Reviewing Richards case helped open my eyes to a point that I had not previously thought of, at least not for a given length of time: self-consciousness. Even older adults can be self-conscious about assistive technology. When assessing individuals for AT, we really need to keep this point in mind. Establishing rapport with the client is also essential so that they will feel they can share their perception of AT with us. This is a point I will have to remember as I am assessing children for AT devices. Children are very sensitive to the perceptions of others, especially during those tough middle school and high school years. It would be cool if there were a data base for middle/high school friendly AT devices! That's a thought for the future.
I know there are many AT products out there for people who have low vision difficulties, however, not all of them are tailored to what the client needs. I read an article about a lightweight video magnifier called the Aladdin Companion. The device weighs less than 20 lbs and is easy to transport from place to place. It also has built-in lighting, which eliminates a big problem for Richard when he tries to read. The device will help Richard read and write, so he can gain back some independence and freedom. Although the device may not be ideal to use in public due to its size, it meets many of Richard's other requirements for an AT device as listed above. The product is available at a significantly lower price than other low vision products. It has the light capabilities Richard is seeking and it is transportable.
If you are interested in reading more about this device, check out this site!
http://www.closingthegap.com/ctg2/solutions/editorial_detailsinline.lasso?Solutions_EditorialID=E600&-session=XServeAuthenticate:4B6E472B054042C06CiWIKFDFD22
Friday, February 15, 2008
Tuesday, January 29, 2008
Hi all!
Hope everyone has had a wonderful week so far!
Not sure if I mentioned this already, but I am currently a School Psychology practicum student in Greene County. Lately, my supervisor has been pushing us to get more involved with the preschoolers in Greene County and preschoolers are the main focus in my current Assessment III course at ECU. SO that is where my mind has been lately! I have observed and screened some EC preschoolers before and I have also worked with a preschool child who has autism. Combining these two interests put me on a search: what kind of AT is out there for children who have so much to say, but can't form the words to say it? What can be done to help these kids with social deficits? The program that I worked in at Meredith College (with my preschooler with autism) focused heavily on early intervention, but it was a private college and children who were fortunate enough to enter the program had to pay a large fee. But what's available to preschoolers who are not as fortunate? What about the preschoolers in the school system who are entitled to the "most appropriate" education and not the "best?" Well, this was the focus of my search this week and will probably be the focus of several blog posts to come, since I'm sure there is much more research out there (hopefully!)
This week I found this inspiring article (http://www.closingthegap.com/ctg2/solutions/editorial_detailsinline.lasso?Solutions_EditorialID=E1526&-session=XServeAuthenticate:4B6E3C1E0326c2A494sJN372E782) entitled "A preschooler joins the world with a little help from his friends." This child's world was closing in around him, that is until someone stepped up to help him. Young Christopher was diagnosed with Semantic-Pragmatic Disorder, which is a rare disorder found on the higher end of the autism spectrum. Noreen, Christopher's mom, along with Christopher's grandparents, supported him from the beginning, providing prompts and social cues constantly. His therapist also took a look at Christopher's strengths (which is one of the first steps in assessing a child for AT) and recommended a computer program that would help change Christopher's life. The program, entitled Preschool Playtime, provided a series of games where Christopher was instructed to identify the correct social behavior. Because Christopher was such a visual child, this game worked for him. I find it fascinating to think that this game might not work for other children. If you have a child who does not respond well to visual stimuli, but rather auditory, a "game on tape" type setup may be more appropriate. It all ties back to matching Christopher's needs with his interests so he can learn.
This article reminds me about the importance of matching a child's strengths with their needs so they can be successful. I also enjoyed the emphasis on Early Intervention, since I have seen the effects it can have on a child. As of now, I'm thinking I would really enjoy assessing a preschool child for my final project! What a difference it could make!
Not sure if I mentioned this already, but I am currently a School Psychology practicum student in Greene County. Lately, my supervisor has been pushing us to get more involved with the preschoolers in Greene County and preschoolers are the main focus in my current Assessment III course at ECU. SO that is where my mind has been lately! I have observed and screened some EC preschoolers before and I have also worked with a preschool child who has autism. Combining these two interests put me on a search: what kind of AT is out there for children who have so much to say, but can't form the words to say it? What can be done to help these kids with social deficits? The program that I worked in at Meredith College (with my preschooler with autism) focused heavily on early intervention, but it was a private college and children who were fortunate enough to enter the program had to pay a large fee. But what's available to preschoolers who are not as fortunate? What about the preschoolers in the school system who are entitled to the "most appropriate" education and not the "best?" Well, this was the focus of my search this week and will probably be the focus of several blog posts to come, since I'm sure there is much more research out there (hopefully!)
This week I found this inspiring article (http://www.closingthegap.com/ctg2/solutions/editorial_detailsinline.lasso?Solutions_EditorialID=E1526&-session=XServeAuthenticate:4B6E3C1E0326c2A494sJN372E782) entitled "A preschooler joins the world with a little help from his friends." This child's world was closing in around him, that is until someone stepped up to help him. Young Christopher was diagnosed with Semantic-Pragmatic Disorder, which is a rare disorder found on the higher end of the autism spectrum. Noreen, Christopher's mom, along with Christopher's grandparents, supported him from the beginning, providing prompts and social cues constantly. His therapist also took a look at Christopher's strengths (which is one of the first steps in assessing a child for AT) and recommended a computer program that would help change Christopher's life. The program, entitled Preschool Playtime, provided a series of games where Christopher was instructed to identify the correct social behavior. Because Christopher was such a visual child, this game worked for him. I find it fascinating to think that this game might not work for other children. If you have a child who does not respond well to visual stimuli, but rather auditory, a "game on tape" type setup may be more appropriate. It all ties back to matching Christopher's needs with his interests so he can learn.
This article reminds me about the importance of matching a child's strengths with their needs so they can be successful. I also enjoyed the emphasis on Early Intervention, since I have seen the effects it can have on a child. As of now, I'm thinking I would really enjoy assessing a preschool child for my final project! What a difference it could make!
Sunday, January 13, 2008
Hi!
Hi everyone!
My name is Holly Beamon, and I am a second year student studying School Psychology. I am working in Greene County Schools now and I'm loving it! I am ready to finish up classes this May though, so I get get into the real world of work.
During my free time I love to just relax. I have a cat, Bella, who keeps me company during my busy weekdays, and on the weekends you can find me hanging out with friends, family, or my boyfriend! I also love to cook and travel when I have the time and money.
I look forward to getting to know everyone in the class so we can share our thoughts and ideas about AT and other related fields.
~Holly
My name is Holly Beamon, and I am a second year student studying School Psychology. I am working in Greene County Schools now and I'm loving it! I am ready to finish up classes this May though, so I get get into the real world of work.
During my free time I love to just relax. I have a cat, Bella, who keeps me company during my busy weekdays, and on the weekends you can find me hanging out with friends, family, or my boyfriend! I also love to cook and travel when I have the time and money.
I look forward to getting to know everyone in the class so we can share our thoughts and ideas about AT and other related fields.
~Holly
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