linked them
together. He
independently
saved his sentence
bar into a cell to
playback to group.
Games – Battle Ships
• Battle ships – adapted with animals
• and colours which was:
• Played in pairs and counters were
positioned on the boards with support
• Encouraged vocabulary location, moving
between pages at speed, 2 word sentence
building, turn taking and responding to a
peer
Games – Guess who?
• Adapted version of “Guess who” played in
pairs. Both chose a person and they each
had to guess who the other had selected.
Also board designed for animals
• Encouraged – question making, turn
taking, responding to a peer accurately,
awareness of vocabulary – body,
descriptions, animals, and people
Assessment
• Assessment sheets completed weekly
• Sheets copied and placed in individual assessment files within their
classrooms and additional copies to SALT team at the end of term
• Scale for Achievements
1: Not achieved: Encountered – being present during an activity,
adult is introducing target
2: Showing response: maximum assistance e.g. verbal, gestural
and physical prompts with full support
3. Partially achieved: moderate assistance: e.g. specific verbal and
gestural prompts, achieves with some support
4. Nearly achieved: minimum assistance: occasional general
prompt, verbal or gestural
5. Fully achieved: Child able to achieve target consistently, without
significant difficulty or need for adult support
Example of sheet: Assessment example BR.doc
Student Opinions
• Completed a form at the beginning of the year
and again at the end of the year
• Sample of questions – Have you liked coming?
What would you like to do in sessions in the
future. Circled if felt things were good, bad or ok
– poem, play, music, games, environmental
controls
• 4/5 liked coming and the one who didn’t said
good to all the things he had done in the
sessions! They all wanted more environmental
control time and also to do some cooking.
Impact on the support assistant
• Confidence within session increased
• Confidence in problem solving
• Programming skills kept upto date and extended
– e.g. Adding music, speed of adding vocabulary
• Impact on use of aids back in her class – helped
reinforce learning from the group to the
classroom
• Understand the capability of the students and
see how to set achievable targets
• Liaison with SALT technician regularly
Impact on the Students
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Communication Cup winner for the County
Several students less passive in class
Leads in their own performances
Speed and accuracy improved
Awareness of what was on their devices
Choose what they wanted added to devices
Ability to be naughty –e.g. starting music,
playing games, making us cold by turning on the
fan
Finally by my Students
Thank you for listening
Bridget Love
Thomas Wolsey School
Suffolk