Student Projects 2010-2011

• School District: #64 (Gulf Islands)
• Project Participant: Student with ASD
• Technologies Used: Toshiba Netbook 200, Kurzweil 3000 v.12, WordQ v. 2.6

Project Outcomes:

• The student used the netbook in class and while commuting on the water taxi between islands.
• She used it for work in English, Social Studies, Planning, Science and Media Arts.
• The student reported that it was easier to use at school because of open wireless internet access and that she used it on the water taxi for school work.
• She used the netbook to take notes in both Social Studies and Science and found it took less time to make notes than by handwriting.  She also found she was actually writing more.
• Her teacher reported that her satisfaction with school work has increased as a result of using the netbook.
• The student herself reported that other students on the water taxi would use a laptop if they had one, she found the netbook lighter than most laptops, and, while it was difficult at first to get used to the smaller size, she did become accustomed to it.

• School District: #38 (Richmond)
• Project Participants: Grade 8 student and Grade 10 student with cerebral palsy
• Technologies Used: Tash round pads (2), Ablenet jellybean switch, RJ Cooper switch accessible camera and mounting system (2)

Project Outcomes:

• The grade 10 student used the switch accessible camera in reading, photography and drama class. She learned to use the camera to take photos for her photography class and was able to use it to complete class assignments. Her teacher reported that she was able to participate fully in her photo class, making her own choices as to what photographs to record and being graded using the same performance standards as the other students. Her team reported that she has a great sense of composition, is very picky about how she wants to set up her shots, and that it is great for her to have an opportunity to let her artistic side shine through. When her photography teacher saw her great work, he purchased a remote switch that allowed her to use his large camera for studio work. She also used the video camera in drama class to record skits. When asked if she enjoyed having the camera and whether she wanted to continue using it, she gave a “big yes!” Her school team all agreed that it was a wonderful tool to help her demonstrate her learning.
• The grade 8 student used the switch accessible camera in reading and learned to take photos of his own interest. His team reported that he was very pleased about being able to take photos independently and then share them with others. He learned how to tell his support staff how to position himself and his camera so that he’d get the shots he wanted. He also chose the words he wanted to accompany the pictures in his PowerPoint book, giving him an opportunity to apply his emerging literacy skills. His team members were very pleased by how his sense of composition and timing developed as he worked with the camera and feel he has developed great skills that will help him when he enrolls in photography class next year. His team reported that he “loved having a camera of his own. Though he has significant physical challenges, he wants to do everything that his peers do. He is very keen to keep the camera so that he can use it in next year’s photography class.” The team is very happy he has found an activity he enjoys and a tool he can use for both academic and recreational purposes.

Project Resources:

Kayla’s Photography
Osmund’s Photography

• School District: SD#79 (Cowichan)
• Project Participants: School based teacher, SET-BC District Partner, SET-BC Consultant
• Technologies Used: Toshiba laptop, CrazyTalk animation software, Clicker 5 / ClickerPaint, Classroom Suite 4

Project Outcomes:

• For a variety of reasons, this project started later in the school year and is was “incomplete” – consequently this is an interim report with the hope that the project might continue into the 2011-2012 school year.
• There were several issues which made it difficult to realize the project outcomes.  The project, in general, proved to be more difficult than originally anticipated. The complexity and steep learning curve of the core software (CrazyTalk) for creating media made it difficult to complete the goal learning objects.  Over time it was learned that only the most basic instructions and training materials were included with the software so the collaborating teacher required ongoing training and support.  Having only one copy of the software, located at the school, made facilitation of the project challenging as well.  In addition, the school camera used originally in the project created low quality images that were not usable with the software.  Once that was discovered, the SET-BC consultant loaned another camera to the team and a small album of usable images was created.  Another challenge was found in reconciling the use of avatars based on photos of identifiable students – anonymity could not be preserved when making the learning objects based on the original photo collection.  As such, it was decided to switch the base of the avatars to cartoon characters.
• The project team reported that the teachers and consultants who have a high level of comfort with new and challenging technologies will find CrazyTalk to be a very useful tool.  Those who prefer “out of the box solutions” may find it too difficult to use to create their own materials.  It is important to note that CrazyTalk is not a special needs application but rather a utility that can create attractive and compelling content for many special needs applications like Clicker and Classroom Suite 4.  The team created some content and successfully embedded it into a variety of special needs applications.  The team suggests that SET-BC look more closely at the software and possible products for suggestions on how it could be used with specific students.
• The CrazyTalk software is inexpensive and is relatively easy to use ONCE the individual components have been created but the time and labour needed to create one model and accompanying scripts can be time consuming.  However, once made, these models could be shared and used by many learners and teams around the province.
• At the time of this report, the team summarized the project results as:
  • This project proved to be more difficult than originally anticipated.
  • Difficulty was experienced reconciling the use of avatars based on actual students.
  • The software used to create the animations is powerful but requires a great deal of training and practice to be able to use it in a productive manner.
• Having only one copy of the software with the team working in two locations made it difficult to collaborate on design at a distance.

• School District: #36 (Surrey)
• Project Participants: Life Skills teacher, 8-10 students in Lifeskills class
• Technologies Used: Smartboard, Toshiba Tecra laptop, Boardmaker Studio, Clicker 5

Project Outcomes:

• The goal of the project was to use the Smartboard technology for the students’ concept development (the students involved have significant intellectual disabilities).  By interacting with Boardmaker Studio activities displayed on the Smartboard, students would be able to select and press buttons and swipe their hands across the board to move objects.
• The project teacher developed a multipage Boardmaker Studio calendar project and then lead the student group through the calendar activity several days a week.  The “Calendar Time” took about 45 minutes per session and the activity was available to all students through the Smartboard.  Several days a week, the students assembled around the Smartboard and took turns interacting with the Boardmaker Studio activity (e.g. student goes to Smartboard, presses a button representing the day’s weather conditions, presses another button linking to a Weather Network web page to confirm choice, and selects another button to view a tally of weather conditions over several pages).
• The project teacher reported that even the students with significant intellectual disabilities were able to access the calendar activities on the Smartboard.  She indicated she requires additional Boardmaker Studio training and support to move forward to develop more activities (i.e. the calendar project involves fairly sophisticated BMS project development skills and an in-depth knowledge of the software – she added actions to buttons but found that they did not necessarily function as hoped).  As such, she was hoping to continue the project next year to give her additional time to learn how to use the software and to further develop the calendar activity as well as other, original activities.

• School District: #69 (Qualicum)
• Project Participants: Students in Lifeskills program in secondary school, teacher, SEAs and SET-BC consultant
• Technologies Used: WordQ (5), district computers, social media tools (e.g. FaceBook, Twitter, district MSN)

Project Outcomes:

The specific student activities or learning outcomes of the project included:

• Creating clear, focused personal writing for a range of purposes and audiences that demonstrates connections to personal experiences, ideas, and opinions, featuring:
  1. sentence fluency through a variety of sentence lengths and patterns, with some emerging fluidity
  2. experimentation with word choice by using new, different, more precise and powerful words
  3. an organization that is meaningful, logical, and effective, and showcases a central idea or theme
  4. an authentic voice demonstrating a developing writing style
• Selecting and using strategies during reading and viewing to construct, monitor, and confirm meaning, including:
  1. making connections
  2. asking and answering questions
  3. making inferences and drawing conclusions
  4. using ‘text features’
  5. self-monitoring and self-correcting
  6. figuring out unknown words
• The school team wanted the students to use ‘word prediction’ software (WordQ) to assist with reading and writing email messages. Once proficient at this, it was hoped the students could move on to using word prediction with Facebook, MSN, and general writing. Specifically, the goal of the project was to get the learners using email in a functional way – setting up an email account and then learning the fundamentals of composing an email and email etiquette. Students would then email one of the other learners in the group on a weekly basis, gradually increasing to two or more emails per week by the end of the school year using Word Q to assist with reading incoming and outgoing email and predicting words for composing new emails.
• Unfortunately, the classroom / resource teacher who started the project left her position in January and the new teacher felt she did not have time to continue with the project as initially envisioned. The SET-BC consultant continued to work with one or two students and reported the following outcomes:
  1. I interviewed two students that used WordQ to write emails. They felt they were quite successful and that it helped them write faster and become more efficient.
  2. For the one student that remained in the project, pre- and post- emails show a marked improvement in writing quality and quantity.

Project student – Writing

• First email – November 29, 2010 -At crismus   I am staying with my mom  I’m going to get lots of dvd’s and maybe a dvd player  (She scored 10/21 using the writing standard rubric)
• Selected email – April 12, 2011 – email to a fellow student who works at Thrifty’s –
  • Hello Michael how are you?
  • What’s going on in your life?
  • I heard about the injury my advice don’t do that again
  • The employer wants to keep you safe
  • You are a valuable member of the community
  • When you’re an employee your safety is important
  • Remember this when you’re at work (She scored 16/21 using the rubric)
• Unfortunately, the project goal in its entirety was not met.  The two students that continued in the project became email and Facebook buddies using WordQ.  These students come from high schools in two different communities and are of similar age, interests and situation.  An online friendship developed between these students and was a very positive outcome of the project.

Project Resources:

Using Word Prediction to Assist Reading and Writing in Social Networks

• School Districts: #39 (Vancouver), #42 (Maple Ridge) and #42 (Delta)
• Project Participants: Six students with Asperger Syndrome, students’ teachers, SET-BC and POPARD consultants
• Technologies Used: iPod Touches (6), WhatNext app, Time Timer app

Project Outcomes:

• Six SET-BC students were provided with an iPod Touch and three apps for supporting their planning and organization.
• Students, teachers and parents were pre-tested with the BRIEF (Behaviour Rating Inventory of Executive Function) and an Executive Skills semi-structured interview and questionnaire to determine their current level of organizational functioning.
• Participating students and their key school contacts were provided with an initial training on programming iCalendar, WhatNext, and Time Timer.
• Upcoming tasks were programmed into iCalendar with two auditory and visual reminders set to cue students in advance of the deadline. All iCalendar tasks were synched to WhatNext which provided the students with a stream of sequential upcoming tasks (with a timed countdown). Time Timer was provided for students as a visual timer to set when sitting down to a required homework completion period.
• Each week the students completed a coaching session with their key teacher contact where they discussed how things were going, identified issues/challenges, and solved technical problems.
• The participating students have provided positive feedback around using iPod touches. Several students identified Time Timer as useful for keeping them focused throughout their required work period. One student stated, “I like the iPod much more than my agenda, as I can keep my upcoming assignments much more organized… I could never read my handwriting in my agenda.”
• Another student stated, “I have a weekly reminder to print my homework on Sunday night, as I can almost always finish my homework, but I forget to print it all the time…I like that I only have to program that task once, and it carries over each week… this way I don’t have to remember to write that in my agenda every week.”
• Additional student comments:
  • “It is easier to use than a written agenda… It is sometimes hard to read what I have written in the agenda.”
  • “I don’t need verbal reminders when I put things in my iPod.”
  • “I will be able to use the iPod when I leave school to organize my schedule (work, etc.).”
  • “I use the Time Timer to keep track of my breaks when I am doing my homework.”
• Project leaders had interim meetings with each of the teachers and students participating in the project. Feedback from teachers has been positive for 4/6 participating students. Teachers have stated that the students are motivated to use the iPod Touch for scheduling their upcoming tasks/assignments, and that is has been a beneficial support for their overall organization.
• The participating students will keep their iPod for the 2011/2012 school year and will receive a post-test of the BRIEF and Executive Skills Questionnaire and Interview. Post-assessments will be used for the summative evaluations and will be available, with interviews and photos, in the 2011/2012 school year.

Project Resources:

iPod Touch as an Organization Tool for Students with Asperger Syndrome

• School District: #62 (Sooke)
• Project Participants: Grade 11 student with low vision, Teacher of the Visually Impaired
• Technologies Used: iPad, keyboard, Docs to Go app, Good Reader app, Pages app

Project Outcomes:

• Unfortunately, the iPad did not meet the student’s needs and was not of use to her during the project time.
• She had difficulty accessing textbooks and e-text on the iPad due to a number of issues including lack of wireless internet access at her school.  Her team was not able to download e-text materials onto her iPad from ARC-BC as needed.
• While she attempted to take notes with the iPad in school, the student reported that it was not helpful and preferred to take notes using other established methods.
• She also felt the device was “really more cumbersome/worrisome” and was concerned about losing the iPad.  She reported that it was easier to use her home computer for writing projects.
• As the iPad did not have a camera, she was not able to use it to overcome the challenge of seeing notes on the board.
• The iPad was returned to the SET-BC Loan Bank at the end of the project.

• School District: #61 (Greater Victoria)
• Project Participants: Grade 6 student with intellectual disability
• Technologies Used: iPad

Project Outcomes:

• The goal of this project was to explore how the iPad could be used by the participating student to help with emotional regulation, video modeling, routines, and learning.  The iPad was generally a very motivating tool for the student.  She tolerated work in “non-preferred” subject areas like math for long periods of time (up to 1.5 hours) and, as such, did not specifically need the iPad for emotional regulation.  The apps that were selected for her use typically included music and other sounds so the use of the iPad for a range of learning outcomes was, in itself, calming.
• Before spring break, the student’s team reported that the iPad project was going well.  The team was working with the family to upload apps – these included Math Magic, Word Magic, ABC Puzzle and Story Builder.  Her team reported that she “loves the work oriented apps”. For music and calming the student enjoyed Virtuoso and Two Player Piano.  She also used The Grouchies book, Drawing Pad, Ten Drops, Glow Draw, I can Be, Tinker Box, and Talking Tom.  Her team noted that she “loves the games” Angry Bird and Talking Tom.
• After spring break, the student experienced challenges with her behavior in all areas of her life and so the use of the iPad became secondary to the creation and use of a comprehensive behavior plan.  During this time, she dropped the iPad and, while still functional, it developed a crack in the screen.
• The student’s team would like to see her continue to use the iPad in the next school year so will be revisiting the apps that worked well and exploring new ones as well.

• School District: #61 (Greater Victoria)
• Project Participants: Grade 3 student with CVI, Teacher of the Visually Impaired
• Technologies Used:  iPad, Kid Fireworks app, ColorPlay Lite app, Glow Draw app, Sound Touch Lite app

Project Outcomes:

• The goal of the project was to familiarize the student with the use of the iPad and to engage the student using apps that are both visually stimulating and motivating.  The student is non-verbal and uses PECS for communication and so the team is hoping she will eventually use some sort of communication device in the future.  As such, the team hoped that the iPad would help her develop skills such as selective pointing, swiping, visual attending and critical looking.
• During the course of the project, the student was shown how to turn on the iPad, how to unlock the iPad and how to select apps.  The focus of the apps was on food and cooking as well as cause and effect (e.g. Kid Fireworks).  She was taught to point correctly, to swipe and to change pages.  “Good Looking” skills were also reinforced.
• The student has shown great interest in the iPad with her favourite app being Chocolate Tap HD.  She learned how to tap individual selections on the touch screen and to wait for a response.  This has been a very important learning outcome for her as it means she can now move to using a voice output device for communication.  The use of assistive technology for communication will be more functional now that she has learned how to use a touch screen.  In addition, she has further developed her knowledge of basic concepts through use of the apps that were selected.
• The initial goal of the project was to investigate the iPad as a tool for communication using VoiceOver.  However, the team changed the goal when it became apparent that the student would have to master the skill of pointing to a selection on the screen and waiting for a response.  The updated goal of accurate pointing on a touch screen was then met with the iPad being a motivating tool for the student to acquire that skill.
• The team plans on continuing to use the iPad to help her practice touch screen skills using early learning and functional apps.  Team members may investigate VoiceOver in the near future.

• School District: #48 (Sea to Sky)
• Project Participants: Nine Lifeskills students aged 13-19 years
• Technologies Used:  iPad, iPod Touch (2), iPads (9 from Apple Learning Experience), various district apps

Project Outcomes:

• The intention of this SET-BC project was to evaluate the effectiveness of the iPad and iPod Touch devices and various apps on the educational and vocational outcomes of a group of nine students with learning difficulties in a life skills class. The students were aged between 13 -19 years and have a number of challenges including CP with limited fine motor skills, ambulant and non ambulant, moderate to severe intellectual disabilities, limited social and communication skills both verbal and non verbal and sensory impairments including vision and hearing.  The project leader was Diane Kokubun, the Special Ed teacher who facilitates the Life Skills program at her school.
• Diane received an iPad and two iPod Touch devices for the year long project from SET-BC and also enhanced the project by utilizing an Apple Learning Experience educational initiative which enabled her to received an additional loan of ten iPads for six weeks.
• Diane wanted to introduce the technology to the whole class which includes some SET-BC students, but not limit it to just those students, so a Universal Design for Learning (UDL) approach was implemented.  Diane also wanted to involve peer tutors from within the school community as well as support from the three teaching assistants in the class (two one-on-one and one general).
• Diane planned the project intending to use the technology to support curricular activities that included work experience, language arts, math, life skills and health and safety.  She hoped that the technology would assist the students with communication especially in the community with employers and customers, enhancing their learning and productivity.  Diane also wanted to evaluate various apps to see which were most effective in meeting her project goals.  She felt that there would be a personal and social benefit from using mainstream technology which would not be perceived as a barrier to inclusion within the school, but would be ‘cool’ and fit in with mainstream teenage culture.
• Diane planned the introduction of the new iDevice technology carefully, making sure the peer mentors and staff were all comfortable with the devices first and then working with the students on the individual skills they would require for the various activities.  Each student has an individualized learning plan which takes into consideration the cognitive, motor and sensory requirements of each student.  The training of basic skills needed was the first phase of the project and was introduced in a gradual and sequential way – turning the device on and off, touching skills including pressure of touch and various gestural commands such as dragging, pinching and expanding.  These skills were introduced in a functional way so that students enjoyed educational activities while increasing their knowledge of how to access and use various features of the device.
• Diane found, as the project progressed and the team became more familiar with the devices, more uses for the technology were discovered.  The technology definitely enhanced the learning of her students and she noticed an increase in attention span.  For example, one student’s attention increased from a few minutes only to over thirty minutes when using the iPad.  The touch technology gave the students access to materials that were previously inaccessible to students with disabilities – for example coloring for a student who is unable to hold a pencil.  She found that the multi sensory element combining touching, seeing and hearing engaged students who were not very motivated by picture only resources – the addition of the sound and student involvement enhanced the experience and also increased independence in the students.
• Some of the apps Diane found successful included a ‘First and Then’ app which she customized and used with a student with autism.  Match Magic helped when working on Math and literacy goals with students learning shapes, colours and the concept of same and different.  She also used a social skills app which helped the students learn turn taking and the meaning of gestures.
• Diane, her educational assistants and some of the students recorded their thoughts on the project and offered suggestions for others wanting to incorporate iDevices into students’ educational programs on the attached video report.

Project Resources:

Using iPads to Develop Life Skills

• School District: #45 (West Vancouver)
• Project Participants: Grade 10 student (physical disability and ADHD), Grade 8 student (ASD), Grade 12 student (physical disability), Grade 8 student (intellectual disability)
• Technologies Used: iPad (3), iPod Touch with microphone, Dragon Naturally Speaking, district desktop computer, district Kurzweil 3000

Project Outcomes:

• The general goal of the project was to support students in the Learning Support program in a Secondary School setting using iTechnology.  More specifically, the team wanted to see if use of the iPad could reduce the need for readers and scribes.  The hope was that .pdf versions of textbooks could be loaded onto the iPad and then read aloud to students using an eReader app.  The team hoped to test the effectiveness of Dragon Naturally Speaking application for writing support which could help some students increase written output and decrease the need for scribes.  In addition to these goals, it was hoped that various apps could be tested that would support students’ planning and organization.
• The project was implemented for approximately five months including initial set up and student orientation. To address the reading comprehension goal, the team attempted to load .pdf versions of textbooks onto the iPad hoping to use the iPad’s text-to-speech function to read the textbooks aloud to the students – including math and science textbooks.  The team tried PDF Reader and Speak It! apps as well as remote access to Kurzweil 3000 and digital textbooks on a desktop computer in the learning support room using the Splashtop app.
• To address the writing goal, the team used the Dragon Dictate app on the iPad and iPod Touch as well as the full software application, Dragon Naturally Speaking on the desktop computer, to help students write without the support of a scribe.  For completing writing and presentation assignments, students used the Pages app.
• Another goal of the project was to increase the students’ ability to plan and organize their schedules and homework.  The team wanted to replace the traditional paper agenda with an app that would achieve similar goals so chose the iStudiez app because it appeared to have features that would manage the school’s block rotations.
• With respect to the reading goals, the team found it difficult to access or find many .pdf versions that were true representations of the textbooks.  Another issue was that the iDevice apps lacked the study skills features that the full Kurzweil 3000 program has on a computer.  The team found that using the remote desktop application was also not satisfactory solution – although it allowed the students to remotely access the desktop computer and Kurzweil 3000, the screen size and resolution of the iPad made it difficult to navigate around Kurzweil 3000.
• With respect to writing goals, the team found the students’ writing with Dragon Dictate was not accurate and it was difficult for them to make corrections on the iPad.  Accuracy was slightly improved using a headset microphone, but not to the point that made the application useful in the school or classroom setting.  Although it took much more time to get used to the Dragon Naturally Speaking software, in the end, it was a much more accurate and useful tool for writing.  The team plans on continuing to use the software program with students next school year.
• Overall, the students had the most success using the technology to address organization and personal planning.  The team found the iStudiez app was the best fit as it was capable of handling an eight day block rotation that changes daily.  The student who used the app reported that he was satisfied with it and used it on a daily basis to manage his schedule and track homework assignments.  The only drawback reported was that the app could not account for holidays forcing the student to reprogram the app after each holiday.
• Although the team soon discovered that some of the original goals were not achievable, the project allowed for a unique opportunity to explore new technologies.  iTechnology was generally found to be limited in what it could provide a high functioning student in a low incidence learning support environment.  Students were most successful using the iDevices to achieve organizational and personal planning goals however, for one student, his written output as well as organizational skills and independence significantly increased using the iTechnology.  The main iPad activities in which other students were engaged included doing quick internet searches for assignments, for breaks (playing games), and for sharing and watching YouTube videos.  While these uses may seem trivial, the iPads eventually became a tool students requested daily.  The team found they were motivating for students who were reluctant laptop users being lightweight, having an easy to navigate interface, and being more efficient at carrying out quick internet searches.  On the other hand, the team reported where students originally complained that laptops were too bulky and impractical to carry around, by June they were all reporting that they preferred to use laptops for reading and writing tasks.  The team is interested in exploring how a new generation tablet computer, one based on a full Windows platform and more compatible with the current school’s technology infrastructure,  would function within the learning support environment.  In the future, the team plans on exploring use of other personal organizational tools on the iPad and to continue implementation of Dragon Naturally Speaking to address writing goals.

• School District: #39 (Vancouver)
• Project Participants: Grade 9 student with visual impairment, Teachers of the Visually Impaired, adult visually impaired iPad user, SET-BC consultants
• Technologies Used: iPad, Apple Wireless Keyboard, Focus Blue 40 cell braille display, Windows laptop

Project Outcomes:

• The goal of the project was to have an experienced iPad user (an adult with a visual impairment) support the grade 9 student in setting up and using an iPad, braille display and an iPad keyboard to access, complete and submit class work in all academic classes excluding those that required the use of Nemeth code and/or those that required access to graphic information such as math and science.
• The student did attempt to use the iPad, keyboard and braille display for class work.  As he used the technology, he assessed whether or not this particular combination of devices could be used for note taking and report writing while maintaining his grade level performance.  The experienced adult iPad user mentored the student in the use of the technology, communicating via email and phone.  SET-BC consultants provided information on new iPad apps and associated functions.
• The student was able to use the technology to read some documents, to complete some written assignments and to submit them to his teachers.  He continued to require the use of his laptop as he used Dropbox to move documents onto the iPad after accessing them via email on the laptop.  The school district did not provide network access for the iPad and this meant that he could not use the device to access the internet or his email (through which he receives and sends course work) while at school.  This made the transfer of documents from his laptop to his iPad difficult or impossible.
• During the project, he did learn to use VoiceOver with greater efficiency and independence.  He accessed online VoiceOver support as needed and worked with the experienced iPad user to determine how to use VoiceOver for specific functions.
• The student used the braille display to access information on the iPad.  He quickly discovered that the braille display could be used as a compliment to JAWS with the laptop and began alternating the braille display between the iPad the laptop.  As a result, he was provided with relevant and functional opportunities to further develop his braille reading and input skills within the school context.
• The team reported that the iPad with VoiceOver, iPad keyboard dock, and Focus 40 Blue braille display are effective tools for accessing, working with and submitting class work, but there are challenges in terms of network access, technology training, and the availability of course work in accessible file formats that should be addressed.  The student himself expressed that the technology enhanced his ability to access, work with and submit class work.  He shared that he felt that the technology was easier to transport from class to class and that he enjoyed the positive experience of engaging in discussions about iDevices and apps with other students.  He felt that this was a very positive outcome of using technology similar to that used by sighted individuals.  He also expressed that iPad network access is critical if it is to be used as a tool to access and complete school work.  Both he and the experienced adult user indicated a need for additional support in learning VoiceOver commands as the information available online is dispersed and requires extensive searching at times.  Both generously shared that they would be willing to assist SET-BC in the process of developing VoiceOver / iDevice support materials if these were being developed.  Both the student and adult iPad user also indicated that the Pages app with VoiceOver access is not as efficient as other word processing software options, but that perhaps this was the result of both of them requiring additional support with learning how to use Pages for the iPad.  Both also agreed that iBook was an accessible and efficient means of reading books, but expressed some frustration with text navigation challenges in the case of .pdf file formats (it was unclear as to whether or not navigating ePub file formats presented similar navigation challenges).  Although the student did not use his laptop to translate .pdf files into ePub files (e.g. making them easier to access in iBooks) this could be a possibility to explore in the future (with consideration given to the Canadian Copyright Law).
• During the project, questions arose about whether or not textbooks accessed from ARC-BC (e.g. in .kes or .rtf file formats) could be converted into .pdf or ePub formats for access through iBooks given copyright regulations.  Although this is easily done given existing technology, questions also arose about whether or not this would be an infringement of Canadian Copyright Law (e.g. the files may be available commercially in .pdf or ePub format making their conversion into these file formats contrary to maintaining copyright).  Questions arose about whether or not an alternative would be to access the file from ARC-BC as an .rtf and then access it via the iPad as a Pages document.  Although this was not explored, this raised questions about the consistent availability of .rtf file formats on ARC-BC and whether or not Pages for the iPad would read the files with ease or whether or not these file formats would have to be altered before accessing them via Pages on the iPad.

• School District: #46 (Sunshine Coast)
• Project Participants: Students and peers in a district Life Skills program, District Support staff (3), SET-BC consultant
• Technologies Used: iPad (4), variety of apps purchased by district (Stories2Learn, Social Skills, Living Safely, Hidden Curriculum for Kids, Everyday Social Skills, Behaviour Tracker Pro, Skill Tracker Pro, Angry Octopus, ABC Tracing, Sentence Builder, 123 Counting, Sight Words, Read Me Stories, ProLoquo2Go)

Project Outcomes:

• The project goals were:
  • To increase communication skills in students who have historically not responded easily to other communication devices.  Students involved have intellectual disabilities and are involved in the district based Life Skills program.
  • To increase communication both written and spoken in students who have challenges with retrieval, speech challenges, and motor control difficulty. Some project students have autism and are involved in the district based Autism program.
  • To increase self-monitoring and management skills as part of positive behavior support plans.
  • To increase social interaction skills in students who have challenges socializing with others.
  • To increase knowledge and build capacity of teachers in the district regarding the iPad and its applications for use with special education students district wide, including the iPads’ cost effectiveness in replacing more out of date and costly technologies for communication, social skills development and academic assistive technology.
• The project has been successful – each of the two elementary district programs had 2 iPads and each purchased the apps that each teacher felt would best support the desired learning outcomes.  The following was noted:
  • Students have increased ability to communicate their daily choices and activities through the ProLoquo2Go app.  This is an app to promote basic communication skills for the students in our Life Skills Program.  They have also used the iPads to support their academic IEP goals in literacy and numeracy.
  • In our program for elementary students with autism, the iPads were used to engage in research and interactive learning as adaptations to their core subjects and IEP goals and to develop positive / expected behaviours.  This was very successful with the app Behaviour Tracking Pro.  The ability to access social skill training through apps has been remarkably supportive for our visual learners and increased positive interactions between peers.
• One student used ProLoquo2Go and has it set up for storing and sharing his personal information.  The goal was to have him repeat the speech and this is in progress. The app was interactive and gave him a voice for his communication.
• Other students had their academic goals supported through math, reading, and sight word apps.
• The project team is planning on continuing to work with the technology and will specifically be exploring “First / Then” apps for students in the coming school year.