Here are three videos that accompany my dissertation. These videos are not required elements of the dissertation or of the doctorate degree, but they may assist people who have never worked with students with severe developmental delays to better understand my paper. The videos might also interest other teachers who want to learn more about how I teach my most severely disabled students to use computers and tablets.
The first video shows some of the software that I use with the students who are just learning to control the computer.
The second video is based on the PowerPoint presentation that I created to accompany my dissertation.
The third video shows a few of the many iPad apps that I use to teach students with severe developmental delays to use the iPad’s touch surface.
Both the PowerPoint and the related PDF are hosted on Figshare. The PowerPoint presentation cannot be viewed online, but the PDF is viewable online. (PowerPoint DOI: https://doi.org/10.6084/m9.figshare.8108174.v5, PDF DOI: https://doi.org/10.6084/m9.figshare.8109443.v4) The PowerPoint needs to be downloaded to your computer or tablet and run from the PowerPoint application or PowerPoint online in a Microsoft Office 365 subscription. The PDF version lacks the internal links and fancy transitions that are in the full PowerPoint version, but it can be viewed online by anyone.
Click on the image below to view my dissertation: Learning Speeds for Mouse and Trackpad in Elementary School Students with Developmental Delays.
Download my paper directly by clicking on this sentence.
This study compares student improvement in trackpad skills versus mouse skills. While the research focused on elementary school students with developmental delays, the information may be helpful to any school that is deciding whether to invest in mice, trackpads, or both. Improvement data was analyzed from thirty-six students ages five through ten, with moderate to severe autism or intellectual disabilities, who did not know how to use a computer mouse, to determine if they learned to use the trackpad or mouse quicker. Although no statistically significant results were noted in the overall improvement between the trackpad and mouse groups, the trackpad group’s fine motor skills and the five-year-old students’ trackpad use improved significantly more than corresponding mouse learners. Neither device is more appropriate than the other for all students.
I posted my dissertation to FigShare after debating about where to publish my dissertation for several months. I finally decided to use FigShare because it allows me to retain the copyright and to republish. My next project was to create a video presentation of this research: https://drjeanneestork-specialedu-dscedutech.com/2019/05/14/dissertation-videos/. All of the journals that I looked at either would not let me create a video of the study, or they stated contradictory rules in different sections of their websites about authors reposting their own work. Rather than risk a future Take Down order for my video, I chose to publish to FigShare where I knew that I would retain the right to publish to video.
My first master’s degree was M.S. Edu. in Special Education: Severe and Multiple Disabilities from Hunter College in New York City. My second master’s degree was M.S. Educational Technology Specialist from New York Institute of Technology. That second degree is what eventually convinced me to begin my journey toward obtaining a doctorate. I have decided to make public the presentation that I created for my second master’s thesis. I am very proud of my research presentation and have posted it to ResearchGate. A pdf of that presentation is also included toward the bottom of this page.
I compared two different types of software that could be used to teach students with severe autism to click a mouse button. At the time, teachers were required to adapt general education materials to the needs of students in special education. Many people in government had the philosophy that students in special education would show educational improvement if they had access to the same experiences and materials as their general education peers. My research showed that students learned better using software that was specifically designed for their developmental levels and educational abilities and needs. After this study, I was given more freedom to use software that was specifically designed for the needs of students with significant disabilities if their educational needs could not be reasonably met using general academic software.
The presentation contains a large number of statistics; my advisor at the time loved statistics. But there are also some real-language slides that summarize what all of that math means for any readers who are not math-people. I was happy that I could create something that both helped me to earn another master’s degree (and become “highly qualified” by being certified in my subject area as recommended by No Child Left Behind) and also helped the students in my school and beyond. The research is over ten years old now, but the struggle continues to find appropriate ways to teach our students with the most intensive learning and language delay difficulties.
Okay, so I have a collection of mice that are new but the model is old. I also have students who are not able to differentiate between left-clicking and right-clicking. These mice cannot be programmed in the computer’s system preferences, and the companies no longer have the drivers on their Web sites. My solution? I folded up a small piece of paper towel and very carefully inserted it in the edge to prevent the right button from clicking. I had to try a few different placements to make sure that the button was disabled without the paper towel activating the click internally (so that the right button acts as if it is always down). I needed two small paper towel pieces for another mouse, one on the right edge and one on the back edge (near the user’s wrist). Ideally, I could just program both buttons to left-click, but this is a cheap alternative when programming is not available.
Some people remove the paper, but so far I have remained calm. Some of my students pull out the paper, but it is easy to replace, so I don’t worry. If I make a big deal out of telling the students to leave the paper alone, I can guarantee that it will be removed more often. Some staff members have pulled out the paper, possible so that they can right-click themselves or because they think a student put it there. Again, I just replace the paper. I think that most of the teaching assistants and therapists who use the computers have finally gotten used to my low-tech adaptation. Many students love playing with paper and string, so I expect that the paper will always be occasionally removed. I would rather have the students play with the paper than with the mouse or headphone wires.
This method does not teach students to avoid the right mouse button, but it does prevent students from accidentally right-clicking on everything. Many of my students are not adept at using the mouse in general, so I want to make it as easy on them as possible.