P2G Presentations and Dollarstore Tasks

Back at it!!

It was great to see everyone's presentations of their P2G boards. It was interesting to hear different justifications and to see how everyone organized their boards and created specific activity folders for the individual student. It allowed me to think of some ideas for my students who are currently using Proloquo. 

It is clear that modelling remains the most important piece to someone actually learning the "language" of P2G. I also think this is the hardest part right now for me in the everyday use of it and trying to encourage the adults working with the students to constantly use it. 

It is inspiring to see students using it and makes me want to practice and use these techniques as much as I can this year with my students who are equipped with P2G. We are actually hoping to have a PD for staff coming up so we are excited that this is a possibility to get everyone on the same page and feeling more confident in using the program. 

Another part of the assignment and presentations that I found directly helped us write some IPP goals for several students was the writing of the IPP goal for the student in our case study. I love when I can take what I am learning in a course and directly apply it to my everyday work and when it helps with immediate programming!

***Assignment 2- Identifying low tech at the Dollarstore***

Task A

Gloves- can be worn with a cut out pointer finger so a student can work on developing fine motor skills and practice selection on an ipad screen practice for using P2G. 

 Baster- can be used as an alternate tool in an art activity, painting specifically. This could be used by a student with fine motor control challenges with a paint brush. 

 

Gripper Pad- could be used as a door opener for someone with fine motor difficulties. Or could be used as a stabilizer for things at a work station with a student in a wheelchair.

Shower Curtain- could be used a divider between work spaces in a classroom. This could work for a variety of students who require quiet, distraction free workspaces in a classroom. 

Hook- could be affixed to a wall just slightly out of reach so that a student could practice hanging things on it. A student needing to develop gross motor skills and strength development in the arms. They could lift a bag filled with things and loop the bag around the hook, which would in turn also help develop fine motor skills as well. 

 Scarf Sorter- could be used in a sorting activity for a variety of students using a task bin system in a classroom or learning centre. The student could sort many items: pom poms, colors, beads, shapes, numbers, letters, etc. 

Comfy sock- white board eraser! This could be used by a student who is working on developing strength in their hand muscles and a regular white board eraser is too laborious to use on laminated activities. (I've switched to this in the learning centre at the independent task bin system stations and the kids love them!)

 Shower Poof- art paint brush substitute for a student who is developing fine motor skills. This would be an alternate paint tool but would allow the student to enter and participate in the activity. 

Large Popsicle Sticks- could serve as a page keeper in a book. This would be a good way for a student with a visual impairment to be able to bookmark a page. It could also be glued or taped to the page and serve as a page turn a page for a student with limited hand control. 

 

Chew ball and Elastics- could be used as a sensory bin activity for a student. It develops coordination and fine motor skills. It could also serve to work finger and hand muscles for the student.  

Task B

Purchase a few items and design an assistive technology to help someone specific, a real person or fictitious. Refer to the SETT framework.

SETT

Student, Environment, Task, Tools (tech)

My teaching partner (Amanda) and I have a student this year who is Autistic and non-verbal. He uses Proloquo and we are focussing on various goals this term, including several life skills. He still requires assistance for many motor activities, such as dressing, shoe changes, and is mostly independent during his bathroom routine. One area we noticed needed help was the hand washing portion of this task. Each time the student goes to the bathroom, when the hand washing part of the routine occurs, he will get soap and when rinsing, he plays with the water so that it sprays up and thus, gets his shirt and pants wet. He is needing to be changed frequently because of this and so to keep his independence around the routine, we thought we should devise something for him when this assignment came up!

Off to the dollar store we went and thought of this amazing, wonderful and creative, might I add, low tech assistive tech that would help this student to not create a waterfall each time he washes his hands. The funnel, which we cut off the thinnest part of the spout, serves as a nice barrier and the nylon, which we cut on either end, slows the water flow so only a little bit of water is coming out of the tap. We secured everything with a few knots and a couple of elastic bands around each tap to ensure maximum efficiency.

And volia, here you have it!!

Name of this amazing invention--- TBD... :)