temporary tattoos

Mac came home with some “temporary tattoos” today.  Apparently his teacher, Mrs R, has some difficulty with “left” and “right” under normal circumstances.

Spare a thought for her now having to manage it ‘in reverse’ as she sits facing Mac with his switches.  Not to mention the fact Mac has a tendency to scissor his legs so that his left ends up on the right side… which is her left, when it should be her right.  She’ll get there – in spite of Mac’s attempts to make her dizzy.

So, a couple of ‘marker pen letters’ assisted her (and the other kids).

I have some Temporary Tattoo paper around here somewhere – maybe I will make him some very cool ‘tats’ that will stay put a little longer.

Here’s a shot from Christmas Day where you can see just how tricky that leg crossing gets if you are holding switches under those feet.

By the way, that’s not a ‘real’ pet crocodile walking behind him in the background – we’re not all Croc Hunters ‘down under’.

morseSPELL

As promised for those interested here is a copy of the Microsoft Excel spreadsheet I made for Mac to use at school.

Message me in the comments if you would like to receive copy of the MS Excel template (include your email address) or send me an email at sandgburns [at] bigpond [dot] com with morseSPELL in the subject line.

If you are planning on actually using it for learning then a couple of external options will make this much more user friendly for you.

1.  Download the full set of .wav files for each letter and number of morse code from: Morse Code Letter & Numbers http://www.freesound.org/packsViewSingle.php?id=852

2. Trial or purchase the software: Sounding Keyboard and Mouse from http://www.softboy.net/keysound (This allows you to assign any sound to any keyboard or mouse function – see the instructions tab within the file for more details).

So far so good with this program – I was thrilled when I found the Sounding Keyboard software – that made life much easier (and probably saved me from learning a whole lot of computer coding that would only make my head hurt).

I can/will assign a third switch to the TAB so that either Mac or the assistant can use a switch rather than pressing the TAB key.  This is just a matter of plugging another switch into the CRICK USB interface.

Mac’s cousins played with the morseSPELL for over an hour tonight – so it can’t be too boring.

It was a funny situation to observe in the lounge room tonight where the kids went from playing the Wii to sitting down and “playing” Morse Code.  Interestingly Mac’s Pa had a “real” Morse Code machine in the shed – it’s one he is fixing for someone – so that was out too.  Talk about ‘centuries colliding’.

I will add a morseNUMBERS in eventually as well as a morseCONTROL for learning computer controls – but for now, I am happy with morseSPELL which means when the children do LIPI in class (Literacy Skills Program) Mac will have congruency while he too perfects his letters etc.

And just to make me feel like I am on the right track here’s an excerpt from Gaylon Ponder and Ricardo Ortega (AAC Consultants from Words +, Inc) who presented at the CSUN Technology and Persons with Disabilities Conference 2004.

Two-Switch Morse Code

In order to make a letter in Morse Code the client must learn the code. It is unbelievably easy. For instance, an “e” is one switch hit, so is a “t”. Morse Code is nothing more than a different way of writing a letter. In Two-Switch Morse Code one switch sends dots, and the other sends dashes. In order to make an “e” you have to hit the dot switch one time – pretty easy compared to what we had to do to learn to print an “e” with a pencil. A “t” is the dash switch one time. Two dot switch hits is an “i” every time. Three dot switches yields an “s” every time. We learned 26 complicated ways of making letters on paper when we were little kids. In Morse Code we ask the client to learn 26 simple ways of making letters, and provide an easy way for them to do it. The access is direct select without the fine motor and visual load. The client does not need to watch the scanner, or the keyboard. They have to hit switches in the correct sequence within a certain time frame, but not at a specific time.

binary boy

He is a ‘base 2’ boy.

He has a number of “viable two switch locations” ie two feet, two hands, two elbows, two cheeks.  So far, his feet are proving to be the most successful and also the most discreet.

It is official… Mac is a binary boy all the way.

We are currently using Mac’s feet to access choices and information.

So this year our focus will be on improving Mac’s ability with Auditory Scanning.

We are trialling his Macaw with two switches. One for step scanning through the choices (left foot) and then he has an option of either waiting for the time lag for the selection to be made or he can use his ‘yes’ foot to select that answer. We will see which one he prefers over the coming weeks.

Our second priority is to teach Mac his alphabet via Morse code using two switches. I have designed an Excel form to allow him to do this in the classroom with auditory feedback and training informtion. I will provide a copy in my next post.

Finally, our fall back will be to use the Yes/No switching option as a convenient, quick way to get answers.

These three options to my mind are complementary to one another and should provide him great opportunities to alongside the other students with congruency to what they are doing.

Numeracy is still my stumbling block.  I will see what ideas Vision Australia come back with when we see them next month.  I have been reading up on ‘finger binary‘ which allows you to count to 31 using the fingers on one hand.  This might be a concept we could explore using tactile feedback on fingertips perhaps, it is just a thought – I haven’t heard of anyone doing it so…  I will let you know.

I think this year should be an interesting and exciting year for Mac – his world opened up significantly since our visit to Rosie last year – this year is where we can start putting all these ideas into practice.

new classes

Mac has finally been assigned his new class and teacher for this year.  He has moved into a composite 1-2 class with Mrs R as his teacher.  Only four other children from his Kindy class came with him so there will be lots of new children to meet and for them to get to know him.  I think there will be four VERY IMPORTANT individuals showing off just how much they know about Mac, wheelchairs, iPhones, remote control pencil holders,  switches and the like.

One of Mac’s very good friends (and strongest advocates), Grace, did not end up in the same class as Mac which I was initially a little disappointed about.  I saw Grace as I was collecting Mac and she told me she was in a different class – she wasn’t worried “I’m just next door – it’s only one wall”, so I guess I’m not worried either… after all, “it’s only one wall”.  I love the logic of six year olds.

In fact the nice thing is the couple of boys from his class are a really good combo for him.  One has the potential, at times, to get him into strife and the other errs on the side of caution – both are great kids who get on very well with Mac and with each other.

i could write about the iPad…

but, Ricky at ATMac did such a great job I think you should just head over there and read it.

CLICK THE PICTURE TO OPEN

ATMac is my “go-to” place for all things Apple, Mac (the computer not the child) and Assistive Technology for Mac (the child not the computer)… confused?

.- -.-. …. . .- – … …. . . – (a cheat sheet)

This is a copy of the cheat sheet I have created to help me teach Mac his letters in morse code.

CLICK IMAGE TO OPEN PDF

Being a very “visual” person this should help me in the early days – who knows, in time I might learn the auditory/rhythm side of it too.

Some two message voice modules have arrived from the USA just today so when Mac’s Pa and I get them up and running we will use one for the “dit/dah” sounds and another for his “yes/no” options.

‘literal Larry’

Is it a boy thing? or a Mac thing?

Mac wasn’t the least bit excited about school holidays before they came.  He kept saying he wanted to keep going to school, that holidays wouldn’t be fun, he wasn’t excited.  Every time we asked was he excited he responded with a clear stomp of his left foot where the recorded message plays a strong “NO”.  We checked if he was ‘tricking’… “NO”.

Until, it dawned on me… Mac thought I was just going to take HIM out of school for six weeks.  He didn’t realise EVERYONE would be on holidays, that the school would be empty, no kids, no teachers, no gardener… not one person.

And so, on explaining this concept I revisited our earlier conversation…
Would school be boring if he was the only one there?     “YES”
Did he still want to come every day when no kids would be there?    “NO”
Are holidays starting to sound quite fun?    “YES”

So you would think I would be smarter second time round… apparently “NO”.

As holidays drew to an end, start of term edged closer, everyone wanted to know if Mac was excited about going back to school… surprisingly the answer was “NO”.

Every time, “NO”, “NO”, “NO”.

I absolutely understand some kids really don’t like going to school.  Mac IS NOT one of them.  He squeals with delight on arrival. I am sure he would live there if he was allowed – particularly if they had night classes so sleeping wasn’t required.

And then, I remembered, didn’t I just tell him “no-one would be there, that school would be empty, not a soul in the place, no kids, no teachers, no gardener, it would be  boring, boring, boring”.

a-ha!

So, I explained about the new year, new term.  How the sixth graders have moved on to high-school and everyone else moves up a year.  There would be a whole bunch of new Kindergarten kids but all the teachers and kids would be back… and so would the gardner.

His face just lit up and he laughed out loud – particularly at the idea of new ‘Kindy kids’.

Finally, just a day before he started again we had it sorted.

I now realise I have a very ‘literal child’ on my hands.  I need to take the time to explain many of the small, seemingly inconsequential things to him.  I think being ‘non-verbal’ he misses the ‘but why’ opportunities and so doesn’t always get the amount of detail he needs.  When I am with other kids I am blown away by how many questions they ask – it’s good for me to spend time with others because I get to learn the level of detail they crave.

And was he excited about going to back to school… “Oh YEAH” three hearty taps on the “YES” switch was clear confirmation.

a new year

OK, I know, I know. The holidays are over so get back to work.
I will be sure to start posting again now we are in a new year at school.
There is lots to reflect on and lots to plan… stay tuned

Now, Dasher! now, Dancer! now, Macco!

A wheelchair drawn by reindeer in the hot, Australian summer… of course!

The exhibitionist child of ours shows just how proud he is as he arrives at school dressed for the Christmas festivities that day.  Apparently he LOVES having reindeer on his chair and he LOVES having lights on there too.

And how do you pull your look together…

the breakdown of items to “pimp my ride, Christmas style”

• Two singing reindeer (hobby horse style)  bolted to the front of the chair.  When you press their antlers they sing and their nose flashes – I am sure the teachers were thrilled.
• Coloured christmas lights for each wheel $2.99 per set.  These run on 2 x AA batteries and are easy to wrap around the wheel rims when you don’t need to self propel.
• Santa Clause wheel covers made from one of those extra large gift bags purchased for $2 from one of the discount stores
• Tinsel trim to ‘up the fancy’ on the wheel rims.
• “model’s own Santa hat”
• Oh, and there were some ‘elf style spats’ on his shoes made from the sleeves of an old green t-shirt and cut with jagged ends.

Then to be sure you completely disrupt the class for the entire day you take in your very large sound activated singing polar bear who channels Elvis with a bit of Tom Jones style dancing thrown in.  As it was an entire school “Doing Things Together Day” the bear was a huge hit with all the students as they rotated through his activity task area.

The chair will remain “pimped for Christmas” at Mac’s insistence.  He really is quite terrible, he just laps up the attention he gets everywhere he goes.

our bookshelf

Are you after some quality reading on inclusive education, teaching students with multiple severe disabilities and/or using fascinations to your advantage…

Here’s a sensible seven to get you started.

CLICK ON THE BOOKSHELF TO VISIT US AT SHELFARI

what happened?

He couldn’t have been more than three years old.  I watched him as he discreetly looked out of the corner of his eye, checking, peeking, stealing another glance.

He sidled up to Mac, this time for a closer look, him standing, Mac sitting – they were almost nose to nose.  A perplexed look formed on his face, something was clearly amiss, he needed to know…

“What happened?” he asked me with wide eyes and hands upturned.

“Which bit?” I queried, let’s face it… it could have been so many things.

“He hasn’t got any teeth in the middle…” he said with concern in his voice.

“You know, you’re right”, I laughed.

It became clear, the wheelchair, the lack of mobility and independent movement, the not talking, the not seeing were all completely inconsequential and totally irrelevant, this three year old was simply fascinated by the fact he was missing his two front teeth.

I explained as basically as I could to this little boy how when you are about six or seven your first teeth get replaced by another bigger set.  I didn’t want to scare him so only touched on the strange tooth fairy who pays you money for your teeth when they fall out of your head.  Then his sister joined the conversation and showed her little brother how she had her new second teeth.

We have had two more youngsters querying the lack of teeth – I guess since Mac is at their eye level, they notice it a bit more.

I haven’t checked to see if ‘all Mac wants for Christmas is his two front teeth, his two front teeth…”

swings and roundabouts

We went to the local University Kids Christmas Party the other day.  As part of the festivities there were a couple of carnival rides and so we decided to see if they would let Mac on the swing.

The ‘old guys’ running the ride were a bit unsure about how he would be secure but with a little ingenuity and determination between us we made it happen.

Mac sat in his Special Tomato seat which has its own harness and they pulled their chain safety straps through the pommel and connected it.

The only down side… it was a pretty tame ride and I honestly think Mac would have liked it a little faster and wilder.

I  think we might spend some time at the local show next year and see what other fun rides Mac can go on.

And, if these two ‘ride operators’ are any guide I am sure we will be met with much enthusiasm and kindness as they try to give Mac a chance to go on their rides.  We saw these guys when we were leaving and they were really ‘chuffed’ they not only managed to give him a go but were thrilled that he enjoyed it.

second meeting

The second meeting of the Wheelchair Attendant Licensing Group was held yesterday.  Once again we enjoyed good attendance with 25 students making the ‘return visit’.

Many excellent ideas and interesting discussions took place about the zones and safety rules.  They were very sincere when posing their questions and ideas – this was a serious task they were undertaking.  There was even forward planning and goal setting for Mac to one day be able to be dropped of at the “kiss and drop” zone at school where he would be met by a student to assist him.  We have decided this might be possible once Mac learns to ‘blow his Mum (me) a kiss’ (I would accept a raspberry) on drop off – which only cements the resolve of the students to teach him to blow a raspberry.

The majority of sixth graders didn’t return as they have just worked out since they are only at school for another two weeks they might miss out on getting their license – some are a little ‘miffed’.

Our Regional office of DET have offered to supply the ‘all important lanyards’ for the students getting their licenses.

The next step is for me to pull together all the feedback and information the students submitted into a format they can use for learning and design the questionnaire for the students to complete.  Of course I will try to develop this using Universal Design for Learning concepts so as to not make a hypocrite of myself and ensure all students can access the information in a format best suited to their style of learning.

We are planning on running the ‘First Assessment Program’ next Thursday for the Stage 3 students.  Thursday is International Day of People with Disabilities and all students agreed this was an appropriate day to start this process.

When we talked about IDoPWD one of the girls cheered “yay, my brother” another, “yay, my mother” and one of the boys, “yay, Mac” – it made me realise it is important to allow others the opportunity to celebrate their friends and family members and the diversity they bring to their lives – it gives them a chance to be ‘loud and proud’ with the backing of an internationally recognised day.  Sure it would be nice to get to the place where we no longer need to have IDoPWD but for now I can see the benefit for these kids.

Oh, and the obstacle course… still at the concept stage, I guess it will be sorted by Thursday – but water has been confirmed as a compulsory element to the practical test… of course!

one year on…

Oops, I missed my blog’s first anniversary.

It was just a couple of days ago.

It’s interesting to look back at the Orientation Day post where I felt (hoped) in time Mac would simply be just “Mac” – if that is our ‘yardstick’ then I believe we have had phenomenal success. 

Thanks for sharing the journey with us.  Thank you for your comments & insights.  

Here’s hoping 2010 is as successful as this year.

future wheelchair attendants in attendance

The first meeting of the ‘development team’ for the new school ‘wheelchair attendant program’ has just finished.  

The Stage 2 & 3 students had been advised of the meeting which would take place in their lunch time break – it was left up to the individual child as to whether or not this was something they wished to be involved with.

I waited at the Library anticipating 10, maybe 12 children.  The door opened, in came the first three, then some more, and more, and more.  We had over forty children in the room.

I explained it was a meeting to develop the program, not actually “get” their licences.  Still, none left.

So we discussed why we need to develop a program.  How the Department of Education just need to know everyone is safe and proper risk assessments have been undertaken.  We talked about what ‘risk assessment’ actually is.  We talked about how they too, as ‘wheelchair attendants’, need to be safe as well as Mac (or any other child) in a wheelchair.  We talked about how it is important to always be respectful of the person in the wheelchair…  not just “taking off” with them.  And we spoke about how some people who use wheelchairs don’t need any assistance at all, highlighting everyone is different and has different needs.

Oh, and of course, we touched on the very important issue of “whether a lanyard would be supplied with the licence”!

We now have three teams.

The Zone Identifiers: this team will work with a map of the school and identify areas where we might have some adult only and stage 3 only push zones.  They will report back next week with their recommendations.

The Exam Planners: this group will think of some practical tests to do as part of the program.  They think they might like  to design an obstacle course and a chair with some water that you should try not to spill.  They will work on how to identify different braking systems on a chair etc.

The Theorists:  this team are coming back next week each with one or two rules or pieces of information they think needs to be given as part of the theory portion of the program.

The summary sheet used to get them thinking about the different aspects of the program can be accessed here.  

CLICK FOLDER TO ACCESS

If you have any further suggestions feel free to share.

This is a great learning opportunity for these children – but it is also fun.  

They have been buoyed by the fact other school have shown an interest in adopting the program they develop once it is complete.  There is a real sense of importance and pride at the moment in this group of students.

For me personally to see just how many people Mac has had an impact on is absolutely breathtaking.  

There were a number of children in attendance I think some teachers would have been surprised to see.  But what Mac provides is the opportunity for some children to be kind and caring without ‘losing face’ and so, for some of the more ‘hardened kids’, he has a very important role to play in their lives.  I know from the shared experiences of others that sometime the greatest advocates come from the most unlikely places.

It will be interesting to see what the turnout is like next week now they know they have work to do…