Richard

After viewing Richard's video, I was surprised that Chrystal did not suggest that Richard's wife could make a comment about who was coming to talk to Richard and saying the person's name. This was discussed on someone else's BB; however, I would take it a step further. Perhaps Ginger could tell Richard that, "Mike is coming and he has on the hat he wore when the two of you went to Wisconsin." This would not only tell Richard who was coming but would also start the conversation off on something other than focusing on Richard. They could talk about what they did in Wisconsin and their shared interests. It would not only reduce Richard's embarassment, it would be a good bridge for avoiding the initial awkward moment of the, "what should I say?".
The Catholic religion values Mass and Communion. I am somewhat surprised that Ginger had not arranged for a priest or another person in the parish to make home visits to Richard and his wife and bring them Communion. This would reduce the feeling of isolation and not fitting in or belonging.
The article I am going to use as an example of an additional option is a product spotlight that appeard in the December/January 2005 issue of Closing the Gap Solutions.
"Breakthrough in adaptive reading technology opens new doors for millions with impaired vision".
The article is a review of a low vision auto reading device called myReader. "myReader is described as being compact, transportable that (will) turn(s) the difficult and frustrating task of reading into an easy and enjoybale one for millions of people with impaired vision."
Definition of visual impairement is defined along with the approximate number of people who have visual impairements over 20 million.
Since ability to read impacts so much of our daily life; the inability to read significantly isolates and handicaps individuals.
After going to the web site of myReader.com I found other items that seemed to me would be wonderful products for Richard. The product with which I was most impressed was, "Pocket Viewer. This is a portable, hand held device, that enlarges print and can be used with reading books, newspapers, magazines, medicine labels, and other desired small print items. Check writing is possible with this device by using the pocket reader over the check. This enlarges the writing area so Richard can see what he is writing. This would not only give Richard more independence, it would raise his self esteem by not being so dependent or "helpless".

Week 3

The topic I chose to research is moving from simple eyegaze to scanning. I found one article from the solutions site that discussed this concern.

I am working with a student who has severe and profound disabilities and was tested in a private setting.
We are having a great deal of difficulty making the transition from eyegaze to scanning in the classroom.

The problems we have encountered are:
1)he does not have the strength to keep the scanner going and it resets everytime a staff member lets go of the switch.
2) lack of training for staff, parent, caregivers on how to use the scanner to have any success.
3) almost a year lag between recommendation and receipt of equipment.
4) no follow up from the communication center to help us solve initial problem.
5) refusal of members of staff to use technology because, "it's too hard", "it's a waste of time", and, "he can't do it".
6) student's difficulty concentrating on one activity when there are many things going on in the classroom.
7) student has lost much strength due to 3 episodes of hospitalization and pneumonia this school year.

The article that I have selected is, "Look who's looking now" ; by Deanna Wagner and Gretchen Hanser in the June/July edition of 2000.
http://www.closingthegap.com/ctg2/solutions/editorial_detailsinline.lasso?Solutions_EditorialID=E434&-session=XServeAuthenticate:4BB1675404f5425DA6iXl369D00A

The article examines the steps the authors suggest can be taken to analyze why a person is not being successful with AAC materials by using the SETT framework. It also suggests many solutions that can be systemically tried to solve the problems.
As discussed by the authors, a student needs many different types of communication tools to use throughout the day.
Two different students were highlighted in the article. Using the SETT framework the students were characterized by background information, the environment, tasks that are expected, and tools and strategies that can be used for the student to succeed.
This specific article gives some concrete, common sense suggestions that sometimes we are too concerned with ACC to look for more step by step solutions to our problems. We are looking for a forest insteading of seeing the trees.
I shared the article with the school OT and we are now using two of the suggestions made in the article.
We are now teaching the student multiple steps to make choices without the use of the switch until he regains some of his strength. We are employing the suggestions given by the authors and have had success with the following suggestions:
Our OT uses the single switch that says, "That's the one";
I have started using a clear eyegazing board with 3 choices for the student to choose instead of trying to give him more options than he can handle at this time.
He had previously had 2 choices where he moved his head and eyes to make choices for correctly answering questions.
The data from the clear eyegaze board and brightly colored picture choices is showing slow steady progress. I review the pictures in order 3 times and explain what we need (ex: I need you to find what we use to drink from) He has a choice of a glass, plate, and flower. His accuracy is now at 50%. We have 4 different sets of pictures and questions. We change the order of the sets, but not of the pictures and questions.
This week i am planning to include the use of a flashlight attached to a headband to choose responses to questions. I will use the flashlight first to let him see the flashlight showing answers and then gradually have him operate the light. This will be a work in progress, so please stay tuned!