TRANSCRIPT - Technology for Students with MIVI

Oh, right? Hello, everyone. We have a nice room today. I am so looking forward to seeing everyone's input. Awesome Hi from Spring, Texas, and Hi, Kate! Hi! Alright! How are you doing? Oh, right! Sorry I muted myself again. I'm good. Awesome. Alright. So today is our last tea time of the school year. Happy and sad, all in one. I will miss all of you. And are North Carolina folks are back mile job, and how from Mission. Hill gore! Oh, my new neck of the woods! So happy for the new folks meeting us today or coming out and joining us today. We're going to be talking about technology for students with visual impairments and multiple impairments. And as our goal has always been, and we seem to be getting an influx of new folks, I'm so excited is to build that community of practice for technology that's going to allow us to support each other. So glad you guys are sharing your location so that you can connect through chat or by opening up that microphone. So in the spirit of that goal. This is an interactive session, feel free to mute or unmute and jump right in. There, or add a comment in the chat, so in that we are recording this session, and that it will be posted on our website bye, by registering for this session. You're giving us permission to publish the contents of this recording, and that includes image and audio of you. So join in at any point. This is going to be an open question and discussion, but, as usual, I have too many slides for an hour. So today, we're gonna be talking about first, just a little bit over. I, d, e, a and a T. We discussed that more in depth when we did the assessments session last week. So if you missed that one head on over to the website and pull that off. Then we are going to talk about who our students are, and then we'll dig into the technology supports for reading, writing, math, and Ecc. So hopefully, we'll provide you with some ideas that you may not have thought of, or that you have tried and have worked, or if they've not worked chime in and let us know we're gonna be student focused and we are going to definitely think about. Our students. When before we're thinking about what tech to provide. So that feature matching. Alright our definition, for at is that device any item, piece or equipment or product system, whether acquired, commercially or off the shelf, modified or customized, that's used to increase, maintain or improve functional capabilities of children with disabilities. I think sometime this is where we get stuck. If a student is using switches, pencil grips has a wheelchair, has a pain, is using a little room. Those are all considered a for that student. It is how they access their curriculum, how they access their day. So all of those things. Sometimes little room gets left off, but that is their tech. It is a low tech or a light tech, but it is their tech. So our services. Remember, we talked about this, I think 2 weeks ago. Is any service that directly assist the child with disability in the selection and acquisition, so that could be the assessments it could be selecting, maintaining, repairing, or replacing, and any training that's involved, whether that be parent teacher aid cafeteria worker, if your students using a device to order their lunch. Are evaluations, again, include all that. If you want to go to legal framework, or, again, or a session on a session, we're just going to kind of breathe through this alright. So who are our students? We have 10,911 students as of the last census identified as visually impaired statewide. Of those students, 8,488 are served under the sped umbrella, including 846, who are identified as students. That blindness! Oh, those students! We have. Not as many identified as having or using 10. We've got a about. Don't quote me on this one, Kate. I thought I had the information on my slide. It's not here. I believe we're missing about. 12%, maybe less. It was in the high eighties, low to mid nineties. I can't remember the exact number there so we're missing a chunk of kids. Thank you, Miss Kate. I couldn't get the link to work this morning. So I have a suspicion when when I talk to some folks at at a a big training, I was like, where are we missing? Why are we missing these kiddos? And we have a suspicion that some of our kiddos who are using little rooms and switches and other light tech devices may be missed on our account and are not being identified as using tech because it's not as evident as our kiddos that are using those mid tech or high tech devices so that's just my little soapbox for for today. Alright. So if we're looking at visual and tactile perception for our kiddo, especially if they have a dual sensory impairment, so if they have some kind of losses of hearing, loss, of vision or other disability, that impacts their processing vi is not an isolated condition for them. It is gonna affect the whole process of information. Gathering our vision enables us to simultaneously not only perceive the object and the parts of the object, but the totality of it. In relationship to other items. If the learner has to rely on sequential observation, which is what our students do, they get only a parts of. Oh, goodness! That was! I reversed my numbers again. I've done that quite a lot today. Thank you, Kate. The 2023 Kt. Only showed 68% of our students having at so sorry about that, I reversed my numbers. So again, we may be missing a few there because of this. Maybe misunderstanding of how tech is for our kiddos. So in that perceiving of the whole object, if they're only seeing part of the image, or have part of the concept, then they're not necessarily making that connection. And that's where we come in. So making that connection in the pieces of the object to the whole and the relationship of the objects around it. So the level of cognition that's needed for integrating that sequential information is a higher level of concept formation. Then if we look at it, and we gather that information, so it takes more time for our students and more experiences for our students. That repetitive nature of the instruction. If you wanna see what this is like for yourself, you can experience it through looking, taking a either a toilet paper roll or a towel roll, or even cutting a hole in a piece of paper and looking at an object through that whole you're only getting the piece of the picture at one time. So y a t literacy, it comes down to the beginning. Literacy, everything in our school, whether it's a math class, a science class, any of the classes that our kids take. It comes down to literacy first. In addition to text and braille, there are other parts of that literacy that we need to address with our students. So it could be. Literacy for them is symbols, objects, pictures, audio, a combination of those together. It is how they read and write, to gain knowledge on a particular subject, or to distribute knowledge on it on a particular subject, and some of you might be thinking at this point. But we're talking about students that may not be able to write. They can. It's different for them than it is for other students. We just have to find the way and we're gonna talk about writing and reading and all those different ways we can use technology to address routines. It could be for that student that they are getting access to their environment and using their routines and their calendars. To then retell their story. It could be that they are a student using a little room, and they could be starting to show anticipation for what's going to happen or what they're going to do, or their reaction to the objects in the little room. So at is going to support for these students. Really, every every part of our our Ecc, it's not gonna be its own little isolated thing, because we can support their future education. We can support their compensatory skills, their independent living skills, their ownm recreation, their self-determination, their sensor efficiency, and their social. All of those can be supported for our students through the use of the corrects 80. Our first question is, What do we want at to do for that? Students. We need to be clear before we go into the At Choices. As we discussed in our previous session on at assessment, we have to be clear with what we want and what the student needs. So where are they? Think of that set that we shared last session from Joycevala. What can the students do? Keep it positive? What can they do? What are they? Are their skills like our storyboard before? With the student who was moving his toe. What can we do in and with that anticipation, reaction? Where are they through the day? If we are looking at changing place from one place to another, what tasks are they required to do, and what are their peers expected to do in their daily life, whether that's in the classroom or outside in their recreation? And preparation. So benefits of at all of us use at at some point I'm using at right now in the form of my glasses without them I wouldn't be able to function at all. So they for me assist me in doing my job, and being able to visit with all of you every day a lot of us are using at that's we don't consider Atv. It's just in our everyday lives, Siri Alexa, all of those devices that have those smart features on them. They had to start somewhere, and they started from the use and needs of our aging population. And they were like, Wow! We can now use these for everybody, and it's great. It's that universal design. The second thing is, tech can be fun if we're approaching tech with what the students needs and their interests in mind, it can be fun and motivating for them. It can give them access to their daily activities, and could add participation for them. For example, if our student uses or eats blended meals, and they are on a switch level, they're activating that switch and they're getting older. And the switch toys are not necessarily age appropriate at that point. Can they participate in lending their meals? We can add a switch to that blender, and say, Oh, it's time to cook our meals. Let's go. And so we're talking about putting the food in the meals. We're showing them the the solid products and then putting it in the blender and having them activate the switch to activate the blender. That's encouraging them in their daily routines. They may not be able to do it independently. Now, but eventually they might be able to with assistance, getting things into the blender, blend their own meal, and then A/C of different forms. Okay. So you heard me say, light tech, low tech. This kind of a new term that's coming about. We're still not quite sure where that came from. But you'll hear no tech low tech or light tech. It has to do with our objects that have no electricity behind them or no programming behind them. They're used on their own. So our grips are calendar objects. Our calendar systems, symbol systems, little rooms, all of those mid- would be our talking calculators at our high tech would be our electronic brailers, refreshable. Braille displays computers, braille and bosses. All of those items there's a little bit of debate on whether or not apps are mid tech or high tech. I consider them mid tech because they need something else to run them. They could not necessarily run on their own, but there's a little debate on that one. Alright, so now we're getting down to the nitty gritty here. We're looking at supports for at we're gonna start with no support at supports for reading so we're gonna start with no tech or low tech which we're looking at. Experience books. Now I know we got a good group here. I know you guys have things that work things that you use, that you may not think of as tech so I'm hoping that as we show these, you'll chime in and let us know what you are using that works or doesn't work or if I have something up here that you've tried that absolutely didn't work for you. Let us know. So we want to share those experiences. So if we look at our first tab experience books, so these are books that are created throughout the day or throughout the week, month, or year that can allow our students to re-experience their adventures. We've got our calendar systems. Again setting up our schedule, and all of these things are pretty. Not new, but they are maybe not considered tech. Okay? And these are no tech. Low tech items. We've got reading stands. And we've got adjustable lights illuminating the illumination options. And reading guides. So maybe we just need a guide. Anybody else have an idea for no tech low tech that they have used. They'd like to share. I know I'm putting you all on the spot. I know I have some. I had a student that's needed to use a dome magnifier, but also needed a line guide. So I just put a strip of electrical tape on the bottom of the dome so that way he could imagine a line guide built in. Awesome. That is a great way to go about it. Meet your kiddo where you're at. Thank you, Britney. We have Lynnette, who shared that high School high school students are participating in career tags cte courses. Can use the power selector to participate in switch activated cooking activities in their culinary classroom absolutely get a wonderful, wonderful album of our switch with our cooking activities. That power select is going to be your best friend when your, when you're using those those kind of appliances that you can add them to thank you and. Is there anyone else that has something they'd share in in the kind of low tech low tech area? Alright. So our mid tech. These are optical devices. Some switches for turning pages, audio electronic books, book readers and apps. Now I've linked some here, my favorite one, and there are some. There are other ones. But my favorite one is the reader. Hopefully. It will load for me today. Yay, there are tons of books that folks have made that can then be used in the on the ipad or on the computer hooked up to a switch to be to have them change through. Or if the student is able to swipe if you've got a student that is like this, 20,000 leagues under the sea, it is a very nice adaptation. I don't have it on here, but when you have it on the ipad it will actually read, and they are Stevie. Oh, let's see, Cherylin says she loves the Cbi friendly videos on Youtube. There are a ton of them already done. Awesome. If you could share any of those links in the chat, I'll make sure to get them up on the websites. This is a free resource. Aubrey, you know I so are free resources. I'd love for free over anything. So this is a free resource. You can download them. Linda says her favorite app is not novel effect for beginning readers who need introduction to language and meaning. Miss Linda, can you please share that link in the chat? I can. I'll be glad to. But let me just tell you real quick about it. Oh, awesome. Yes! It's an app that when you're reading a story to a child, and you're reading along, and it says that about the kettle whistles. Then, when you're saying kettle whistles, then there's actually a kettle sound going along with it. Oh, that is great! So, you know, especially for our in our low vision, or a blind children. It just gives them one more auditory connection that can go. But my students love it that I've worked with them. I mean, it's done they want to read books, or they want me to read books, so they like to even read books. And then if you get on a sidebar conversation, it doesn't pick up, and it knows not to, you know. Use the sounds. Anyway, we think it's cool here in burning. Awesome, and is the novel effect for ipad. Or is it computer use? It's ipad. Yes, I have it on ipad. It is. There is a cost, and they just have it on sale. I don't know if it's still there for, like $19 for a full year. Oh, great! If you're a teacher, I'm not certain if that's still available. But I will check. I will do my best. Thank you. Well, if if you could share that in the chat with us, the link that would be great, and I will make sure to post the the chat notes on the website for anybody that misses them. And Sherilyn says that several pop up with the with a search of Cbi friendly. The Alicea does. Sousa has a channel. Wonderful news. Thank you all for sharing those. Yes. Donna, this is Sherri. There's a lot of channels out there on Youtube for Cdi friendly. There's books, there's songs, there's shapes and numbers and Abcs. I mean, they're just tons of them. Amazing. I love that. There's a Youtube community getting going. That is great. Thank you for sharing those. And, Linda, thank you for putting novel effect in there. So novel effect has some of the Aph books in the library. The littlest pumpkin is there for sure. Oh, that's one of my favorite books. Oh, the educational director for novel effect is a Tsbi. Yes, in fact, I was from winter when I was in New Mexico. At 1 point. Oh, awesome! Making those connections! All right. So thank you all for sharing love. It. So some more supports for reading. If you haven't been on to pass for literacy, there are some amazing articles on past literacy. For making meaningful reading, developing different skills. So it's a great place to dig. I will warn you. Once you start digging you can go down a rabbit hole, but block yourself out some time, and enjoy, because there are some really amazing articles. There's also the talking book program. Pass the technology Starfall, which I had just heard about recently. That has some really nice interactive activities in, and that it is more accessible than some. Do we have any other before we go under writing? Do we have anything else for reading? One more story. It's it's a paid service they have. Oh! Professional readers like John, you know. That's kind of that kind of professional readers. The music in the background is from the Sesame Street band, Orchestra. They write all the music, they it's a paid service. I can't remember what it is, but what's nice about it is that I've had teachers hook it up to a switch. That is awesome. So the kids are turning the pages as the stories being read, and you can hit that switch a thousand times in that page will not stop reading until it's done with that page, and they use they use a Bluetooth connection with their computer so they can set it up and share that activity with all the kids in the class. It's really cool when you put it together. That's called one more story. One more story? Can they put it on the Promethean, or for the smart board? Awesome. Yup, that's what they do. They put it up on the board, they run it off the desktop computer. They use the switch to activate the Bluetooth mouse. The page icon, the turning, the page icon is in the lower right hand corner, and it never moves. It is in the same location. The words are highlighted, there's background music. It's the same book. It's not so Cbi, friendly, but it's really cool. If you're trying to get that turning the page and being an active participant in reading, it's fantastic to see in some of our high level meet classrooms. That's awesome, Sharon. Thank you for sharing that. You're so welcome! I'll definitely make sure we have that link. And Kate said, using Powerpoint to create stories is a great way for custom. Experiences for kiddos absolutely. Powerpoint is your friend. All. I think all the target reader stories are created through Powerpoint. If I remember correctly, and it's very easy to add your own sounds. Add custom sounds from the from the classroom, or even from your adventure. I did one with one of my students. We went to. We went out to the park, and we did some recordings, and we had their objects, and we also added the switch activity through the Powerpoint. So we were able to experience both. We also took a side trip to Starbucks, so we had everything, all of our pictures from Starbucks. We had the the bag and the cup and the crinkle thing around the outside of the cup. And I even got some coffee beans and put it in a little container, so we were able to shake the coffee beans and smell the coffee, beans. To this, flesh out that experience. So it was a mix of that low tech, and mid to high tech. So it was great. One more story.com is the link. Thank thank you. Thank you. All right. So we're moving on from reading to writing. And we're thinking about the best pencil for our students. So if we have a student who's using an ipad, don't forget about those pencils and things that are with the ipad. Little kids like to scribble. So if they're already using an ipad, can we use the the apple pencil or logitech has a pencil that works with the ipad, or just our fingers? And some of the apps to scribble and and tell a story that way. Using our Aac device or our symbol systems or our calendar systems as a writing tool to tell our story. It could be that we have some extra sense, and we use those to write our stories with our students arts, and crafts, materials, name stamps, raised line, paper, sensory paint. All of those things can be used to write and retell our stories. We can also use that the switches, the recordable switches in combination. If you've got a kid who's doing more than one switch, we can practice those switch pressing skills in order. And record record those aph, I believe, has the Yes. Has the book recording tabs that do about 5 to 10 s of recording that can be snapped into their books. The recording pages. So those are very nice to add sound to the story. So repetitive sounds in those repetitive, those repetitive stories. Alternate keyboards did I save my link? I thought I put this in here. We'll talk about it when getting to high tech. We have some alternate keyboards. If you've got some students that have. Sorry, Kate. I didn't see your hand up there. My! I think it was blocking it. Do you have something for us? Oh, no! Well, I I just wanted to say so. This was a few years ago, but I don't imagine that it's changed very much, but I read an article that talked about how the least addressed subject area for our students with complex access needs is writing. You know, we think about literacy. We think about math. We think about daily living skills. And you know all of those things. But unfortunately, as a profession, we are not so good at addressing the writing piece. How do we help students tell their own story? Not just providing them with stories, but telling their own story. So, Donna, I'm so glad that you've made this its own section, because oh, my gosh! We need to do better at this. Yeah, and I, if we're doing the writing, it just rolls kind of over, you know, if we're already using their calendar, if we're already using their schedule systems, all of those symbols can be used to tell their story, and if you think about our kiddos, who are learning Braille. or think about our kids who are even learning prints. They are scribbling, they in their own way. So we've got our kiddos. That use a pen and pencil or crayon that are scribbling on the page, and then retelling their story we've got our braille writer, our kiddos that write with braille who are scribbling with their braille and then retelling us their story. We can have the same experience for our kiddos who are using calendar systems or symbol systems and allow them to scribble and play with their symbols or their objects, or wherever they are in their writing. Now I do have some links for some alternative keyboards. These are keyboards that's can be used with just one hand, or can be worn and at the worn ones are still a little tricky, because they're just one-handed. They've got some 2 handed ones, but they have to do with finger movement and coordinated finger movement. So they're a little bit more tricky for our kiddos. But we do have some alternate keyboards for our kiddos that have are wanting to get keyboarding skills. So I do have the links for those coming up. I know I put them in here for today. There they are! I was ahead of myself by a slide so open in a new tab. This is called the B rater. So if you've got a student who is only using one hand to type, maybe has some restriction of 1 one appendage. This is a one-handed keyboard that looks like most other keyboards when it's sitting on the desk until someone looks at it from the top and it allows them to access all of the main keys through a one-handed combination. So. It is a very, you know. Standard looking keyboard. We also have the tippy, which is not necessarily the standard looking, and this is a new one. That it was just released, and it can be done left-handed or right-handed, and it has an integrated mouse and numeric keyboard. So if you've got a kid who is maybe using one hand and needs to use their numeric keypad, haven't tested it with Jos yet. But I'm hoping that I can eventually get one, and we can test it with jaws and see how, having that separate keyboard or the embedded keyboard will work. I don't have any that are available for checkouts. I will check with the company to see if they are loaning or trialing. Yeah, cause the the tip is running about $610 for purchase. Yeah, it is. It is pricey. The platform. That's a lot of money for a district to say, Okay, but we don't know if it works. Yes, it is, and and so I'll check with them. Thank you. The B Rator is is a lot less. My students is worried about the the finger spans. So that's why he want, he thought that Tippy looks a little bit more manageable. Yeah, and there is a bit more of a span on the B rate than the tippy. It's definitely a little bit more condensed. So let me give the Tippy folks a call, and was that Cherylin that asked? Yes, mam, thank you. Yes, alright, no problem. I will give them a holler. I can do that and see if they have any kind of loan program. Cause. I don't believe any of our vendors are actually carrying the Tippy right now. So we will check on that so how are we doing on time? We're doing good. Okay? So outside of the one-handed keyboards, and there are a few others that are a little bit older. In style, but that would work. We have a lot more of typing programs that are accessible to our students. We used to only have the 2, and now we have quite a few that are available. The sixth dot brilliance maker. If you're doing a lot of labeling. It is well worth it. It is about $600 it's one of the few things that I am totally on board with spending money on that kind of object. Because if you're labeling symbols, if you're labeling objects, if you're labeling doorways, all of those things to submerge our students in the writing, it's handy. Our tactile doodle kits is a good device to have about. If we're experiencing the writing because it's a stylus, you can also use a standard ballpark pen to draw on it, and it does raise. Do we have any other tips for writing any other good stuff? Alright, then we will head on. It's a math, so math isn't just R. 2 plus 2, and working the Nemesis as much as I love mammoth. It's getting those concepts down that can help us in the future. So when we have our math, how are we addressing that with our students? Are we using a defined area? These work trays are great with the dividers to work on math concepts for our students, even if it's putting 3 of their calendar objects in the tray just say how how many things are we doing today? We are doing 3 things, or we have 2 things left to do today. Those are all math skills. So we can integrate the use of their calendar, not only in their anticipation of what's happening, they're predicting what's happening. We are telling. We are doing story sequence when we're doing that kind of setup. We also can do writing. In retelling their stories. We can include math in those calendars. Yes, Kate, the company often will let you borrowed that Tippy. So that's what we're gonna check on, because I'm excited about. Borrow it, too. So this work trace. It can be a great way of tying all of those reading, writing, and math together for their for their day. So we're we're looking at our anticipation calendar. We're looking at our object calendar and saying, Okay, we have this first. So we're doing our story seams. We're doing our our pre reading, pre writing type skills. And we have this next again. That's first next, and then we will do this third thing, and we're counting in there in sequence. We have this textured sorting kits again. It can be used as it is, or we can get inventive, and we can sort things using just the circles on their all in one board are all on their magnet board. We can say, Okay, we're doing this first, we're doing this next. And we're doing that target of sorting items. Abacus. It does have to be the scary. All huge abacus, again love, vap kiss those of you that have come to my abka sessions with John Rose. I was all geeking out on that it could be a homemade advocates, or just a string where beads on it that the students moving from left to right the best activities I had for this were when I paired with my Ot. And Pt. And used it for counting their reps in their activities, or doing some left to right cross midline type activities. So you're helping them with their interventions. And you're working on counting skills and mathematics. Your math. Teachers are great resources for those manipulators. I remember back in the day we got a went before it was Star. It was toss, or all those different names that have been changed over the years. We got a notice that for our student we had to make a. Well cited. 3 dimensional figure. I went to all the math teachers, and I'm like, what is this thing that we have to make? No one had manipulatives, and we had to go online and find the match and folded up into this shape. But our math teachers now have these huge resources. 3 dimensional figures, 2 dimensional figures, and all of the mass manipulation that they're using throughout the day. If your student is on a lower grade level. Talk to those teachers and see what manipulatives they're using. And maybe you can borrow some to integrate into the symbols for that day. Alright rulers. We've got all different kinds of rulers talking calculators, non talking calculators, large size calculators. And we've had this discussion previously. Calculator is a tricky one. When is it an a learning device, and or an instructional technology? And when is it an assistive technology? And there is that distinction. If everybody gets it, it's an instructional technology. If the student needs it to meet their goals and address their needs. It is the assistive technology, and that is a tricky one on that calculator. It seems to be just the calculator all the time. We also have clocks and timers. These are not the only timers available. I know you folks have cool timers out there. I've seen some of them. So if you have a timer or a clock ruler, or anything you use for math that you would like to share before we go on to the active learning session, please try in. I do not know if we're gonna get to all of the things on the list today. But does anyone have anything for mass that they would like to share? Alright fair, moving on! Alrighty, active learning. This is the one area like, I suggested earlier that we had a discussion and thought that maybe some of our students who are using active learning are not necessarily being registered as an assistive technology user. Any device. Remember that definition purchased off the shelf are customized to meet a students. Needs is considered assistive technology. Active learning is there tech. So if you've got an active learning kiddo, they would be using the active learning products as their technology. Any of these devices. Here, of course, switches are our tech. Now this is my big one, and that is moving past the cause. And of that. Okay, once that kiddo has got it and knows that pressing that switch is gonna activate that toy or pressing that switch is gonna make the the penguins go down the slide. They've got it! We do not need to keep harping on that cause an effect, because once once you see that student plateau and then drop off. That means it's neat time to change that activity. Change the purpose of that activity, we can still use the element of cause and effect. Pressing the switch to make something happen. We just need to apply it in a different way. So we're pressing. Then a button to make a choice, or we're probably pressing a button to speak something for us. We're pressing a button to complete a task such as turning on the the blender or turning on the radio. We're getting attention by pressing that button to make a request or get attention from the teacher. We we need to move on past just the cause and effect. Once they have it. I've heard quite often that we see a student who's given a switch with a toy, and they do the switch with the toy, and they do the switch with the toy. And then all of a sudden they've stopped pressing the switch with the tour. Well, guess what I'd stop pressing the switch with the toy, too. You get bored, they get bored just as we are. They're like I've got it. I know how to make this this penguin go up and down this slide. Let's go on to something different. And Alex said I would almost say the active learning kids need more tech than any other type of kiddo. I would have to agree with you there, Alex, we're looking at what those students needs. Are what we're expecting them to do, and then giving them the experience to do it, giving them the tech whether it's low mid or high tech to do it. If those of you that have been around a little bit have heard my story about the kiddo. With that moved his toe and pressed the the the piano keys. Loved music, he was also anticipating with that that toe in our route. So it was. How can we? How can we activate something there? Our switches that are available now are so sensitive. We have switches that are as thin as paper that can be attached to items. We have approximately switches that are more than just the candy corn. If you've seen the candy corn switches that can read Rf. Tags, like the ones in our badges, that we open doors. We have switches that can read those and do what that rf, the card says. So if the student has Rf. Tags for their device in all of their objects, they can then just swipe their tray even we're we're not talking about picking up and having to move it. If a student can swipe an object across the tray, they can. They can activate a proximity switch mounted under the tray. That will then say what we've pre-programmed it to save for that device or for that toy. So there are tons of different accommodations for kiddos now. Alright enabling devices, has a ton of switches. These can get pretty pricey. What I like is that we can take these smaller switches and use battery adapters. To turn any battery operated. Toy. That's with the caveat that it has to turn on and off. So CD. Players don't work really well with battery interruptors because of the nature of the CD. And having to press, play radios and tape decks, work great. I don't know how many tape decks are still out there, except for old sensory learning kits. But radios do work fans that are battery operated. Any of those items that are battery operated, that a child of that age might be using. We can adapt for a switch for our students. Don't be scared of this price up here. It all depends on how many you buy that makes it. You know that really expensive and you can get battery interruptors in a lot of locations. Amazon carries some, you have to weigh the price of. Is it a good deal or not a good deal to buy them in facts or not? Linda, Burkhardt does some great trainings and information on switch, scanning, and 2 steps to step, scanning. And if you haven't experienced 2 steps scanning, it's when you go across and down. So the student will do us it. The program will read across, and the student has to stop it. And then it'll go down, and the student stops. So it takes a lot of interaction with that 2 step. But she does some great trainings on that. Not my best area is a 2 step. If you've got a student that's using eye gaze and other switch toys. I've had some success with students. With visual impairment, for I gaze, but not as much. It is highly highly fatigue to use eyes. Most people have the the perception of eyegaces, it being easier, but it's really not. If any of you have access to an ipad, one of the ipad pros, I think the 12.9 per has facial recognition. What they call eye gaze. And basically it follows a point on your face more than your eye. Gaze, give it a try is very fatiguing, so be very careful with, for our kiddos. Alright switch accessible apps. I know you folks have some apps out there. This is just my list. There's a ton more, if you have any, that you use, and really like that are switch accessible. If you'll share out. Let me check my time here. We've only got about 6, 7 min left. We are not going to get to all of my slides. But I did want to go over this cost. Scotland has some amazing resources under their downloads. They have posters and leaflets that help to explain a lot of different topics, including the Igate, the eye gaze curve, and how to set up an eye gaze apps for different learners. So if you wanna freeze their over their posters and leaflets, they have ipads for. For students with visual difficulties, but they're an amazing group of folks that create great great product. So, and it's all free ata handouts and are available and free for download. Got a bunch of Cvi resources in here. And some hello talking products that we really like. All of these items can be added 2 cards, and I have been known to tear apart a card at Christmas time. I would collect these for sounds and music. If you have people that are giving you cards at Christmas time that have recorded sounds that you can't really change the sound. You can take those and add them to books and experience books, and they last quite a long time. Alright, we're gonna zip through here. Just remember. Keep those expectations high, provide them with the at they need to meet the expectation, give them the experience lots and lots of practice. This is not going to be something that happens. By one practice once a week. They need repetitive daily experience. Where can we embed that tech throughout their day and making sure they have the equipment that's functioning? I believe I've shown this self feeding system previously, but it's a great video on a new product that has come out. The Texas technology access program is through Texas Tech. Oh, not Texas. Tech. Oh, goodness! University of Texas! I apologize. They have lots of resources trainings. They have a device loan program. They also have demo locations that are threads that are stretched throughout the State. So definitely check this out. We have our conference coming up. The first one since the last network closed. It's called the Viva Lavida, with a It's coming up June eighth. There is still time to register. Alright! There are no more t times for this year. I'm gonna miss everyone. You still have time to enter on this link, this QR. Code, and I will link it in the chat. To give your feedback or not feedback. Give your opinion, or give your ideas of what's happening next year, before I give the code, which is already on on the screen. But I wanted to let you know. We've got some changes to tea time coming next year. We are partnering with coffee hour. We're still gonna have tea time on Thursdays, but we are going to have a monthly theme. So our first theme for. August, September is going to be back to school, and then law. So we've got back to school and law as our first 2 topics for for coffee, hour and tea time so we're just gonna kind of pair up there. We wanted to keep things high quality and meet, meet the needs. So we have decided to in state that theme for the month. If you have anything you want to talk about here about in those themes. We haven't got all of them quite fleshed out yet. Come to the forms link and fill out what you'd like to see next year. It was wonderful spaceing my first year at Tsbbi with all of you, and I look forward to seeing you next year. So your closing code is 0 5, 1, 8, 2, 3. That's 0 5, 1, 8, 2, 3. Remember to fill out your evaluations and let us know how we did. Thank you, Sherilyn. See you later. Thank you, Margaret.