Choice Time in My Computer Lab

Choice time in technology class is not free reign on the internet. My class is an English Language Arts/Technology class, so all activities have to be related to ELA skills. I provide students with a variety of software and website options from which they can choose their activities. Students can only choose from my preselected options. This is enough motivation to keep many of my literacy group students in their work for the entire thirty minutes. I even have a few students who choose to return to their reading program after their required time is complete, but the majority of the students need an immediate reward for completing their work.

I have six leveled choice time accounts and assign each student to one account. The first level works on basic matching and sorting through beginning letter recognition. The sixth level works on fourth and fifth-grade literacy skills. Each account has a minimum of six activities so that students can choose what they want to do. I rarely use the top-level because the stories are too long and choice time is only the final five to fifteen minutes of class (depending on how long it takes each student to work a full half-hour on the computer). The work timer pauses whenever the student takes a break, so different students in the same class may earn different amounts of choice time. This has proven to be an effective reward system for most of my academic students.

My group learning how to use the computer does not have choice time, because it is meaningless until students are independent and have academic work to complete. In fact, this group’s most advanced level is also my academic group’s first choice time level. What is work for one student is play for another. I also use that level as a bridge to my more academic software. Once students have mastered “Purple,” they are ready to join the academic group and begin the literacy application that my more advanced students work on the majority of computer class.

Each account is given a color instead of a number or a letter. This reduces any negative feelings or potential bullying when different levels are more clearly stated. Colors work well except for just a few students who want to work on their favorite color’s account instead of their assigned account. With my students, every plan that the teachers implement seems to have a  few students who have difficulty following the procedure.

A Nice Start to 2020

I had a class last week that really surprised me. The “academic” students stayed in their work for most of the required thirty minutes before choice time. There was little of the normal complaining, and for the most part, they focused on their assignments. I am used to students quitting their reading program, and this behavior always increases after any breaks from school. One student did chew his headphone wire, but the behaviors are usually much worse after any vacation. I was determined to have all of my classes return to their technology class routines, and my efforts paid off.

This class has three students with varying verbal abilities from two-word sentences when prompted to complete sentences without any prompting. The other students are nonverbal and learning to use photographs and picture communication symbols. The three verbal students work on a literacy program in the computer lab. The other students work on basic access skills such as learning to use a mouse. On a normal day, the literacy group tries to quit their work several times a period. I choose literacy work that is also fun, but it still requires students to work on letter recognition, spelling, reading, and writing; depending on each student’s academic level.

My literacy group students in this class, and in my other classes, stayed in their work beyond my expectations providing me with evidence that an immediate return to the normal routine has nice classroom management benefits. I was unable to get any work done the last week or two before vacation (depending on the class) because the students were just too hyper and unfocused, but I was determined to show the students that school is for learning. We have a routine; we follow it; we earn choice time. I have only seen one day’s worth of students because of scheduling issues on Friday, but I sincerely hope that our first full week back goes just as smoothly as Thursday went.

Creating A Screencast: Setting Preferences for Students with Disabilities

The description that I included on YouTube is not visible when the videos are embedded into WordPress (click here for the page with another embedded videos). I have included that information here and added more information about the video’s content.

The screencast portion of this video was recorded in Camtasia’s trial version, and I edited the entire video in the trial version of Camtasia, so the watermark is highly visible. I am evaluating this software to determine if it is something that I would like to purchase. So far, I’ve found the zooms easier to manage than in iMovie, but iMovie fully integrates the videos and photographs in my MAC’s Photos application. I may decide to purchase Camtasia for projects that require many post production zooms, although up until now all of my zooms have been done with my camera’s optical zoom.

These directions are for Apple’s Macintosh computers running MAC OS 10.11.6 (El Capitan). Other Apple operating systems have these functions, but they may look a little different. Below are the basic steps that I demonstrated in the video.

Screencast Introduction Transcript:

Hello! I’m Jeanne Stork. I teach in a computer lab for students with significant developmental delays due to severe autism or intellectual disabilities. My students use Macintosh computers, either iMac desktops or MacBook Air laptops. This is how I make some adjustments to make the computers easier for them to use.

            System Preferences: The system preferences are located under the apple in the upper left corner of the screen.

            Accessibility Preference:

Display: Shake Mouse (Some students play with shaking the mouse, but it helps students with attention and visual perception difficulties who often lose track of where the cursor is located on the screen.)

Audio: Play Stereo As Mono (for students who hear better with one ear than the other and would miss a stereo channel)

Increase Double Click speed (to reduce accidental double-clicking from my repetitive clickers)

Mouse:

I do not use wireless mice because many if my students pound the mouse. Wireless mice break easily.

I increase tracking speed to reduce the need to pick up and reposition the mouse.

I make the two major buttons the primary click (left-click) and turn off all other buttons because the vast majority of my students do not know how to click one button at a time or how to differentiate when to only left-click.

I turn off scrolling to further simplify the mouse for my students. The scroll function can also interfere with the educational software that I use.

My students enjoy playing with the mouse, so the more options that I can turn off the easier it is for them to complete their work.

Trackpad Preference:

Point and Click:

Turn off all options

Increase tracking speed

Scroll and Zoom:

Turn off all options

More Gestures:

Turn off all options

Screencast Conclusion Transcript:

As you saw, I spec up the mouse and trackpad so that the cursor moves fairly quickly and the mouse and trackpad don’t have to move all that much. This prevents students from hitting each other with the mouse as they are moving too far to the side, moving the mouse off the table as they are dragging the mouse toward them, or even dislocating the mouse from the wire if they get frustrated because they need that extra inch and the mouse just won’t move. With the trackpad, sometimes my students will actually move their finger off the pad onto the frame of the computer itself and wonder why nothing’s working. Well, of course nothing’s working, they’re not on the trackpad, but the students don’t understand that, especially in the beginning. As students progress, I can give them fewer adjustments, but I tend to keep the adjustments on just because it makes my life easier. I don’t have time between classes to readjust computers. But if necessary, I can always make individual adjustments. Feel free to explore and see what works best for you. Thank you.

Voice-to-Text Struggles

I often attend workshops that include learning about adaptive technologies as part of my job. My school district generally has about six workshops a year for what we call “technology liaisons,” the person who volunteers his or her time to help the school with instructional and adaptive technologies. Adaptive technologies include just about any technology that can help a person with a disability in school, at work, at home, etc.

This brings me to my struggles with voice-to-text applications. My shoulders have both been injured at work and neither one likes repetitive motions, such as typing. I can lift a ten-pound box chest high, but I cannot spend two hours at the computer. So, I decided to experiment with voice-to-text software that lets me speak into my computer. I tried two different brands, both of which promised to improve as I type. The more I use the software, the more accurate they should become. Unfortunately, I have discovered that even speaking these two simple paragraphs requires me to do a lot of editing on the keyboard. For me at least, typing and taking frequent breaks is more effective than using voice to text software. This field of assistive technology has improved a lot in 10 years, but it does leave me concerned for people who have no ability to use the keyboard.

For now, I will only resort to voice-to-text when absolutely needed. My shoulders are healing, but slowly. Many of my students will never be able to type.

Wired Versus Wireless Headphones

Many of my students put the headphone wire in their mouths. Some are on the developmental level where they are mouthing many things in their environment. Other students just have a long-standing habit of mouthing objects. Either way, it becomes a sanitary issue, and bite marks can ruin headphone cords. There is very little electricity running through my cheap headphones, so I am not concerned about the children getting hurt.

Some people have asked me to switch to wireless headphones. These cost more upfront but ideally last longer. The problem is that if they are dropped (or thrown), they also break easier. Sometimes, headphones accidentally fall off a young child’s head because even most child-sized headphones are too large for some of my students. Sometimes, the headphones receive quite forceful assistance to reach the floor either because the student has sensory issues and does not want to wear headphones or because the student is angry with the computer or a staff member. I even have a few students who would rather tap the headphones like a drumstick than do their work. All of these forces would break a wireless transmitter.

For now, I’ll stick with wired headphones. Biting or pulling headphone wires does happen more often than dropping, throwing, or tapping headphones, but I am concerned that these incidents would increase the overall cost per computer. If the school ever has extra money and wants to purchase wireless headphones, I will not turn them down. It would be interesting to see if they really do last long enough to justify the extra expense.

Easy Way to Disable a Mouse Button

two-button mouse with folder paper towel under one button to disable it

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.

Halloween Costume?

Would any of my coworkers know what this costume represents?

computer programming punch card costume