Netbook Use for Commuting Student

A school team wanted to conduct an investigation into the use of a Netbook as a smaller, more portable option for a high school student who spent considerable time commuting to and from school each day. The student helped determine if the netbook was a more appropriate option for completing work while commuting.

Switch-Activated Camera Use in High School

Two high school students with physical access limitations investigated the use of switch activated cameras for production of images used in original books and videos. Their work was shared on the SET-BC student website vvvillage.org.

Use of CrazyTalk Software to Produce Learning Objects

District staff explored the use of CrazyTalk animation software to create animated learning objects which could be used to teach basic emotions and important health and safety procedures. The collection of animations created were then to be used by others when creating Clicker 5 or Classroom Suite 4 activities.

Smartboard FUNctional Activities

A resource room teacher wanted to explore the use of a Smartboard with Clicker 5 and Classroom Suite 4 activities designed to increase student participation during circle time. The activities were posted in curriculumSET and strategies for using a Smartboard to increase student participation were shared.

Using Word Prediction to Assist Reading and Writing in Social Networks

A small group of SET-BC students and their peers used WordQ to assist when reading and writing emails to friends and families. A package of lessons designed to help students learn how to email was created as well as a summary of strategies for using word prediction to assist students communicating in social networks.

Supporting Organization for Students with Asperger Syndrome

Students with Asperger syndrome investigated the use of iPod Touches for prompting/cuing and for scheduling tasks and events.  The team determined if the use of these devices were appropriate for this student group and what iApps may be helpful in supporting student’s IEP goals for improved organization.

Use of an iPad with a Low Vision Student

The accessibility of an iPad for a student with low vision was investigated to determine how the device could be used with this student population.  Specific iApps were explored to support the student’s classroom reading and writing tasks. The student’s team shared results of the investigation to help other teams interestedin using this type of technology with low vision students.

Use of an iPad for Emotional Regulation

The use of an iPad with a student who has difficulty regulating emotions during the school day was investigated. Strategies such as using music and visual cuing or reminders to help student respond appropriately as well as visual scheduling for improved task and activity organization were used. The student’s team shared strategies for using the iPad for students who have similar challenges.

Use of an iPad with VoiceOver and ProLoquo2Go

A team supporting a student using a SET-BC loaned iPad wanted to investigate using the device with VoiceOver and ProLoquo2Go to develop expressive communication skills.  The use of prompting on the device was investigated as a means of increasing the student’s expressive communication in various school situations.  The student’s team shared the results of using voice over in combination with ProLoquo2Go.

Using iPads to Develop Life Skills

A small group of students and their peers in a high school Life Skills class investigated the use of iPod Touch technology to enhance communication, increase integration, and support transition to adulthood and the community.  The students’ team created a report and presentation documenting the use of the technology with this student group.

Supporting Inclusion with the Use of iDevices

A small group of students in a high school setting used iPod Touches and iPads to support their educational program (learn concepts, read, write, etc). One of the main goals of using the iDevices was to reduce the students’ daily dependence on scribes. The impact of the devices was documented and shared.

iPad Accessibility using VoiceOver and Refreshable Braille

A young adult who had successfully used an iPad with voice over and refreshable braille mentored two high school students using a similar system for note taking and assignment completion in English and Science.  A report on the process for implementing this technology solution was created which compared the students’ existing system and gathered feedback on implementation challenges and strategies.

Using iPads to Support Communication and Social Skills

The use of iPads with students and their peers who used picture or symbol supported communication was investigated in this project.  Various iApps including ProLoquo2Go, concept development and writing supports were explored with both qualitative and quantitative data collection forming the basis of a final project report.