Free Descriptive Movie Feature on Toy Story 3!

I am sooo excited to share this! I was having a Toy Story 3 date with my kiddies (we had Toy Story mac & cheese, dino Rex nuggets and the movie, yay!). I started the movie and right away it had a prompt to select if I wanted English descriptive titles. I got excited, descriptive movie for free? I selected it to check it out and yes! There it was! I heard that sweet narrator's voice describing the fireworks going over Cinderella's castle!

Just in case you are not tech savvy, there are two ways of selecting this feature:

1. It automatically prompts you to select what language you want the movie to play in. It says 'English Descriptive Language' (that's it!!)

2. Go to the menu feature and select the languages. You can also select it there, too.

I am so excited that Disney included this feature! It has been difficult to find descriptive movies for kids. Have fun listening to Toy Story 3 this holiday!!

Books I love...

I am so excited to share this idea with everyone! I'm gonna show you how you can make super cute storybooks for your family. Check this out...

I have been using this company to help me launch my Family Literacy Project. The focus of the Family Literacy Project is to use personal family stories to empower family activities and family time. I have been doing it with preschoolers and thought about how I could use this for my students and their families.

Have you ever noticed that the things they make for children with visual impairments are usually pretty bulky and not cute? I have. In fact, whenever I make things for my students I make sure that they are stylish (without being visually overwhelming, of course). I like to put flowers or baseballs to decorate the labels and items I make.

Here are some fun ideas from my Family Literacy Project:

Swatch books-
-Use a swatch book to make sequence books. For example, a “how to” book on following directions. Each page uses a picture with written directions of each step.
-Make a book for a specific topic: Nature book that can go out onto the field during a science lesson.
-A portable dictionary of pictures, themes or words.
-My fave idea with swatch books are to use them as pre-teaching tools for my low vision students. I show pictures of each step or of each place that we are going to visit.

Playing cards (Not just for playing anymore!)-
-Make a custom made memory game
-Each card can be customized to have a family or school fact printed on it!
-Make your own sight words

-Hole punch them and use them as sequence cards. You can add Braille labels and make them accessible, too!

Storybook ideas:
· Teachers can make a community books specific to the school community. Use pictures of the town police and library buildings to teach about the community.
· School rules/policy books. Make a book about what it’s like to be part of your school using pictures of your centers, teachers and school yard.
· Teach language by taking pictures and putting the words in different languages (you can highlight the different languages using different fonts, sizes & colors).
· Communication dictionaries: feelings & emotions, manners, basic requests, etc.
· Concept books: weather topics, science, community, yearbooks & art books—plus much more!

I have found that I can add Braille labels to almost any of these projects. Plus I can make them in large print. The one thing I really like about making things with this company is that I can save and share the templates that I make! All my projects are archived and are professionally produced. I got hooked and now this is my fave new hobby :)

The best part of this being my hobby is that I can sell it at a discount price! FYI, I do this on my own time and not part of my professional job. If you would like to order anything, email me and I will help you get the workshop pricing. The website only shows the retail price.

Not only are these great little finds for making customized books for my students, I have also scrapbooked all my years as a deafblind teacher and made a scrapbook with no mess or trips to the scrapbook store!

These projects look like they are time consuming but they aren't! You simply upload pics, drag and drop them into your templates (or you can start from scratch)

Here's the information:
http://www.yourstorybookboutique.com/
robbin.keating@gmail.com

Watch the demo: http://www.heritagemakers.com/studio/tutorial.cfm

Some pics of demo products:

(I didn't include student projects because I don't like to publish

student projects without consent from families)

Playing cards that be customized by the card

Wire bound books

Scrapbook pages, 5x7 book & calendar

Communication Boards

I came up with the idea of Communication Boards because I have a student who is on the Autism spectrum and is visually impaired (ASDVI). She is actually blind from birth. I have had a wonderful time working with her and her beautiful family. It is amazing to watch her learn. I use a lot of strategies for working with children who are deafblind with her. It has been interesting to learn about Autism and how cogenitally blind children with it learn.

My student uses Now, Next & Finished boards (see pictures from another post) with great success. I wanted to keep her communication going forward. In addition, I am working with her speech & language pathologist (SLP) for her communication needs. I wanted to help with her turn-taking skills in a conversation.

I decided to suggest to her classroom teacher that we use scripted language so that my student can anticipate the conversation needs. Sorry if I am not explaining this well. I am not a SLP :). For example, her teacher, therapist or paraprofessional always begins the conversation with the same language. Next we teach my student what to say. Then the teacher takes a turn and says something. My student completes her part of the conversation.

There are also symbols for each therapist or teacher. The symbol is the same one/very similar that is used in her schedule boxes. The student takes the symbol at the beginning of the conversation/activity. At the end of the activity/work time, my student takes her symbol and puts it on a designated "finished space" and uses a structured conversation to help with communication needs.

I had the classroom teacher print out the structured conversation on the card and laminate it. The reason the structured conversation is printed on the card is to make it easy for therapists to know exactly what to say in the conversation. Laminating it helps with the durability of the Board.

My student uses an assistive tech (AT) device to help verbalize her part of the conversation.

Check out the examples:

This is the finished side of the Communication Board. The structured conversation is printed for the therapist to read. The green paper is textured carboard paper. It designates where the finished location is. At the conclusion of the activity, she places it on the paper.

Bottom picture:

This is the Now side of the Communication Board. The structured conversation is printed on the card. It also includes what my student is supposed to do and what her response is.

Savannah Says...

Here is another post from one of my students & her perspectives on life with a vision impairment

Me:
The topic is on dating and social life-How easy or hard is it to make new friends? How does your vision impact you making new friends? What kinds of things have you done to help get passed your visual limits when in a social situation? (like going to a party that has dim lighting or being outside late when there isn't a lot of light)
What's your thoughts on dating? Do you feel like your vision holds you back? How do you get around it (the vision issue)?Does your syndrome ever get in the way?

Savannah:
Honestly I have not been interested in dating or boys, I have yet to go on a date. I am aware that it may be tricky... doesnt bother me though! Making friends is also tricky... I find myself making friends with adults or teachers, easier then making friends with my classmates.

Frankly I think it is TCS [Treacher Collins Syndrome] that makes it harder, not my vision imparment. But when I do go out with friends like to basketball games, I dont catch much, half the time I dont relize that our team scored until the buzzer goes off. When we goto the movies I cant see nearly as much in the dark as I can in day light, so menuvering is harder. Other instances are when my friends and I are meeting at the mall and I cant see them across the food court! Thats when a cell phone comes in handy. When I goto a friends house at night and we play outside or whatever, luckily all of my friends are aware of my limits and are always there supporting me and helping me out where ever they can or when ever i let them help me. I dont generally ask for help from my mom or grandma, I actually get alot of support from my sister and girl friends. There are ALOT of obsitcals in the way... but there is always a way around them... wether you just jump or destroy the obsitcle. If theres a will, theres a way.

Adaptive Tech Tips, Part Two

What Happens When Your Adaptive Equipment Fails in College?
by Dennis Gallant, Rehab Technologist

Think about your FRIEND!

F. Make Friends; when you're high-tech devices fail, and it will be when, not if, and probably at the worst possible time, it is important to have friends in the right places. In this case, the right place means the same class as you are in, since they will be able to take notes if necessary, read homework assignments to you, as they will be reading the same material for their work as well, and generally offer assistance to you in your time of crisis. Of course, it is important to have made these connections well before the crisis hits; so good planning is essential.

R. Keep a Recorder Handy; is always useful to have a backup option such as a tape recorder handy to take notes and take down your thoughts for assignments when other methods such as using an electronic notetaker fail. A recorder can capture lecture material and can help you take notes back in your dorm room on either a braille writer, yes they are a great backup option, or large print paper. Recorders can also come in handy during study sessions and for taking down assignments when other high-tech devices fail.

I. Introduce Yourself to Your Professors; it is important that your professors know who you are before you need to call them up in a panic to ask for an extension for some important homework assignment. If you have developed a working relationship with your professors before a crisis occurs they will be more open to working with you to accommodate their assignments in order for you to work around your technology failure situation. If you wait until the assignment is due and you need to ask for an extension before contacting your professor the odds are far less likely that he or she will be as receptive to your situation. It always helps to make a connection with someone before you ask them for a favor.

E. Start Your Assignments Early; for one thing it takes you longer to complete an assignment when compared to your cited classmates and if there is a problem with your adaptive equipment by starting the assignment early you will have more time to figure out a solution before the important term paper is due. Starting assignments early is also great to do because when others are scrambling at the last minute you will have a much less stressful time knowing that the assignment is done and if something were to go wrong you have time to figure out a solution. N. Not All Your Eggs in One Basket; as you plan your schedule of work for each class, remember to back up information so that it will be accessible to you if you're high-tech equipment fails when you most need it. This may mean you need to plan ahead so that additional copies of important material are available to you and not stored on one notetaker. It also may mean that you have a braille writer handy for emergencies and if you are a print reader have an extra magnifying glass available for those times when you're electronic magnifier goes down. However you work out the details, it is important to have thought about backup plans before the crisis hits and not to keep all your hopes for success on one piece of equipment.

D. Don't Forget the Disability Resource Office; in many cases the personnel at the disability resource office can be of great assistance when you're high-tech equipment fails. They often can provide you with backup equipment in their adaptive Tec labs or can help you to complete assignments by assisting you directly or connecting you with others who can help you to get the work done. They are familiar with the special needs and requirements of persons with various disabilities and are used to working with students in times where there usual study methods have failed either because of a high-tech failure or a last-minute assignment that is a challenge for one who is visually impaired.

Adaptive Tech Tips

How to Choose and Get the Most Benefit
From Your Adaptive Technology
By Dennis Gallant, Rehab Technologist

“BE SMART”

B. Be Informed; learn about what is out there in the world of adaptive technology keep current by sharing information with your friends and by using such resources as podcasts that are created by and for blind technology users to keep the blind community up to date about current and future adaptive Tech products.

E. Start Early; the earlier you can start to use and become comfortable with different types of adaptive technology the more comfortable you will be with using it as part of your school experience. It is best to become familiar with what adaptive technology works for you, in which situation, before entering high school so that once in high school, you can focus your attention on studying the material rather than trying to study and become familiar with new technology at the same time.

S. Say What Works; don't be afraid to say what works and what doesn't work when asked to evaluate different types of adaptive technology. You are the only one who knows what will work for you, and what you will really use, so don't be afraid to give your feedback to teachers and others who can use your recommendation to provide you with the best equipment.

M. Make Time; take time to become familiar with and comfortable with the adaptive technology you have been given. Many times it takes a while to become comfortable with certain types of equipment, including electronic notetakers that can take months to fully explore. It is only when you become comfortable with the adaptive technology that you have that you can use it in a natural and relaxed manner as it was intended.

A. Make Teachers Aware; tell teachers about the strengths and limitations your adaptive technology provides for you in the classroom. Let them know how your equipment helps you with some tasks and how it may have limitations on what it can do for other activities. It is likely that many teachers have not seen the specific type of adaptive equipment you have and do not really understand how much it helps you, or does not, and they may think that you are now capable of doing more than the equipment is designed to do.

R. Be Realistic; have reasonable expectations of what adaptive equipment can and cannot do, recognizing that no one piece of equipment is designed to do all things and that, at best, adaptive equipment can help make some tasks easier but it is not the perfect solution and it will still mean that you may have difficulty in some areas in the classroom.

T. Take Care of the Equipment; treat all your equipment carefully as it is often very expensive and if it breaks or becomes damaged you will be without the benefit of the equipment for a period of time.