TRANSCRIPT РiOS Seeing a lot of new faces. I'm so excited this evening. We are going to get started in about a minute. All right. Good afternoon, everyone, and welcome to tech tea time. Excited to see all the new faces today, and all the new names. Welcome! Today. Our tech tea time is going to be. This voice over. Excuse me if I'm a little slow on the controls today, I'm down to one screen. Alright! So before we start our goal intact tea time is to build a community of practice for technology. I don't know. You guys hear me say this all the time I want you reaching out to each other and build that community, reach out and share your lessons, share your triumphs, share your struggles, cause we're not alone in this. So in that we wanna have an interactive session. So please feel free to unmute or send it a chat text. Hi Kim and Deborah from Spring. All right. Thank you. Guys. And we need to remind by registering for this course or this session, you are giving us permission to publish any contents of this recording, including your voice or image in our media library. Hey! Christie! From Jackson! I'm sorry to sound like a tick. Tock. Live here. It's kinda cool, hey, Cindy? From Nashville and Irving? We're getting out there everywhere so excited. We're like to spreading. It's great. All right. So we're gonna have an open discussion today. Please please please unmute. Stop me from talking. Ask a question. There's a lot to go over today. So I do not know if we'll finish it. We are going to have another Ios and voiceover session in. I think. 3 weeks. So Debbie from New York, or Robin from New York, Yay. We will have another Ios and voice over in about 3 weeks. I'll post it up so if we don't get through everything today we will pick up from there in our next voice over session. Alright, so voice over where to start. That usually is the biggest question we get. Where do you start? Voice over is so huge? Are we starting it on a phone? Are we starting it on an ipad, are we starting on a Mac? Where do we start with voice over? Let's just say, we just start, okay. Let me first share with you some resources. So these are my favorite resources, for Ios first is Debbie. There's no opening code, only a closing code. Our first favorite is Ios. A guide for teaching students Ios in the classroom. The guide for teaching students. Let me make sure I can get to that one. Oh, my screen's hiding from me! Sorry. This is why I do not like a single screen. Alright. It's down there. I'll get it. The next one is the fifth edition, Assistive Technologies, Principles of Practice. Now this does not cover just Ios. It covers our complete assistive technology principles and practice. It's a good book. It's a really good book for a general assistive technology. Overview. It's a great book to have they have the fifth edition I've been working out of the fourth edition for a couple of years. It's just a very, very good book to have in your library. No! Here we go. Ios in the classroom, a guide for teaching students with visual impairments. If you don't have this book in your library yet, and you have a kiddo who is learning. I iphone. I've had, or, Mac, this is a good book to start with. Larry Lewis is amazing, and he writes it in very, very. Teacher, like way, so that we can understand it and be able to get that knowledge over to our students. And in a very step to step guide. So this is a very good book for you to have in your in your library. The next thing is the I do not know how to say. This university. So if anybody knows the name of this university, please share, this is their screen. Reader's Survival Guide. It has jaws. Nvda, Narrator and voicemail commands in a quick list. I'll come right back to that, Marissa, and anything you missed will be in my Powerpoint. And it will be shared on my website. So this this quick cheat sheet is nice to have in your back pocket if you don't remember that command. Alright, so ours. 3 items are right here. The Ios in the classroom by Larry Lewis, Assistant Technologies, Principles of Practice. One is the fourth edition, and one is the fifth edition, and then the Survival Guide. For screen. Read screen readers again, some of my favorite tools. So let's dig into or ios. Now correct. We know that there are 3 ways that our students access information screen magnification screen output and refreshable braille. And it can be a combination of those some of our students use magnification and voice. Some only use voice. I'm sorry, everybody. The the sun is going down here, so you're not getting much light. We'll keep going. I don't have a way to turn on that light. Can't tell. I'm in a hotel room. So this is a little bit. Dork. Okay? So we have our screen magnification. If you have the Larry Lewis book magnification will be covered in chapters 2 and 3. Speech output, listing or hearing information that would be chapters one and 2 and refresher will Braille, chapter 4. So I put those there as a reference for you. I'm sorry I'm ready to give you a hold for 1 s. Alright technical difficulties. We needed some light. And there's a huge storm brewing right now. So if I lose Internet, be patient, I'll be right back. Okay, so on with that 4 ways for students with Vi to specifically access their their information is gonna be speech input which is dictation from this from the on screen keyboard, that is usually when you open up your Ios, and you're in an application. And you have this little microphone down here. This is what one of the ways they called dictation from the on screen keyboard. That is different than dictation from Siri, and I'm trying not to say her too much, because she will activate on my phone. So that is when you're doing dictation with navigation. The on screen keyboard is only going to be inside applications where you need to write. So it could be a text message. It could be a note, any of those applications that you open and then give you a keyboard. Those would be dictation with on screen keyboard. We have other students that use braille input so they could be doing online. Braille input. Now, I have not mastered this because it's not something I use often, but Apple does have for ipad. I believe, on screen keyboard, which is like our Browno touch, where you can put your fingers on on the flat screen and pray out and braille display. There's also Bluetooth keyboards or on screen keyboards for keyboard inputs. And then there's what our students use most, which is gestures. So these are easily adaptable for users to include. They include typing, swiping, and other gestures, one to 4 fingers. Students can use any. And any way they choose, any combination of way they choose to access their items. Alright. So now let me go over that. Let's get started when we are working with a student, especially from the beginning. We wanna make sure we're putting our ipad on a flat surface, not holding it up here or having it on a on a stand we wanted on a flat surface first. Now common, that I've seen, and once they've learned how to use it, I really don't care if they do it. A lot of my students once they've learned it on the flat surface, we'll have it up here, and they'll be doing their swiping, and all of this up here I see adults that are professionals that do it the same way. It's so they don't have to. If they don't have earbuds in. It so that they can turn down the volume and hear their voice over while they're doing the navigation but when I'm first teaching a student, especially a little, who doesn't necessarily have the hand strength, size, or dexterity to hold an ipad or an Iphone while they're swiping or using the rotor. We put it down on the on the table. So you're gonna put it down in a vertical orientation with the home screen button at the bottom and the charging slot at the bottom. It used to be that there was a home button. There you are, newer iphone phone ipads. Don't have that home button, but the students can feel with their thumb the the charge port down at the bottom. You want to start orientating your student to the device itself. That we've got volume up, volume down, power. Button the sleep and wake functions that are on the power button, as well as the steps for powering on and off where the mic and speaker are located. Those are gonna be important for when they're doing dictionary, especially our kids that speak with with a quiet voice. We want to make sure that they know where that might is, so that they can get their voice. Her, the silent and mute switch, so that they know how to mute their phone during sessions and what it's functions are. We also want to ensure before we start teaching that the case doesn't impede the ability of our younger students to access those buttons. I use a an autobox case which has nicely defined cases. Some of the school cases that they get in mass have very low relief on the buttons. So you're gonna wanna make sure that your student can press those buttons. All right. So, setting up the ipad for our students first use, the student may not have the skill to set up the ipad on that first session. So that's our responsibility to get that's good and set up. If your it department hasn't already, we wanna make sure it's charged. It's powered up, and then we want to choose the language country of origin. Turn on that location service because the Kid will go. I don't know where it is. We can locate it set up the Wi-fi. Choosing the setup. Is it a new ipad, or restoring from an old cause that will definitely make a difference on how your device works? If it's a new ipad you'll need to have an apple id, so make sure you check with your school if they have specifics for that, or if the student is assigned you can complete or skip the email option for our littles. They probably won't use that for a little bit. Turn on a setup, find my ipad, and then select your dictation. That's the next thing that will ask you. Do you want to hear your letters when they're typed with our younger? I, younger little ones. I turned that on because I want them to hear what they're typing. If they're typing anything. Alright, sent your passcode. Keep it safe. My practices now, whether you're it. Department wants you to do this or not. My practices. I would rather set the passcode and key it. Then have my students set it by accident, and we have a littleed up. Ipad! So check with your it department whether or not they want a code, or they even have that code set. But if there's a code to be set for you're getting in and getting out of your ipad, I'd rather keep that safe than have my student. Okay. And then return to the home screen, and we are all set up and ready. 4, our first session. Welcome to all of you that have just come in. I know I really fast over that. Are there any questions? Please feel free to unmute yourself and ask or type off into the chat. Alrighty! We're gonna go ahead. All right. How many of you, by thumbs up by chat, or by unmuting and saying so, have set up the accessibility for your students to whether it is a triple click for voice over. Yeah, looks like we've got some thumbs up we've got some nose. Okay, we're gonna go over that. Marissa. The slides will be posted on the website tomorrow morning. So you'll be able to get this recording and the presentation tomorrow. Alright, so it looks like we have a split of how many have set up and not set up. Oh, sorry I clicked away from there. Okay, so we set up with voice over triple-click under our accessibilities in our accessibility shortcut menu where able to set up voice over so that it can be activated with a triple click of the power button. And that is a skill that kiddos are going to have to learn doing that triple-click because they have to do it quickly. Over on whether Abilene, 74°F thunderstorm. I have 80°F, low in 47 degrees. Well, you can see I with a triple-click. I was able to turn it on. The first widget on my screen happens to be the weather, and it is thunderstorming. But that makes it easier for the students to do. It's the power button that is setup. The triple click is on the power button for the newer phones. It's a trick it looks like of the power butt. Alright! So once that is set up, then your student will be able to turn on it and off, and that's kind of a cool little game to play at the beginning. It gets them used to it. And where's the novelty off? If you if you could say that, gets them to go. Okay, I've done this now. I don't need to do it anymore, and it allows you to decide which way the student can activate it best. Hi Ted have to hold my phone and triple. Click it with the ipads being bigger, the student may have to hold it down and click on the side. It's kind of individualized on how they click that button. Alright. So next is speech. If we're setting up how the student gets there, has their speech. Read, we're gonna go to that, Jeffrey, or speak screen. Sometimes the speak screen gets in the way, and so you'll have to make your decision. There, on how you want to set it up. I have mine set up with. Just speak selection, and then I navigate to the next part. Alright! So there are 6 primary actions that are required. For voice over, let me make sure I didn't miss anything. I'm sorry. Okay, 6. Primary actions for that voice over mastery. Your navigation forward and back, making a selection, turning a page. Rotor, navigation, rotor, selection and home. So those are the 6 primary actions that the students are going to have to use. Now, today, we're pretty much just gonna talk about navigating by swipe, selecting by tap and using rotor. But if you're using a braille display or Courtney keyboard, or anything like that, that's another discussion. So today, we're just gonna talk about navigating. By touch. All right. So this does say, triple click home. It's actually power. I need to change that on this, on this slide turns on the voice over just as we did before Locke orientation is found in the control center lock. Orientation helps. When you have a student learning, because if you're in a portraits and your reading section say, you're reading a textbook, and you're in portrait, and then you turn it it's going to take you to a different place in the page, and you're navigation may get a little squirrely for a bit so, and yes, that's a technical term. It will get squarely, so keeping it locked in the orientation is better when they're learning. So the rotor! How many of you have heard of the rotor, or have used the rotor in the past? The rotor feature. We've got a couple of thumbs up. You have trouble with the rotor. Yes, our kids have trouble with the rotor as well. So there's gonna be some pre teaching when you do the rotor, it gets complicated. You're right, Joe, and our kids find it difficult to. So the rotor we're gonna talk about in a few minutes. The last thing on this section is the Braille settings for those that are using braille displays. You'll notice that's on our accessibility. It's kind of counterintuitive that you have to have your brow display set up as a Bluetooth device, and you have to have voice over and braille setup in your accessibility menu for it to connect so you'll need to follow those directions here very, very carefully. If you get a braille display. So those are all found here in that accessibility section. Any questions on this accessibility. Menu! All right. The rotor. You either love, hate, or indifferent to the rotor when I'm teaching this to students, especially students who are totally blind, they may not have had experience with a turn knob, and it is this motion here with the fingers turning this way. Okay, if if they don't have this motion where they are turning that knob, they're gonna have trouble with activating the rotor. So the first thing I usually do with my little, and even with my older students, who are learning to use the rotor function is teach them about turning a knob. They may have some kind of knobs, but they don't have that motion where they're turning it like this, and then extending that finger and then turning it. Okay, so it's this motion. There are. There has been some question about the chameleon connecting I can't tell you what it's connected. It's usually golden that first connect is a little hard. If you have more than one device connected to it, make sure you have those devices away turned off, and not trying to connect, because it's a very simple device. The chameleon. So if you are, if you have more than one device that has been connected to it, and there are in range, it's gonna be kind of fighting with each other to connect the chameleon is a very basic simple device. And so it likes one thing to connect to it, and one thing only. That is a great idea, Susan, Susan says her at teacher has them practice the rotor by twisting the top off a water bottle, and that is an awesome way to practice, because those big water bottles are about the size that they need to practice. Easy great idea. All right, so. The rotor, once it is turned on, you're able to set up. Excuse me, you'll able to set up what you want to be used on the rotor you can set up a couple of things, or you can set up a lot of things. I would take it easy to begin with for your student, and have it be same, more behavioral, like selecting volume and things like that when you get into your navigational where you're doing fields and like headings and links, which is great for your older student they can use that rotor and say, Okay, I I wanna navigate by headings they switched the rotor to headings and then they're able to get headings. They can then switch the rotor to links, and they can jump through links. So I, with my younger ones, do more behalf of like volume or reading words, letters, and sent reading by words, letter, sentence, page. It tells them how much is being read each time. So how voice-over reacts those are the things that I start with first before I get into the big navigational things, because we don't wanna overwhelm the little ones. The other item. I'm gonna say about teaching voice over, and ipad etc. to to each kiddo. I know I showed you the the cheat sheet I usually keep the cheat sheet to the side, just to remind myself. But you want to make sure when you're introducing to our little, that you introduce the the commands and the navigation, and all of that in a very organic way. So if the student wants to read, how do we navigate to the book? App. Okay? And then how do we navigate the book? App, we make sure that it is task-based and not just learning. Learning, commands. Okay. Speaking of commands, now that the horrible rotor is up here, the way common gestures. So a one finger touch and drag the voice over is gonna follow the finger. Okay. And that is a touch and drag that is keeping contact with the screen. So you're keeping contact with the screen and you're dragging it. The voice over focus will follow your finger if we swipe or flick right. That's going to navigate one forward. Oh, excuse me, right is gonna go backwards. Left is gonna go forward. Okay. Yes, Debbie, the Powerpoint will be available on the website tomorrow. So swipe or flick takes you forward or back, whether you're on your on your home screen, or whether you're in an application say, you're in your camera, it will flick back and forth. Okay. Now, a 3, 3 finger swipe would be if you were in. Say, a book. You're doing a 3 finger swipe right or left. This page forward and back. So a good apt to start with. Our kiddos is reading a book. So we're going to. One finger will activate the voice over at the top of the screen, and 3 fingers left and right we'll do the forward to navigate to and from the book we're gonna do left and right, one finger swipe one finger swipe up and down is a rotor command for adjusting the value. 2 finger right or left, twist again. Is that rotor activation now, the ones that we didn't discuss here are. We're navigating to say our book. Let me get our book here. And we're at our book. That's pick a book here. Okay, we have voice over on voice, over on books. The educators guide to mix this school law. Okay? So I have my book. Open it. Just read to me that I opened the book Educators, Guide to Texas Law. If I swipe forward to text the school law, it is going to be okay. If I wanted to read to me the educators, Guy i. 2 fingers from the top and slip down. 2 fingers from the top and swipe down. That will allow the that will tell the voice over. I want it to read from top to bottom, so if and then turn the page for me, so it will automatically turn the page. I use this a lot when I'm studying. And so some of our kiddos that wanna listen to a story made. You may want to learn how to do that. But in the moving forward down to select action and double tab to activate any questions on that part was navigating inside a book. Okay, let me see if I can. You see, remember, I told you the one finger touched and drag the educator no matter where I drag it around the screen. It's gonna say, a whole lot but you can hear it clicking. That's it's following by your side to text the school law. Okay, the Educators. Guide to Texas and have it read again. The Educators Guide to Thanksgiving School, law, and it doesn't matter. It will where I touch it, it will read it again. Okay, so remember that 2 finger or 3 finger. Copyright copyright, 1886, Isbn. 978, one. If we want to go back to the 978, one. Okay, we're able to see that the 3 fingers swaps. Okay, do we have any questions on so far on that so far? Alright. I'm not saying any questions. Track percentage. 3, 30, fourth voice over off! So now! If we have a student who is wanting to use an ipad, or we wanna try an ipad with them, or an apple device? Who has M. Iv. Or who is multiplyied. Then we wanna look into using guided access. You know, if the students touch is not quite where it needs to be. Or we're training the touch, and we don't want that to swipe out of that. That application by accident. We wanna set up the guided access, but we wanna do it without using it as an accessibility. Shortcut, because we want to keep that for our voice over. We wanna reduce the amount of those rotor options turn off our notifications, turn off all access when it's locked. We wanna turn off the screen shade and we wanna change the double tap speed. So you saw how I had to pretty quickly. If I wanted to make a choice, I had to pretty quickly tap on it or triple tap, depending on you know what I'm doing. It's pretty quick. Our students that have some muscle impairments may not be able to make that double tap, so we can change the speed of the double tap and make it a little bit slower. And then we wanna practice the gestures even just by logging in. So those are a few of the adaptations we can make. Now, if we're using guided access. Alright. Then, once I get to it. Disability. Okay, so under your accessibility, can you see this? No, can't really see it alright. Under your accessibility screen there is a general and then guided act and guided access. Oh, it won't let us keep it off. We have to. Or maybe not. Okay. Hold on. It's better bit since I've done it. Access. 1 s guys get it on. This is my personal phone. So I don't have it set up quite right. Okay. So they have changed it. To where we have to do triple click. So they've changed it now to where we have to do triple click for guided access. So when I triple-click, it's gonna give me a choice for voiceover and guided access. That is fine when we are working the device. But if our student needs voiceover and guided access, it's gonna be a little bit difficult. So I turn on guided access, and the screen is gonna look kind of like this. And then it has cancel or start, and then it has options at the bottom. And that options allows you to circle areas. You'd like to disable. So, if there are spots in the application, you do not want the student to get to you, select that option, and you circle on the screen where you don't want them to access. So then we start. You have to set a pass code so that you can turn it on and off. That way. The student can't get out of it. And it says, guided access started. Okay. So I can read in the book as much as I want. But I cannot get out of the book, no matter how much I click, unless I've learned how to triple. Click, which will. Take me to the pass code screen to get out guided access. And then, once I put in the pass code, I can then end the session. Does that kind of in a quick nutshell. Does that cover it, Susan? Awesome. Yes, thank you. I know I go kinda quick. I am sorry if there's anything you miss that's not covered in the session at this goes for anybody. Or that isn't in the Powerpoint, then feel free to drop an email. My email will be posted at the end, and we can cover anything that you missed, or that was not quite thorough enough, since we only have the hour we have to go a little bit quick. Are there any questions so far? That was a great question. I'll go ahead and access. Thank you. Alright, so voice overver can be used with Bluetooth enabled devices, so keyboard brow display earbuds, headphones. I start with the younger even getting used to wearing one earbud so that the student can listen to what's happening and what is going on in their device. That split attention of okay? Somebody's talking. I need to stop listening to what I'm listening to and getting them to know how to stop it from talking so that they can then attend to the teacher. So those listening skills are something that we need to develop early in our kiddos because they're going to use them a lot. Where did they come to using a device that's talking? And in a classroom. Does that make sense for everybody? Yes, no, maybe we're all asleep. Have any thumbs up. Thank you. And somebody's listening. Yeah. Okay, how was getting a little worried? There? Alright, so I mean, that's pretty much. Hello! Said about Bluetooth devices. Those combinations are. Absolutely customized to the student, and what they prefer to use suggestions for kiddos who hate earbuds or things in their years. Phone connection. That was gonna be my first, since it's in. It's in front of the ear. Those are very nice. They're a little bit more on the price side, but they are much more comfortable than your standard earbuds, some of our kids are already wearing airbods, if not, the boat conducting, then they have some that are outside the ear they're not necessarily in the ear. That hook over the back of the ear. So they have a little hook on them like glasses. There are so many different types of earbuds and headphones that it's your kind of going through a bunch of and trying them. Some like the bigger headphones, but then that only that doesn't allow for them to hear what's going on in the environment. Unless they have the expensive noise cancelling that you can turn on environmental sounds and adjust environmental sounds. Not many of our kids are bringing those to school to use, and they are quite expensive. So the option is, if they like that on or around the ear headphone, they make those in mob headphones so they would have an earphone here instead of it. Here. But your phone on one ear, and then it would just be a blank side, so they would only have one ear covered so many, many options for headphone. All right, so. The over the year right? I completely agree with you. You might wanna look in those mono headphones if he really is a fan. I'm actually a fan of the the Circle Circle, Oral. I never can say it which are the around the ears. So it's not actually touching my ear, because that for me hurts. So I tend to like the big around the ear headphones. Those more price, either. A game type, headphone that could go around and over. And then you have nothing on this side. So if he does like those over the year, he may be interested in that only one year option. Good question. Justessica. Thank you, guys for asking questions. I am definitely a fan of those bone conducting ones, Karen, and they're coming down. So that is another option, Jessica, for your student that likes that that big. Your phone is to have the bone conducting which doesn't touch his ear at all. Alright, so keyboard common commands we are not gonna go over these. Too bad are too hard. Unless somebody has a question. Not many of our kids that I've seen are using keyboard. Do we have any in the room that are using keyboard with their Ios device? Yes. Yes, so we do have one. Yes, okay. Well, then, let's review all right. But you don't have to go over it right now. If it's not time, so I'm good. Oh, well, we we can go over now. Or we can go over it in our next session. All is well for me. That is fine. That's fine with me, because we're short-handed. So I'm only getting bits and pieces right now. So, okay. Okay. Well know that I did include the Common Keyboard commits in in the Powerpoint. So you will be able to download those, and the ones I included corresponded to the touch features that we've already discussed. Alright! I am betting that most of us have kiddos that are using the braille display. Do we have a yes, O baby! Yes, lots of kids using braille displays. Okay. Excuse me. We've got about 13 min. Okay? So most of these commands are still the same with our most recent update. It is possible that some of these commands are changing, or have changed. That is the same caveat I give you for the the menu setups. If you go to your general and or you go to your menu settings. And find that your accessibility has disappeared. They've moved it again. It didn't used to be where it is now. Braille didn't used to be where it is now. So if you lose or can't find, one of your menus, you can use the search button and it'll take you right to it. So just be aware that I try to keep up with these 100%. But there is on occasion that an update to one of the Braille devices, or to voice over may change one of my commands. It's not often, but occasionally happens. Alright. So if we're using our braille display to navigate. We need to make sure that as we discussed in the very beginning, our voice over and Braille is set up, so I do not have a picture of the Braille menu here, let me pull that up. So, if we are under voice over, and we choose Braille, we need to make sure that we choose our output. Our input and our braille screen input you have a choice of uncontracted 6 dots. Uncontracted 8 dots and contracted brow. The majority of the questions I get is, I can read the braille coming out, but when I brail it it's not coming out as Braille. That's pretty. One of the 2 settings is not set to contracted brand. Does that make sense for everybody? There's 2 places. Or 3 places actually output input and braille screen input, all of those need to be set your next thing is your braille table. You can choose which braille table you would like by the set to English unified brail. So it's whatever table you're students using should be unified by now. Ueb. You have your status cells. If you want your equations to show. And yes, we can see equations on our braille display if they have been put into the document correctly, we will be able. To see the equation in Nammith code. If we have this. Button, turned on. If you want the on-screen keyboard to be turned off, which I usually do because it gets in my way. When the student is panning, you wanted to turn the page to keep up with them. So you wanna make sure that is turned on word Wrap. You want that turned on for your display as well as your writing. The rest is pretty much auto set, so you shouldn't have to worry about it. Those are auto advances and core durations. Honestly, I have never used any of these settings. The Braille Alert Message. The Core Duration and the auto advanced Duration. I've never had to change that. So those should be just fine in this section. You also have. Choose a braille display. You need to make sure that your braille doesn't show it in this Braille section, and that it is chosen, or it will not connect so on your chameleons make sure that you're showing up under the choose braille display in the braille section of the voice over accessibility area. I know I went over that fast. We have about 8 min left. Any questions on this section of the Braille display settings. Yeah. Sorry. Just a question about the chameleon. Would it be if there is if there are 2 multiple braille displays connected to the ipad? Or if the chameleon is connected to multiple displays. Okay. Thanks. The chameleon. I've not had any trouble with the ipad itself being connected to multiple browser displays. It's been the chameleon at that has given me trouble. Because I had my phone and my ipad connected. And when I had my phone nearby and I was trying to work on my ipad, they would fight each other, even if I had the this one turned off if I didn't have the Bluetooth turned off they would fight each other. So yeah, that's that's where we were. Any other questions on that? That was a great question. Alright, so you'll see that these commands, if you've used the brow, display and anything else these commands are the same. Our space bar and dot 4 moves us forward. If you've used any kind of of brow, display or not taker that tends to be the forward dot. One tends to be the backwards. We're going forward. We're moving forward. We're making positive choices going to our right. We're going backward and moving back to our left. So anything top of the page bottom of the page. Those are the type of things that are the same between each device. 5 6 space bar is to go to the next rotor key, and you'll notice that's this hand. We're going to the next 5, 6, 2, 3. We are going back to the rotor going to the previous one. 1, 2, 5, in other words, h, and the space bar will get us home. Quick, tip! Do it twice quick, and you will get to your app switcher, which will allow you to turn off those apps. If your devices, if your braille device, or anything, seems to be running a bit slow like, it's kind of lagging to get you the response. Go into that app switcher and shut off some of the apps, or close some of the apps. Our kids open a lot of apps and then don't close them again, and it starts to effect how the braille display runs. So, especially in your note takers, so shut off some of those apps. Alright! We have about 5 min. You see how many more of these not too much more in our apps. Keep it simple for us little ones. Try to stay within the native apps that come with it that are fully compatible with voice over. Okay. All of the apps. That apple. Well, I'd say 99% of the apps that come with your ipad. Our voice fully, voiceover. Compatible. If we start to move out into those third party apps that we don't know are fully compatible, it can get really confusing for our younger kiddoes when it doesn't work so keep it simple there are a lot of guides and tutorials for those native apps that you can get online or through apple mastering those native apps. We'll give them the confidence to explore in the apps that are third party and won't. They will get so frustrated when something doesn't work, they'll be able to problem solve. Right, so our native apps are. Our calendar, our clock notes, reminders, and maps. Those are examples of our native apps. And then we have our writing apps so inexpensive and accessible, accessible. We have pages word and Google for file management. We have dropbox and Google drive most of our schools now are using either. Canvas or blackboard school education, Google, classroom. These are the type of apps that are compatible with those Google classroom is much more accessible than canvis. Canvas gives us trouble. But we're working on it so if you're at Google classroom, there are tons of resources out there for you. We are almost finished. Actually, we are not. So we are gonna have to continue on to the next. With the next session. All right. So I'm going to give you these resources. These will be on our all the handouts. So there is a getting started. Guide from Apple. If you click on this cable contents here, it gives you all the basics of a voice over as well as. It's a little talking points. Okay, it's nice and concise. I also like this device checklist. So we've got. Oh, can't see it here. We've got all the gestures that we need to learn. And she puts it in a nice little checklist. You see off to the side here that you're able to download. So that's a good place for us to, I think we're crazy here. That's a good place for us to stop this week. If you want any of those resources, my site, I'll put it in the chat. All of that's session will be posted. On my site oops just to everyone. By tomorrow. These, the How are people will be posted. The video will not be posted until next week. Alright. And speaking of next week, we have John Rose doing his spring part. 2 of advanced advocates, so we're looking forward to that. And if you have any ideas for upcoming t times, we have a shortage of topics. We will have document accessibility coming up in 3 sessions. That will be how to create accessible documents and then transfer them to your braille device. So those are coming up in the next month. So we look forward to those, and John rose. I see Kathy wants chameleon. I will put that down and see what we can do. We'll look into Fba's when it comes to tech where we're taxi time. So we wanna keep it. Tech related. All right. Thank you for everyone coming tonight. And our closing code is 0 3, 0 2, 2, 3, 0, 3, 0, 2, 2, 3. Thank you. Donna. You are very welcome. Who was that? I heard somebody say, Thank you. I didn't see a name pop up. Sorry, Kathy. Hi, Cathy, you are very welcome.