The V-Album Page
This page provides over 50 ideas for using the V-Pen in conjunction with a photograph album: the kind you can buy inexpensively from many stores. Typically they allow for one photograph per page but it is possible to find them with wallets to allow for two or more photographs to be displayed on a page. The ideas below are all for the single phot per page type of album but it is easy to adapt them from different formats.
There are two possible ways of creating V-Albums:
- The first method uses either the Voice Symbol or the Voice Ink software to produce images that contain sound files that
can be cut out to the correct size to fit into the wallets in the album.
- The second method allows you to transform existing photoalbums from 'no sound' to ones that talk using V-Pads. Any
photograph, magazine cutting, picture, drawing, etc may be used. The sound is generated via the V-Pad
It is possible to achieve some of the ideas on this page using either approach. The first method is the more versatile as it allows the V-Pen to be used anywhere on the image itself. The second method requires that the Learner target the V-Pad. If it is believed that the Learner will find this physical and or cognitiely difficult, please use method one.
Please note that some of the following ideas will require the use of VoiceInk software especially if lots of text is used. Where just single words and symbols appear, Voice Symbol can be used.
Voice Album using pictures produced by VoiceSymbol or Voice Ink Voice Album using V-Pads and ordinary photographs
Download PowerPoint Examples
I have created a PowerPoint which demonstrates each of the examples on this page. When the powerpoint is run, each slide will speak if you click on the pages/symbols and, when you click off the pages, the animation will run before proceeding to the next slide. If you encounter any problems, please contact me. The PowerPoint may be used for training purpose only. Other commercial use is expressly forbidden.
To download the PowerPoint, please click on the symbol to the right.
If the PowerPoint does not download, the link has not yet been set. Please return and try again later.
If you think any idea is missing from the list below, why not contact me and let me know so that I can add it for all to share?
Click on any image below to see larger view.
Click on any image below to see larger view.
1. Communication System
Building an accessible communication system for any individual is not a straightforward task. It may be approached in many ways. One method is to use a photogrpah album to provide 'themed pages' like the one depicted. In it, the Learner is able to create simple phrases about his/her favourite drinks. Using Voice symbol it is possible to create, print, and then cut out talking symbols that can be mounted on paper cut to fit exactly into the wallet size of the album. Each symbol, when accessed, will say its vocabulary. Thus the Learner could say,
"I want a cup of tea" or "I don't want a glass of water". Pages can be as simple or as complex as the Learner's needs (and the size of the album) will allow. Tabs can be added to each page to make them easy to locate in albums that have a lot of pages.
2. Choice system
Where an individual is required to make regular (and fairly consistent) choices throughout a day, a photo album can be prepared which provides a means of the Learner making a choice at any time. The pages may be choices of just two items, as shown, or be more complex and have two (or more) items on a page.
Choices could be: what to have for breakfast (cornflakes or branflakes), what colour shirt or dress to wear (red or blue), what drink to have (apple juice or orange juice), what game to play (space invaders or frogger), what to have for dinner (Jacket potato or spaghetti), where to go for a meal (KFC or McDonald's) ...
3. Shopping List
A talking shopping list can be a very useful thing to have. The list can be as simple or as complex as the Learner's needs and skills dictate. If symbol cards are prepared using Voice Symbol, they can be temporarily mounted (using Blutack?) on a piece of card that fits snugly into the wallet of the album. In this way, it will be possible to remove and set up a new list for every outing, building a talking symbols bank as time progresses.
The Learner is tasked to access the list, listen to what is required, locate the items in the store, and purchase them; perhaps all using the same photo album for both listing and purchase vocabulary!
Another use, is to ask the Learner to remind Mum or Dad what needs to be purchased using the album during the trip to the shops.
The Learner is tasked to access the list, listen to what is required, locate the items in the store, and purchase them; perhaps all using the same photo album for both listing and purchase vocabulary!
Another use, is to ask the Learner to remind Mum or Dad what needs to be purchased using the album during the trip to the shops.
4. Timetable
A talking school or college timetable is a good use of a V album. Each page can referencea whole day or just part of the day. For example: the left hand page could detail the morning's activities and the right hand, the afternoon's.
The illustration shows a simple day of just two sessions. each page details a day's timetable. The Learner can state the day, morning or afternoon, and the subject. It woould be possible to add time, room and staff details as well. A single image could provide all the information of just part of it depending on the cognitive and physical abilities of the Learner.
Talking Timetables could be set out in Microsoft Word and then imported into Voice Ink to be printed with the appropriate sound files embedded. Once printed they can be cut to size to fit neatly into the wallet of the album.
The illustration shows a simple day of just two sessions. each page details a day's timetable. The Learner can state the day, morning or afternoon, and the subject. It woould be possible to add time, room and staff details as well. A single image could provide all the information of just part of it depending on the cognitive and physical abilities of the Learner.
Talking Timetables could be set out in Microsoft Word and then imported into Voice Ink to be printed with the appropriate sound files embedded. Once printed they can be cut to size to fit neatly into the wallet of the album.
5. Home School Diary
Where a Learner is included in the home school diary process (and if not, why not?) then a V album can be a good way of adding that extra dimension. Indeed, it may be the added dimensions that make Learner inclusion in the home school diary system possible,
It may work in the following way:
The Learner is tasked to give his/her parents/carers the message from the diary each day. Parents are instructed NOT to prompt the Learner for (at least) the first hour at home to allow time for the Learner to perform the alloted task independently. After this time has elapsed with no sign of the Learner using the diary, then the parents can prompt, "Anything special happen at school today? Do you need anythingthing special for tomorrow?" If the prompts do not motivate the Learner, then and only then, should the parents consult the diary directly. Indeed, it would be best if they only consult the diary directy after the Learner has gone to bed. In the morning, parents could ask the Learner why s/he did not tell them the message in the diary: thus reinforcing its importance and the Learner's central role in the process.
The diary is a two way process: from school to home and from home to school. However, this presupposes that the parents also have access to the necessary software to create talking entries. If they do, then the process should be reversed, with the staff allowing time for the Learner to pass messages independently.
It may work in the following way:
The Learner is tasked to give his/her parents/carers the message from the diary each day. Parents are instructed NOT to prompt the Learner for (at least) the first hour at home to allow time for the Learner to perform the alloted task independently. After this time has elapsed with no sign of the Learner using the diary, then the parents can prompt, "Anything special happen at school today? Do you need anythingthing special for tomorrow?" If the prompts do not motivate the Learner, then and only then, should the parents consult the diary directly. Indeed, it would be best if they only consult the diary directy after the Learner has gone to bed. In the morning, parents could ask the Learner why s/he did not tell them the message in the diary: thus reinforcing its importance and the Learner's central role in the process.
The diary is a two way process: from school to home and from home to school. However, this presupposes that the parents also have access to the necessary software to create talking entries. If they do, then the process should be reversed, with the staff allowing time for the Learner to pass messages independently.
6. Story Book
A fairly obvious use of a talking albums is for talking stories. These could be scanned pages from a real story book or a story that you have create yourself or, better still, one that the Learner has created him or herself. Once you start exploring the possibilities of sound effects within stories, you are moving towards a 'sensory story' type of approach (see below). A whole library of talking tales could be produced over time which would make text accessible to a lot more Learners!
There are a number of comics on the market which can easily be cut up and scanned. Then each section of the cartoon strip can form a page in the album (perhaps two to a page?). Now the cartoon is brought to life and made accessible.
7. Bag Book
Bag Books are sensory stories. Typically staff have to manipulate many resources to make the story accessible for every Learner. The V-Bag Book Album can hold the details of the story (story line) as well as all the sound effects that can be played through the V-Pen and amplied through the speaker socket outlet for all to hear. Any number of V-Bag Books can be prepared and stored together with the resources that make the story accessible for the Learners.
In the story in the illustration, accessing the wind symbol can produce the sound of the wind in the trees and, accessing the owl can produce the sound of owls hooting. The story iteself could be recorded into the pen such that, even if the staff member were away anyone could provide the resource in an identical manner every time.
If the Learner is able to manipulate the V-Pen him/herself then s/he could read the story book and produce the sound effects over and over.
In the story in the illustration, accessing the wind symbol can produce the sound of the wind in the trees and, accessing the owl can produce the sound of owls hooting. The story iteself could be recorded into the pen such that, even if the staff member were away anyone could provide the resource in an identical manner every time.
If the Learner is able to manipulate the V-Pen him/herself then s/he could read the story book and produce the sound effects over and over.
8. Record Of Achievement
Most establishments have some way of recording and celebrating Learner achievements. A useful addition to the process is the talking Record of Achievement which may make the system more inclusive for some Learners. Individual pages can be set out with individual achievements. Scans of certificates can be imported into the sofware and sound files added to bring them to life. Pages can be as simple of as complex as the Learner's needs and abilities direct.
9. Instruction Manual
Instruction manuals are 'task recipes' with each page detailing an individual step in accomplishing a specific task. There may be a manual for filling a kettle (as in the illustration), for example. This manual might be reference in another manual (e.g. making a cup of tea) rather than repeating the steps in every manual requiring the process.
When the Learner accesses the pages, s/he can see the process visually represented and, by using the V-Pen, can hear clear instructions fore each stage of the process. For thise that are literate, there should also be a written instruction provided. In this way, the manuals can be used both with and without the V-Pen and provide an extremely useful resource.
Such manuls can be used in, at least, two ways: they can be used by a Learner to provide the steps in a self-help task list and they can also be used by the Learner to give a set of instructions to an enabler who will carry out the processes on the Learner's behalf.
10. Diary / Memory book
A V-album can be set up as a talking diary with an entry per page. A single picture might speak the entire entry for the day including the current date. Alternatively, separate symbols may be mounted on a backing sheet (cut to the exact size of the wallet) each proving a separate piece of information. Thus there could be a separate symbol for the month, day, and date, as well a main symbol for the entry.
While a Memory Book is a form of 'diary' that can assist the Learner with the concept of time, it is not a diary as such. A Memory Book is NOT:
- a scrapbook full of old memories such as pictures of childhood or momentous moments of an individual life.
- a symbolic timetable of an indivual's week.
- a home/school diary.
- a written log of a Learner's day.
Items (see Memory Book pages on this web site) are pasted into the Memory Book to represent each session or part of a Learner's day.
Once begun, it becomes possible for the Learner to 'look back' at what happened within a particular period of time.
A Memory Book can utilise an existing (sturdy) diary or can be created from a ring binder with blank pages divided into time periods. When Items have been attached to pages, the Memory Book tends to thicken and so fixed books (such as diaries) are not necessarily as useful as loose leaf books (such as ring binders) which allow for pages to grow in stature! However, it is possible to use existing diaries.
Memory Books are suitable for children, young people, adults and the elderly. Anyone who has sever cognitive deficits for whatever reason may benefit from their use. Thus, people with dementia may benefit equally with the child experiencing PMLD.
11. Menu
Talking table top menus can be simple (as in the illustration) or more complex; offering choices of items for each course. The Learner, by accessing the menu can not only discover what is available but also make a choice of items (tea or coffee). As menus tend to repeated by most establishments over a few weeks, so the menus so produced can be re-used over and over. However, if menus were never quite the same, symbols could be attached to a card background (cut to fit the wallet) with blutack. Eventually a complete range of menu item symbols would be produced which could be re-used over and over.
Instead of symbols, actual photographs of foods produced could be taken. these digital images could be imported into the software and fitted with an appropriate sound attachment for use within the album.
If the items on the menu require payment then, each could be accompanied by a symbol or a photograph of the coins required to purchase that particular item.
12. Communication Passport
A Communication Passport is a guide to assist people communicate with a non-verbal individual. The idea was developed by Sally Millar (Call Scotland) in 1991. A passport should contain (positive) personal information about the person’s needs, such as the way in which they communicate (and, therefore, how best to communicate with them), likes and dislikes, medical condition, and other important personal information, etc. Typically, a communication passport is a method of sharing information about the individual that has been compiled by people that knows him/her very well. Best practice dictates that the individual is actively involved in the process. The passport should belong to the individual as it contains information that is personal to them. It should not belong to other family members or staff working with the individual. Communication passports should be reviewed and updated regularly. As an individual matures so persoanl details may change. For example: typically, we don't always like all the same things as we did a year ago. It is important that passports present a positive image of an individual and not a list of problems and how best to deal with them! To find out more about communication passports go here.
Creating a talking communication passport is relatively easy using the Voice Software. Each Page in the album might detail a different aspect of personal information.
Creating a talking communication passport is relatively easy using the Voice Software. Each Page in the album might detail a different aspect of personal information.
13. Mathematics Tables
Numeracy support can be provided in many wyas through the use of V-Albums. One idea is to use the albums to provided a visual and auditory record of the mathematical tables as in the image left.
14. Personal Information
A Personal Information book is not the same thing as a Communication Passport (see this page). A personal information book simply contains information about the Learner that can be used in conversation or to respond in oficial situations (like a visit to a hospital). It may therefore contain things like full name, date of birth, age, weight, blood group, next of kin, etc.
Pages can be simple, with one item per page or, more complex, with more items on each page: there may be a page of medical information for example. The amount placed on any page will vary according to physical accessing abilities and individual cognitive awareness.
Persoanl information books are the property of the Learner. Ideally, they should be constructed with the agreement and involvement of the individual and not simply presented to him/her as the work of others.
Pages can be simple, with one item per page or, more complex, with more items on each page: there may be a page of medical information for example. The amount placed on any page will vary according to physical accessing abilities and individual cognitive awareness.
Persoanl information books are the property of the Learner. Ideally, they should be constructed with the agreement and involvement of the individual and not simply presented to him/her as the work of others.
15. Recipe
It is possible to create V-Albums that give instructions for preparing food. It might be a fairly simple process such as making a cheese sandwich (as illustrated) or something more complex like making a gateaux. Simple ideas include:
- making a sandwich;
- making a drink;
- making soup from a tin;
- making X on toast (cheese, beans, egg, etc)
Every page can detail each step in the process. Numeracy is pacticed in weighing out or selecting certain quantities of materials for the recipe.
Rather than using symbols, as in the illustration, it might be better practice to use digital photgraphs of an actual Learner making an actual sandwich! Another Learner might be involved in taking the pictures. Such digital images can easily be imported into either Voice Symbol or Voice Ink and sound added. Once printed they can be cut to size to fit into the wallet of the album. Involving the Learners in the process is not only good practice but also eases the burden on staff in creating resources. Learners are thus creating resources for future Learners to use. Learners can be proud of the finished resource. It may also be used as evidence for an award scheme!
- making a sandwich;
- making a drink;
- making soup from a tin;
- making X on toast (cheese, beans, egg, etc)
Every page can detail each step in the process. Numeracy is pacticed in weighing out or selecting certain quantities of materials for the recipe.
Rather than using symbols, as in the illustration, it might be better practice to use digital photgraphs of an actual Learner making an actual sandwich! Another Learner might be involved in taking the pictures. Such digital images can easily be imported into either Voice Symbol or Voice Ink and sound added. Once printed they can be cut to size to fit into the wallet of the album. Involving the Learners in the process is not only good practice but also eases the burden on staff in creating resources. Learners are thus creating resources for future Learners to use. Learners can be proud of the finished resource. It may also be used as evidence for an award scheme!
16. Sing parts of a song
Using commercial software such as Wavepad it is possible to cut any song up into sections and save them as individual files. These files can be attached to pictures within V-Symbol or V-Ink. When printed, the images can be cut out to fit into the plastic wallet housing on a page within the photo album. The Learner can now sing a whole song by moving through the V-Album page by page or choose to sing any part of a song.
Such an activity is very motivating for many Learners. They can sing along with their peers, lead a sing-song, perform at a school function, or just sing when the feeling motivates them. Singing parts of a song is more typical human beaviour than singing a whole song all the way through. Ask yourself, when you last sang a song, did you sing it all or just part of it?
17. Recite parts of nursery rhyme
A nursery rhyme can be stored into a set of symbols line by line. If it the rhyme has been recorded as a song, you can use the above technique. The child can then recite the rhyme a little at a time instead of all in one go. Many nursery rhymes are illustrted on the web. If such images are captured they can be imported into the software for the sound files to added. When printed, they can be cut to size to fit the wallet of the album. Accessing anywhere on the page will cause the section of the nursery rhyme to be spoken.
Nursery rhymes can be used to teach symbol referent corrrespondence. For example, in the illustration, the symbol for snow has been used to illustrate the second line of Mary had a little lamb.
Nursery rhymes can be used to teach symbol referent corrrespondence. For example, in the illustration, the symbol for snow has been used to illustrate the second line of Mary had a little lamb.
18. Portable Jukebox
A really great idea for using the V-Pen with a photo album is to create a pesonal jukebox! There are several ways to do this.
The left page in the illustration depicts Michael Jackson's thriller album. Touching the album with the V-Pen could state the name of the alum and the artist, Touch one of the listed tracks below could play the track. Of course, each trach could be listed by a symbol, if necessary.
The right page in the illustration depicts another approach to this idea. This page only plays a single track. The track in question is Lady Gaga's 'Poker Face'. Simply touching the V-Pen to anywhere on the page would play the track.
Putting music into the V-Pen is similar in legality to putting music into an portable mp3 player: you should have purchased a copy of the music for personal use.
Where a Learner uses the music pages inappropriately (for example, in the middle of a class when the teacher is speaking), it is NOT considered good practice to remove the V-Pen or the photo album from the Learner. Rather, address the issue directly. The Learner should be told that it is not appropriate to sing in class and that it must not happen again. If any other student began singing in class we would not remove their larynx! We would simply warn them that it wasn't the right time to do this. Removing a means of alternative communication for a person with a communication impairment is NOT good practice! Removing communication systems should be the very last measure taken.
The left page in the illustration depicts Michael Jackson's thriller album. Touching the album with the V-Pen could state the name of the alum and the artist, Touch one of the listed tracks below could play the track. Of course, each trach could be listed by a symbol, if necessary.
The right page in the illustration depicts another approach to this idea. This page only plays a single track. The track in question is Lady Gaga's 'Poker Face'. Simply touching the V-Pen to anywhere on the page would play the track.
Putting music into the V-Pen is similar in legality to putting music into an portable mp3 player: you should have purchased a copy of the music for personal use.
Where a Learner uses the music pages inappropriately (for example, in the middle of a class when the teacher is speaking), it is NOT considered good practice to remove the V-Pen or the photo album from the Learner. Rather, address the issue directly. The Learner should be told that it is not appropriate to sing in class and that it must not happen again. If any other student began singing in class we would not remove their larynx! We would simply warn them that it wasn't the right time to do this. Removing a means of alternative communication for a person with a communication impairment is NOT good practice! Removing communication systems should be the very last measure taken.
19. Talking Text Book
Talking text books are a great idea for schools. Get the kids to produce them as course work and then they can be used to support studies or as revision documents for examinations. Documents so produced can be printed as many times as you like to produce as many text boks as are wanted. The books serve equally well both with and without the pen but are very inclusive for those without literacy skills.
Real text books can easily be adapted by adding V-pads or memory cells to the pages as necessary. Build a library of talking texts!
Please Note: As there is greater use of text, such boks will probably have to be produced with Voice Ink rather than the Voice Symbol software.
20. Say Your Prayers
By storing talking prayers into the V-album, not only can the chid say his/her prayers at night or in class but, also, they can lead an assembly prayer or speak in church. It's also a great way to teach childen prayers!
21. Hymn Book
As with the prayer book, the V-album can be made into a hymn book so that a child can sing in church, lead an assembly in song,or simply sing to him/herself. Each page can be a separate hymn or a hymn can be broken down into parts and ech page can be a section of the hymn.
22. Carol Singer
As a variation on the hymn book approach, why not create a book of Christmas Carols? The Learner can now go carol singing, lead an assembly, perform at a school function, sing in church ...
23. Lines for special occasions
There are things that occur only once a year but nevertheless are extremely motivating. A book full of appropriate lines for such occasions can be very useful. The best way to produce such an album is to get the children to compile their own over the course of the year. They will learn as they go and the album can be used over and over again in each following year. It's a great way to learn about each occasion and also a great way to learn symbol associations.
24. Performing Arts
Most chilldren love performing and most educational establishments put on regular performances. Having a V album that deals with the lines in the play, or the songs in a performance, or a monologue, or ... is a great way of making every performance more inclusive. The benefit is that the performer can never forget their lines!
The children themselves can produce the album as a part of their preparation for the performance. Being actively involved in the preparation is a great way of learning and ensuring that you know what to do on the night!
25. Medical Information
it may be important to keep all medical information separate but accessible. A medical information journal album can be a handy way of relaying such information.
26. Joke Book
Kids love telling jokes so a fun idea is to create a joke book full of jokes suitable for the Learner. The opening part of the joke could occupy the left hand page and the punch line, the right hand or, as in the illustration, a whole joke can occupy as single page (more jokes that way!).
If you want to create a book where the punchline is not visible so that listeners cannot see it before the joke has been told, place the opener on the right hand page and then turn the page and put the punch line on the left hand page. The opening part of the joke is spoken then, the page is turned and the punch line revealed! Alternatively, don't write the punch line down. Rather, simply store it inside an images on the page so that the Learner can access it but the listener cannot read it. Have fun!
If you want to create a book where the punchline is not visible so that listeners cannot see it before the joke has been told, place the opener on the right hand page and then turn the page and put the punch line on the left hand page. The opening part of the joke is spoken then, the page is turned and the punch line revealed! Alternatively, don't write the punch line down. Rather, simply store it inside an images on the page so that the Learner can access it but the listener cannot read it. Have fun!
27. Game On
It is is possible to create a V album with words and phrases suited to individual games. for example, in the game of Monopoly you may need to say, "That's my property. Pay me!" or "I have passed go. £200 please." each of these phrase could be programmed on to a single page or the whole set of phrases, for a particular game, made available across a double page spread.
28. Hobby Horse
For the individual that has a hobby, it is possible to use a V album to great effect. If the individual collects things that could be displayed in the album itself, a suitable symbol or text strip could speak some information about it. For example, Where and when it ws found, it's date, or it's value ... etc. Even if the hobby involves things that cannot be put into an album, digital images could be taken and these displayed instead. each image itself now can be made to speak.
29. Order Favourites
It may be that the Learner frequents a particular eating establishment quite often. If they have a photographic menu that can be obtained, it could be scanned and the resulting digital images sound enabled in either Voice Symbol or Voice Ink. If a photgraphic menu is not available, pictures from the web will do instead or you could use symbols for each food or drink item. There may also be scope for incorporating the cost of the item into the album. Such albums can be very handy for use in fast food restaurants (for example) to order favouite foods or to let another know what you want.
It may be that one double page sread could be set up to order from McDonalds while another could be set up to order from KFC and yet another to order from ...
30. Translation Talk
Where an individual is living in a dual language environment, maybe speaking English at school and Polish at home then, it is possible to set up an album to do any of the ideas suggested here in dual languages. Several languages are already built into the pen but, where the language is not, it can still be spoken provising there is a Text-To-Speech (TTS) system available while working in Voice Symbol.
Everyday phrases could be available in two languages or a 'themed' communication system could be developed which will work across both speech systems. The illustration shows such a set up in English and Polish.
31. Sign and symbol
A V album can be used as a teaching aid for signs and symbols. The sign could occupy one page and the symbol the adjacent page or both could be on the same page. the illustartion shows the Makaton sign and symbol system. Although Makaton sign is depicted alongside Makaton symbols, it could equally well be used with any available symbol set.
32. Talking Treasure Hunt
A fun thing to do, especially if there is treasure in the form of some motivating reward at the end, is to use the V album as a talking treasure hunt. This is also a great way to teach symbol referrent associations. The child learning to associate the symbol with a real object in his/her environment. Apart from the learning of objects in the environment, this is also a great way to gain spatial awareness and to learn prepositional concepts and their symbols (on, in, under, behind ...)
Of course, the pages cannot remain in the V album because they have to be placed in order as clues to the next location around the house or school or environment. thus a loose leaf album is essential unless you are going to remove the pages from the wallets each time they are used.
TIP: Do not number each location/cue because they can be used in a variety of future treasure hunts in a different order. If you have a hundred locations encoded, then each treasure hunt may use any twenty of them, for example. Thus, you can produce an almost instant new treasure hunt every time! Simly choose pages at random and work backwards, in reverse order from the treasure location.
For a more advanced treasure hunt, cryptic clues can be used.
Of course, the pages cannot remain in the V album because they have to be placed in order as clues to the next location around the house or school or environment. thus a loose leaf album is essential unless you are going to remove the pages from the wallets each time they are used.
TIP: Do not number each location/cue because they can be used in a variety of future treasure hunts in a different order. If you have a hundred locations encoded, then each treasure hunt may use any twenty of them, for example. Thus, you can produce an almost instant new treasure hunt every time! Simly choose pages at random and work backwards, in reverse order from the treasure location.
For a more advanced treasure hunt, cryptic clues can be used.
33. Errand Boy
Giving the Learner an errand: a task to perform at some location can be used to assess both cognitive and communicative skills. For example, the Learner could be sent to an adjacent classroom to retrieve a book. In the classroom the book could be already out on a table top but, equally, the Learner may have to ask a member of staff. The situation can be made more complex if the staff member feigns ignorance and asks 'big or small?', 'red or white?' etc depending on the original instruction to the Learner. Perhaps, the Learner was task to return with a small red book but the staff member provides a large white book! What does the learner do? Does s/he use their V-Album to remedy the situation or do they simply return with the book as given? If they return with the wrong book, they should be shown a book of the correct colour and size and asked to go back to the classroom and return with the right volume. As you can see, the environment can be engineered to provide particular problems geared to the cognitive level of the Learner. Using the V-Album is a good method of providing appropriate vocabulary (along with some red herrings) to allow the Learner to solve the problem.
When I was a child, my parents would often send me on errands to the local shops to buy this or that item that was needed. Although, I used to moan about it, it was a way of teaching me greater independence and language skills. Also, if the shop did not have the item in question, I had to decide what to do. In those days I did not have the benefit of a mobile phone to ring my parents and ask! I knew that if I returned empty handed, I would likely be sent back to the shop to buy some substitute item and so, to save my legs and my time, I began to get better at problem solving!
Where the Learner has to be accompanied by a member of staff on the errand ensure that this staff member is unaware of the correct answer to the errand/problem. If they know the correct answer, they will likely 'prompt' the Learner and s/he will retrun with the correct item every time! Of course, the staff member in the adjacent classroom should be aware that you are sending a Learner on an errand. You don't want to be disturbing another lesson every five minutes! It may be that they know what item is required but, then again, it may bemore interesting if they don't! Tell them to ensure that the Learner only returns with ONE item whether it is right or wrong and not an armful of all the available books!
When I was a child, my parents would often send me on errands to the local shops to buy this or that item that was needed. Although, I used to moan about it, it was a way of teaching me greater independence and language skills. Also, if the shop did not have the item in question, I had to decide what to do. In those days I did not have the benefit of a mobile phone to ring my parents and ask! I knew that if I returned empty handed, I would likely be sent back to the shop to buy some substitute item and so, to save my legs and my time, I began to get better at problem solving!
Where the Learner has to be accompanied by a member of staff on the errand ensure that this staff member is unaware of the correct answer to the errand/problem. If they know the correct answer, they will likely 'prompt' the Learner and s/he will retrun with the correct item every time! Of course, the staff member in the adjacent classroom should be aware that you are sending a Learner on an errand. You don't want to be disturbing another lesson every five minutes! It may be that they know what item is required but, then again, it may bemore interesting if they don't! Tell them to ensure that the Learner only returns with ONE item whether it is right or wrong and not an armful of all the available books!
34. Telephone Talk
Being able to talk on the telephone was one of the most popular answers to a survey of augmented communicators, in which I was involved, conducted by Liberator Ltd in the 1990s. Almost every response on the 'Now we are talking' video makes reference to the telephone. Being excluded from using such a common everyday system then is one thing that marks a person out as disabled. Making the telephone accessible through technology is therefore both important and inclusive.
Providing a V-Album that remains constantly by the phone is an example of a TRV (Temporarily Restricted Vocabulary). A TRV (pronounced 'trev') provides a subset of a person's entire vocabulary only. It is used in circumstances where a subset might be extremey useful. Having only a subset of vocabulary means that there is are fewer items to have to search and some items can be grouped into small phrases which will speed communication.
Providing common responses and questions for talking on the telephone is an example of a TRV. Each page or pair of pages in the V-Album could address a specific part of the telephone conversation. For example, the first page(s) would address the 'greeting' stage and finding out who is on the line. A later page(s) might address a response to a caller seeking a person in the house who is not available (as illustrated). One technique is to have two V-Albums available by the phone: one for making calls and another for receiving calls. Obviously, they need to be instantly identifiable! Altenatively the two can be combined in one album; perhaps turning the album over and starting from the opposite end.
Try to make all vocabulary choices as generic as possible. Less specific vocabulary is applicable in more circumstances. Not, 'oh Frank has gone to the supermarket' (even though Frank may go to the supermarket quite often) but, rather, 'He is not here' and 'can I take a message', 'please call back', etc.
There should always be an emergency phone page (not shown) such that, in the case of an emergency, the Learner can contact someone for assistance.
Providing a V-Album that remains constantly by the phone is an example of a TRV (Temporarily Restricted Vocabulary). A TRV (pronounced 'trev') provides a subset of a person's entire vocabulary only. It is used in circumstances where a subset might be extremey useful. Having only a subset of vocabulary means that there is are fewer items to have to search and some items can be grouped into small phrases which will speed communication.
Providing common responses and questions for talking on the telephone is an example of a TRV. Each page or pair of pages in the V-Album could address a specific part of the telephone conversation. For example, the first page(s) would address the 'greeting' stage and finding out who is on the line. A later page(s) might address a response to a caller seeking a person in the house who is not available (as illustrated). One technique is to have two V-Albums available by the phone: one for making calls and another for receiving calls. Obviously, they need to be instantly identifiable! Altenatively the two can be combined in one album; perhaps turning the album over and starting from the opposite end.
Try to make all vocabulary choices as generic as possible. Less specific vocabulary is applicable in more circumstances. Not, 'oh Frank has gone to the supermarket' (even though Frank may go to the supermarket quite often) but, rather, 'He is not here' and 'can I take a message', 'please call back', etc.
There should always be an emergency phone page (not shown) such that, in the case of an emergency, the Learner can contact someone for assistance.
35. Phone Directory / Address Book
Most households keep an a phone/address book, typically, near the phone. Such a system can be created within Voice Ink such that phone numbers and addresses can be read out loud when accessed with the V-Pen. The album could be set up with a letter to each page or one letter could be over two or more pages, as necessary.
Note: Names, addresses, and phone numbers in illustration are fictional!
36. Reduce behaviours that Staff may find challenging
Many 'problem behaviours' are caused by the frustration felt by individuals because of an inability to communicate specific needs. Creating a V-Album to address the specific needs of an individual Learner can result in a reduction in those behaviours that staff may find challenging and, as such, is well worth the the time and effort invested. There is no one generic template that will suit all Learners. Thus, the illustration is NOT to be taken as a 'definitive' approach. It simply illustrates just a selection of possible messages that may address specific needs of some Learners.
When put into use, such systems require a specific school 'Policy and Procedure' such that all staff are in no doubt as to the correct procedure to follow when the album is accessed. failing to follow procedure or simply ignoring a request may lead to further behaviours that staff find challenging.
There needs to be careful consideration given to the number of times that an individual is permitted to request 'time-out' (for example). Is the
Learner going to be allowed to leave the room at any and every opportunity or is there a set limit? How is that limit conveyed to the Learner in a way that is is comprehensible? What happens when the limit is reached and the Learner still requests 'time-out'? These sort of scenarios need careful consideration and detailing in the Policy and Procedure document. It is beyond the scope of this page of the web-site to address such issues.
When put into use, such systems require a specific school 'Policy and Procedure' such that all staff are in no doubt as to the correct procedure to follow when the album is accessed. failing to follow procedure or simply ignoring a request may lead to further behaviours that staff find challenging.
There needs to be careful consideration given to the number of times that an individual is permitted to request 'time-out' (for example). Is the
Learner going to be allowed to leave the room at any and every opportunity or is there a set limit? How is that limit conveyed to the Learner in a way that is is comprehensible? What happens when the limit is reached and the Learner still requests 'time-out'? These sort of scenarios need careful consideration and detailing in the Policy and Procedure document. It is beyond the scope of this page of the web-site to address such issues.
37. Commanding Communication
There are a number of toys available in the marketplace that are operated by voice command. A quick search of the internet will reveal several such toys. As the V-Pen will issue the same command completely consistently over and over again, it is an ideal way of communicating with such toys. Therefore, communicating can also be learning symbols and playing at one and the same time!
The same technique can be used to control 'robotic staff':
- Place items of furniture around the room;
- Put a reward on one of the items of furniture;
- Blindfold a member of staff;
- Task a Learner to direct the staff member to the reward and bring it to him/her.
- If the staff member bumps into an item of furniture the game is lost!
Can the Learner direct a member of staff to gain the reward? The reward should be something that the Learner would like.
38. Pet Talk
We all talk to our pets and we all claim that they understand our every command! It is important to, that the individual with a significant speech impairment can talk to his/her pet as well. The great thing about using a V-Album to talk to a pet is that it delivers the message the same way every time. The pet has a real chance of recognising and responding.
39. Support MSR and OOR
A V-Album can used to support an Objects Of reference sheme. Images of the POLEs (Person, Object, Locations, Events) which are represented by the objects can be placed together on a page with its symbol. When an Object is established witha specific Learner after being in use for some time, the POLE can be spoken with the V-Pen immediately after the object presentation. Ideally, the Learner will be assisted to use the V-Pen to tough the appropriate page and say the name of the POLE before travelling to the destination or changing topics within the classroom. Thus the Learner is assisted to associate both Object and symbol with the POLE through separate modalities.
However, a word of warning, this may be a step too soon and too far for some Learners. Ensure that the Learner object/pole association has a chnace to develop before introducing such a strategy.
However, a word of warning, this may be a step too soon and too far for some Learners. Ensure that the Learner object/pole association has a chnace to develop before introducing such a strategy.
40. Literacy Support
There are many ways to use a V-Album to support ememrgent literacy some are outline below:
- my book of opposites (illustrated);
- a is for apple, b is for book ...;
- Amy's Annual of All Actual Aliterations;
- My story in pictures and words;
- Speaking Stories;
- phonic blends (different blend illustrated on each page);
- ...
41. Numeracy Support
V albums can be used to support the development of number skills in many ways. It is possible to start simply with such things as:
- number recognition;
- counting to ten (forwards)
- counting from ten (backwards);
- number bonds;
- multiplication tables;
- monetary matters (see below);
- aspects of time ...
42. How many items?
By providing a choices of answers which either respond right or wrong the V-Album can be used as a form of mathematical puzzle book. For example, in the illustration, on the right hand page, there are 4 birds. The Learner is asked to count the birds and choose a correct response from the three boxes at the bottom of the page. Each box will speak, when accessed with the V-Pen, as follows:
- Seven. That is wrong. Please count again.
- Six. That is wrong. Please count again.
- Four. That is right. Well done. There are four birds on this page.
- Seven. That is wrong. Please count again.
- Six. That is wrong. Please count again.
- Four. That is right. Well done. There are four birds on this page.
43. Money Matters
Where the recognition of money is problematic, a V album can be produced that deatils the coins and the notes such that a Learner can use it for both practice and in real life to pay the correct amount for goods for example.
As in the example above, the Learner can be tasked to count the amount of money on a page and choose from a selection of possible answers.
44. Talking Price List
A talking price list, perhaps for display in the school shop, can be a very inclusive project. It could be used by those working behind the counter to look up and announce prices to customers or it could be available to customers themselves to check prices.
45. Time for Studies
There are a number of ways to set up a V-album to learn aspects of time. It could be arranged, as illustrated, with an analogue symbol and a choice of three digital times. Only picking the correct digital time would provide a reward, the others will simply say, 'That answer is incorrect'.
46. Special Greetings Cards
It is possible to set up each page with Special Greetings for friends at Special Times. This album could be kept in the classroom and produced for use when it is someone's birthday, or they have achieved something special, for example.
The birthday page may wish a friend a happy birthday as well as providing a means to sing 'happy birthday'.
One imagel on the page may be left as a recordable symbol. Using the Voice Software it is possible to set up a symbol so that it does not contain any message but rather can be used to store a message instantly by recording through the V-Pen. This means that a very special message can be recorded for a person on one day and, on the next, another message may be stored for another person.
Pages in this form of V-Album may be used for such things as:
- Happy Birthday;
- Congratulations;
- Well Done;
- Thank You;
- Welcome Back;
- Sorry;
- ...
The birthday page may wish a friend a happy birthday as well as providing a means to sing 'happy birthday'.
One imagel on the page may be left as a recordable symbol. Using the Voice Software it is possible to set up a symbol so that it does not contain any message but rather can be used to store a message instantly by recording through the V-Pen. This means that a very special message can be recorded for a person on one day and, on the next, another message may be stored for another person.
Pages in this form of V-Album may be used for such things as:
- Happy Birthday;
- Congratulations;
- Well Done;
- Thank You;
- Welcome Back;
- Sorry;
- ...
47. Who do you think you are? Talking Family Tree
A sense of who we are and how we got here is important to us all. Making such information inclusive to all Learners is also important. A V-Album can be constructed to provide a personal record of family history for a Learner such that s/he can tell others about past relations.
Accessing a family picture could say the name of the family member and their date of birth. Touching the wedding card might speak out the wedding details between the various family members. Different parts and different eras of the family tree would be arranged on distinct pages.
48. Learner Information Handbook
Most Special Schools and Colleges proce a handbook for their Learners. The handbook contains the all information that they need to know about school or college life. Creating a V-Album version provides access to a copy that talks and is therefore more inclusive. As such a document will likely contain a fair amount of text, a V-Album version will probably need to be produced with Voice Ink rather than Voice Symbol.
49. Talking TV Guide
The way the V-Album illustrated has been set up is a daily guide to teh favourite TV programs a particular Learner is permitted to watch. While, on the Monday, he is permitted to watch the Simpsons until 6:30, Tuesday's TV timetable reminds him that he must get ready for scouts at 6pm after watching neighbours. There could also be a reminder to do homework afer Simpsons on Monday!
There are a considerable number of ways that a V-album may be arranged as a TV guide. Each double page spread could detail a particular section of a day's viewing across a number of channels. Entries should not be specific: For example, do not enter the name of a film but merely indicate there is a film on at a given time on a particular channel. The time range should reflect the times that the individual typically views the TV. This may be different on different days: for example, at the weekend, a greater flexibility may be allowed.
There are a considerable number of ways that a V-album may be arranged as a TV guide. Each double page spread could detail a particular section of a day's viewing across a number of channels. Entries should not be specific: For example, do not enter the name of a film but merely indicate there is a film on at a given time on a particular channel. The time range should reflect the times that the individual typically views the TV. This may be different on different days: for example, at the weekend, a greater flexibility may be allowed.
50. Talking Check List
Some pepole need a graphic reminder of the things that they need to take with them for a particular activity. I know, at times, I also could use such a system! For example, there could be individual page reminders for the things that I need to take with me when I go:
- to school;
- swimming;
- out to play.
There could also be reminders for 'things that I need to do every morning when I get out of bed', 'things that I need to do when I ...'. Such 'check lists' are extremely useful for those with Alzheimer's disease and other conditions in which loss of memory is a feature.
- to school;
- swimming;
- out to play.
There could also be reminders for 'things that I need to do every morning when I get out of bed', 'things that I need to do when I ...'. Such 'check lists' are extremely useful for those with Alzheimer's disease and other conditions in which loss of memory is a feature.
51. Talking Reminder
52. Speaking of Surveys
53. Text with Questions
54. Perfect Presentations
55. Talking Reviews
56. Merit Awards
57. Short Term Speech Loss
58. Memory Cells
The creative use of memory cells within a V-Album.
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