This is Derby. He watched a video recently about a parent that believed her child had bee
This is Derby. He watched a video recently about a parent that believed her child had been poisoned by a vaccine causing Autism. She referred to her child as being sick and wanted him to recover as if he had a terrible illness.
Autism is a spectrum disorder that affects 1 in 150 people - currently, there is no known reason. Every person with Autism has remarkable abilities as well as deficits. Autism in many ways is a language of its own and needs to be better understood and accepted by all of us.
Often, a child like Derby will listen to the words, translate to his own language and then translate back into words what he wants to say. These extra steps require patience, understanding, and positive reinforcement.
Processing information differently is not a sickness and needs no cure. Please support all Autistics and their neuro-diversity.
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Added: 3 months ago
Views: 2,938
My son Adam, who is autistic and non verbal, has just begun typing conversations with me.
Added: 5 months ago
Views: 1,856
A short film depicting the beauty of Moebius Transformations in mathematics. The movie sho
A short film depicting the beauty of Moebius Transformations in mathematics. The movie shows how moving to a higher dimension can make the transformations easier to understand.
The full version is available at http://www.ima.umn.edu/~arnold/moebius/
The background music (from Schumann's Kinderszenen, Op. 15, I) is performed by Donald Betts and available at http://www.musopen.com.
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Added: 1 year ago
Views: 1,438,737
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Axell identifies 3 more body parts by reading the words presented to him.
Added: 9 months ago
Views: 51
STUDENT THREE - uses a full screen Flash game where roll-over action on segments of a circ
STUDENT THREE - uses a full screen Flash game where roll-over action on segments of a circle-shaped graphic trigger a range of musical notes and the highlighting of that area of colour. He stares at the screen without expression and clicks the mouse and persists with the activity without distraction despite a noisy room.
A second clip in the sequence shows a member of the Trans-active team using a digital camera with the same student; taking a picture and then showing it to Student Five on the screen on the back of the camera. The student shows the beginnings of social communication as he is drawn into the process by the supporter.
Student Three demonstrates:
1. A high level simplicity of design for on-screen activity will engage a student with more complex cognitive disabilities
2. Working with outboard technologies like digital still or video cameras and sound recorders can build on this simple start point towards more dynamic participation of the user with cognitive disabilities
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Added: 1 year ago
Views: 272
Student Two has a significant cognitive disability and 'challenging behaviour'. His use of
Student Two has a significant cognitive disability and 'challenging behaviour'. His use of the ICT system can provide him with a calming virtual environment that is stable and predictable. This appears to allay some of the anxiety and vexation that is otherwise usually evident in aggressive behaviour. He is in a class led by a teacher who is new to the School with 2 Learning Support Assistants. The computer provides a valuable focus for his energies that keeps him from making trouble with his peers and teachers. The software he is always using engages and calms him and stops him disrupting the class, hurting himself or others, freeing up the staff in class to work with other students. The activity has little or no educational merit however; the student is not learning to read but simply operating the linear sequence of the 'e book's' narrative compulsively and repetitively. The software seems suitably usable but Student Two has exhausted its meanings and messages a long time ago.
Video and observation with Student Two in the classroom raises key issues and concerns:
1. Multimedia can provide a popular and engaging activity for people with learning disabilities. Some users can search out content that suits their interests but the material contained in discrete easy to access CDROM-based packages provides particularly accessible and engaging activity for independent use by people with significant learning disabilities. The discrete software package helps provide a focus of attention and a stable and predictable environment to engage the user without distraction
2. Where appropriately challenging and varied content is not provided for users with cognitive disabilities, an ICT system can constitute little more than a 'holding-activity' providing a form of baby-sitting, in the process potentially reinforcing obsessive and compulsive behaviour rather than providing genuinely educational experience
3. Multimedia material for this user-group is needed that incorporates adult content and mode of address whilst employing 'childish' simplicity of interface and navigation for independent access and use
4. The popularity of multimedia with students with learning disabilities can be seen in these two video clips. Clearly this user group can benefit from the potential of multimedia as a tool for learning, leisure and communication alongside the mainstream. These 2 examples however highlight potential obstacles and patterns of use that could have negative impact on the user's quality of life. The technology may serve to isolate the individual in the class, providing a minimal learning experience and simply occupying the learner and keeping them out of trouble, even reinforcing obsessive and compulsive behaviour.
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Added: 1 year ago
Views: 1,673
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This clip highlights the complexity of the patterns of use of computers that people with c
This clip highlights the complexity of the patterns of use of computers that people with cognitive disabilities demonstrate. Student One is an enthusiastic user and clearly enjoys using the software that he searches out. His stance at the computer desk and his apparent difficulty with speech-based communication suggest that complex ICT tasks would be beyond his reach yet he displays an independent ability to use the Google search facility and the required persistence to reach his goal. He types, recognises words as he rapidly scans the textual search results, switches to image search and again rapidly scans the thumbnails to find what he wants. He is very purposeful in his search, shows idiosyncrasies in his methods which are not 'correct' but he reaches his quarry. The action that ultimately frustrates him hinges on the unwelcome summoning up of dialogue boxes and his reaction appears excessive. A period of observing Student One's pattern of ICT use has demonstrated the challenging complexity of this project's mission to describe typical user behaviours and so generalise about accessibility requirements for people with learning disabilities. 'Spikes' of insight, intelligence and acquired skills for an individual will sit alongside aspects of behaviour or apparent cognitive impairment that one might expect precludes even basic use of ICT systems.
This user is browsing the Internet and uses the same tool that most ICT users deploy - a search engine - to narrow his options and find what he has in mind to view and interact with. He negotiates redundant content speedily and skilfully as he searches, albeit in an unorthodox manner but is ultimately frustrated and angered by pop-up menus and the chaos of a crowded desktop. These frustrations are familiar enough for us all. Despite first impressions this user's accessibility issues seem to be primarily those already identified as typical concerns for users without cognitive disability.
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Added: 1 year ago
Views: 1,121
STUDENT FOUR - a user without conventional language and with complex cognitive and physica
STUDENT FOUR - a user without conventional language and with complex cognitive and physical disabilities uses a touch-screen monitor with a simple cause and effect game
The clip shows a 14 year-old girl who has quite profound and complex disabilities. She is playing a full-screen computer game in which the animal shapes that float across the screen disappear when touched with an audio effect as the action occurs. Her achievement is rewarded with the words, 'excellent' and 'brilliant' coming up on her screen in a large display font as she achieves each phase of the games task Student Four is assisted by her class teacher who encourages and supports her, drawing her attention back to the screen as it lapses, reading out and reinforcing the game's reward messages with clapping and 'Well done!'. Student four appears to be very pleased with her computer session.
People with more profound learning disabilities often communicate in subtle ways that the inexperienced fail to comprehend, presenting an enigma to all but those who know them well or who specialise in Communication Study. Project Apple includes Researchers with Communication Science expertise, that translates to professional intervention in 'Speech and Language' therapy, who have been building up detailed profiles of individuals' means of communication and identifying their pertinence to the potential use of the Learning Environment and its content under development. Here, simple core competencies are being applied by the user, their reinforcement through using this simple game repetitively contributes to developmental learning. The supported aspect of the ICT work is typical with the desktop providing a shared point of focus for communication as well as the task in hand, a framework for simple structured activity.
Student Four demonstrates:
1. The importance of recognising that supporters are normally an integral aspect of individual use of ICT by people with more complex or profound cognitive disability
2. The need for those supporters to understand the ways people with cognitive disabilities communicate that might otherwise pass unnoticed or misunderstood
3. A system provides a potential focus for communication between user and supporter in which the user with a learning disability and their achievements, however small, is clearly 'centre-stage'
4. The central importance of assistive devices like touch-screen monitors to optimise ICT use by a person with cognitive disabilities
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Added: 1 year ago
Views: 2,229
Demonstration of a Tickle game where child who is unable to talk, is requesting to be tick
Demonstration of a Tickle game where child who is unable to talk, is requesting to be tickled using a voice output computer, in this case, a DynaVox machine. http://autismgames.googlepages.com
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Added: 1 year ago
Views: 4,876
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