Using Voice Symbol and its products
Introduction
By using the Voice Symbol software presently available from Unlimiter Ltd (Taiwan) or Ability World (UK) it is possible to print out (sheets of) symbols that can speak. By cutting the sheets into individual units and then laminating the individual symbols, a whole range of talking symbols can be created. This page contains a number of ideas for the use of such symbols either individually or in combination with other symbols from the set.
Symbols produced in this way require the use of the V-Pen to speak. As the V-Pen only weighs 41g (without batteries: system uses two AAA batteries) it is not difficult to transport. Indeed, a lanyard is provided so that the item can be suspended from a belt or a safety pin attached to an item of clothing. Of course, not all people will have sufficient handskills to be able to handle the pen. However, the symbols themselves still convey a visual message which may be recognised by such individuals. Symbolising the environment is an important tool in enabling people who are experiencing learning difficulties: the use of talking symbols adds another dimension to this approach.
This section of the website deals with ideas for the implementation of the V-Pen and Voice Symbol symbols (both indivually and as boards) as well as some helpful information on the use of the differing aspects of the system. Many of the ideas apply not only to the use of the symbols produced with Voice Symbol but to the use of all symbols in general.
Symbols produced in this way require the use of the V-Pen to speak. As the V-Pen only weighs 41g (without batteries: system uses two AAA batteries) it is not difficult to transport. Indeed, a lanyard is provided so that the item can be suspended from a belt or a safety pin attached to an item of clothing. Of course, not all people will have sufficient handskills to be able to handle the pen. However, the symbols themselves still convey a visual message which may be recognised by such individuals. Symbolising the environment is an important tool in enabling people who are experiencing learning difficulties: the use of talking symbols adds another dimension to this approach.
This section of the website deals with ideas for the implementation of the V-Pen and Voice Symbol symbols (both indivually and as boards) as well as some helpful information on the use of the differing aspects of the system. Many of the ideas apply not only to the use of the symbols produced with Voice Symbol but to the use of all symbols in general.
Voice Symbol Manual
Click on the image to navigate to the Voice Symbol Manual page and read the manual on line.
To download the latest version of the manual click on the image below.
Symbol Supported Studies
Good practice dictates that we should use symbols to support teaching and learning wherever necessary:
- Use symbols to support the understanding of Learners when introducing new conceps
and topics.
- Use symbols to illustrate the steps in a task.
- Use symbols to support emergent literacy.
and, of course,
- Use symbols to support communication.
Symbols created using the voice ink system are not only symbols but they are also talk enabled. Thus, when accessed with the V-Pen they can speak. Some Learners will benefit from seeing the symbols and some will benefit from the speech output.
Many ideas for SSS are presented on this page for you to adopt or adapt or reject as you see fit.
- Use symbols to support the understanding of Learners when introducing new conceps
and topics.
- Use symbols to illustrate the steps in a task.
- Use symbols to support emergent literacy.
and, of course,
- Use symbols to support communication.
Symbols created using the voice ink system are not only symbols but they are also talk enabled. Thus, when accessed with the V-Pen they can speak. Some Learners will benefit from seeing the symbols and some will benefit from the speech output.
Many ideas for SSS are presented on this page for you to adopt or adapt or reject as you see fit.
Spaced Out
Although the grids produced by Voice Symbol do not have spaces between the adjacent cells (appart from the width of the border), remember that the print out is on paper which can be cut up and reassembled with larger spaces between the symbols. Indeed, the symbols can be reassembled to match exactly the openings in an old unused keyguard. Reusing and adapting old and unwanted keyguards in this way saves money and is greener.
Keyguards for paper overlays can be made out of almost anything. I adapted a door mat which had round holes in it that I purchased for just a couple of pounds from a local store. As it was made out of rubber, it was very durable and was easy to cut to the right shape and size. I then created symbol cells of the right size to match the holes and cut up and positioned the symbols on a light weight board to match the hole positions in the mat.
Keyguards for paper overlays can be made out of almost anything. I adapted a door mat which had round holes in it that I purchased for just a couple of pounds from a local store. As it was made out of rubber, it was very durable and was easy to cut to the right shape and size. I then created symbol cells of the right size to match the holes and cut up and positioned the symbols on a light weight board to match the hole positions in the mat.
Hot Glue Keyguards
Hot glue is a relatively easy way of creating a raised line on any surface to which the glue will adhere. As it is possible to trace the lines of the grid that separates the symbols, it is possible to create a shallow keyguard out of hot glue.
Where a deeper recess is required, why not try using craft straws fixed into the molten glue. Craft straws are thick than ordinary drinking straws but can be easily cut to length and are relatively cheap to purchase.
However, remember that the Voice Symbol communication system is basically a piece of paper that can be cut and positioned to fit any keyguard. If you have old keyguards from unused AAC or AT devices these can be given a new lease of life.
Where a deeper recess is required, why not try using craft straws fixed into the molten glue. Craft straws are thick than ordinary drinking straws but can be easily cut to length and are relatively cheap to purchase.
However, remember that the Voice Symbol communication system is basically a piece of paper that can be cut and positioned to fit any keyguard. If you have old keyguards from unused AAC or AT devices these can be given a new lease of life.
Attractive Symbols: Magnetic Boards
Creating a magnetic symbol board is fairly simple. A number of shops sell low cost magnetic boards and magnetic card letters to use on them.
Create a symbol board with Voice symbol with the required choice of symbols. Then print, cut out, and laminate.
Attach the laminated symbol to the magnetic letters using double sided cellotape.
Now the symbols are all able to be attached to the magnetic board and used with the V-Pen.
There is all a type of magnetic paper that is available for purchase from some local stores and the internet. The symbols can be printed directly onto the paper and then cut out and directly attached to the board. Using this system it would be possible to create talking fridge magnets!
Fitzgerald Colour Coding System
Back in 1929 Edith Fitzgerald wrote a book entitled 'Straight Language For Deaf' which, as its name implies, is a manual on a method for teaching language and grammar to those people who have little or no hearing. Although Edith divides sentences up into parts of speech and has a key system for doing this, at no point in the book does she talk about a colour encoding system (Fitzgerald's original key was based on a set of six symbols with each standing for a particular part of speech). However, such a colour encoding system has been attributed to her and it has become known as the Fitzgerald Colour (color) coding system. It is a means to classify different parts of speech and to make them easily distnguishable from one another. Though there appears to be no one set colour standard for every part of speech the system some colours are consistently used:
adjectives blue
pronouns yellow
nouns orange
verbs green
beyond that there appears to be a variety of colours used in what generally is refered to as a 'modified Fitzgerald key':
adverbials brown
conjunctions white
determiners grey
expletives red
interogatives purple
negatoins red
prepositions pink
It should be stressed that you will find all manner of variations on the 'Fitzgerald key' in use although I would recommend a 'standard' as detailed above.
Of course, there may be classes within classes: for example, there are modal and auxilliary verbs as well as lexical verbs. All are colour coded green but a variation in the tone of green used can be made to great effect. Also where nouns are grouped according to categories, each category could have an alternating shade of orange such that neighbouring categories are distinguishable.
adjectives blue
pronouns yellow
nouns orange
verbs green
beyond that there appears to be a variety of colours used in what generally is refered to as a 'modified Fitzgerald key':
adverbials brown
conjunctions white
determiners grey
expletives red
interogatives purple
negatoins red
prepositions pink
It should be stressed that you will find all manner of variations on the 'Fitzgerald key' in use although I would recommend a 'standard' as detailed above.
Of course, there may be classes within classes: for example, there are modal and auxilliary verbs as well as lexical verbs. All are colour coded green but a variation in the tone of green used can be made to great effect. Also where nouns are grouped according to categories, each category could have an alternating shade of orange such that neighbouring categories are distinguishable.
Text With Symbols
It is generally considered good practice to have a text label accompanying a symbol. While not all symbol users will become literate, repeated exposure to the word with the symbol may eventually lead to sight recognition. Generally, text should be above the symbol rather than underneath. This is so that when Learners point to a symbol, or use a V-Pen to access a symbol, their hand (or the pen) does not obscure the text. Text should generally be lower-case, well spaced, sans serif format, with a clear distinction between the letters that many people confuse (b and d for example). A good text to use is the Lexia font which is available for free download for non-commercial use here. The text colour chosen should form a good contrast with the background, Black on white is not always best. Indeed, it is not the recommended colour scheme for dyslexics which should be a dark colour on a light coloured background. Off white or a grey white is better than pure white. A good free introductory paper on the use of accessible text is available from Call Scotland.
Grammar Markers / Parts of Speech
There are many words in English that take inflections. An inflection is the modification of a word to express different grammatical categories such as tense, mood, voice, aspect, person, number, gender, and case. Conjugation is the term used for the inflection of verbs and declension the term used for the inflection of nouns adjectives and pronouns. Generally speaking, we do not have symbols for such word forms. For example, see if you can locate the symbols for happy, happier, happiest, happily, and happiness. Many symbol sets do not differentiate between such word forms and simply use the same symbol of each one in the set. However, to me, that seems to fall a little short of adequate. Uni-symbols deal with this issue by the addition of a Grammar Marker or Grammar Markers which are overlayed on top of an existing symbol to create a new and inflected form. Thus, while the symbol for happy is used in every case, the grammar markers turn it into the comparative, superlative or adverbial forms. As the grammar markers do not intrude on the symbol, they will not distract from the symbols meaning for those who are cognitively not ready for such advanced linguistic use. However, on seeing the labels in use on a regular basis, individuals may begin to make some sense of their meaning in linguistic context.
Within Voice Symbol, the GM system is overlayed using the bottom left and right corners. The usage of the bottom corners avoids a potential conflict with the text label for the symbol which occupies the top part of the cell. Why both bottom corners? This is because, in some instances, inflections are themselves inflected to form another word ... man ... manly ... manliness. Live ... lively ... livliness. Thus the first inflection (in the examles provided, the 'ly' form) is placed in the bottom left corner of the cell and the second inflection ('ness') in the botton right corner of the cell.
Within Voice Symbol, the GM system is overlayed using the bottom left and right corners. The usage of the bottom corners avoids a potential conflict with the text label for the symbol which occupies the top part of the cell. Why both bottom corners? This is because, in some instances, inflections are themselves inflected to form another word ... man ... manly ... manliness. Live ... lively ... livliness. Thus the first inflection (in the examles provided, the 'ly' form) is placed in the bottom left corner of the cell and the second inflection ('ness') in the botton right corner of the cell.
Thus, as shown above, the same symbol (friend) can be used to form the root of friendly, friendlier, friendliest, friendliness, friendship ... Using the patented Grammar Marker system provides for many more symbols. Note that the Fitzgerald colour coding scheme suggests the part of speech in question: blue for adjectival forms and orange for nouns.
Teach Language Not Nouns
Core Vocabulary research from around the world shows conclusively that with the top one hundred most frequently spoken words in any client group there are very very few nouns (normally between 3 and 5). Average Core Vocabulary lists of the top 400 to 500 words are typically light on noun forms and yet many AAC systems are packed with them. Why is this? Perhaps its because nouns are easier to represent symbolically and, as generally concrete entities easier to teach than abstract and grammatical concepts. Perhaps staff believe that pupils need to be able to ask for things and, in so doing, are somehow equipped with what they need in life. However, if that were true, why don't research studies of our language use detail us spending the day asking for the items that we need? "I want xxx, please" ought to be the most frequently used word forms, but they are not. Undoubtedly, teaching a set of nouns might be easier than trying to teach language but a lack of language skills is truly handicapping in the real sense of the word.
As research studies inform us that we use nouns less frequently than we might imagine, stuffing AAC systems with them can be counter productive. That is because we tend to remember the things that we meet frequently and forget (or never learn) those that are relatively infrequent. Not only is the Learner likely to forget where specific noun forms are located within any given system but the constant demand for more and more (we need a page on the Romans) puts a great strain on those compiling the system. Staff and the Significant Others involved with supporting Learners may be spending many many hours creating and adding new vocabulary into a system when that time would be better spent in teaching the Learner language.
If we begin by teaching Core Vocabulary with just a smattering of nouns, we limit the task to something that is achievable not only for the Learner but also for the staff. As Core Vocabularies comprise those words that we use almost every sentence, if not, at least, several times a day, the vocabulary will not be forgotten, indeed it will become almost automatic. Yes, we have to start somewhere and that somewhere is typically a noun set of favourite Learner items, but we can soon progress to adding 'want' to the item and then 'I' to 'want' building from one through two to three and more word sequences. Indeed, our goal could be working towards the language available on some communication board (several are provided along with the V-Pen). This may take years of endeavour for some Learners; however, ask yourself what the quality of your life would be like if you did not possess the level of skill in language that you now enjoy?
As research studies inform us that we use nouns less frequently than we might imagine, stuffing AAC systems with them can be counter productive. That is because we tend to remember the things that we meet frequently and forget (or never learn) those that are relatively infrequent. Not only is the Learner likely to forget where specific noun forms are located within any given system but the constant demand for more and more (we need a page on the Romans) puts a great strain on those compiling the system. Staff and the Significant Others involved with supporting Learners may be spending many many hours creating and adding new vocabulary into a system when that time would be better spent in teaching the Learner language.
If we begin by teaching Core Vocabulary with just a smattering of nouns, we limit the task to something that is achievable not only for the Learner but also for the staff. As Core Vocabularies comprise those words that we use almost every sentence, if not, at least, several times a day, the vocabulary will not be forgotten, indeed it will become almost automatic. Yes, we have to start somewhere and that somewhere is typically a noun set of favourite Learner items, but we can soon progress to adding 'want' to the item and then 'I' to 'want' building from one through two to three and more word sequences. Indeed, our goal could be working towards the language available on some communication board (several are provided along with the V-Pen). This may take years of endeavour for some Learners; however, ask yourself what the quality of your life would be like if you did not possess the level of skill in language that you now enjoy?
Knowing where you are going.
If you don't know where you are going you cannot plan how to get there. There will be no milestones along the way, no stopping off points, no joy in each achievement. You can plan a route that takes you far and know that you may not make it all the way. However, each milestone on the route is a worthy goals in its own right. The average five year old child has a vocabulary in excess of five thousand words (Bridie Raban: The spoken vocabulary of five-year-old children, 1988, University of Reading). We should aim high and not just supply a collective of nouns but, rather, real language right from the start. Sure, we can start really simple. That does not prevent us from aiming high. The Communication Boards supplied with the V-Pen are a goal for some and a stopping off point for others. For some, the V-Pen itself may be an end and, for others, a milestone to be reached and surpassed. Know where you are going, set milestones and stopping off points; you, and those in your charge, will be the better for it.
Yes, language is complex and, therefore, the road is windy and often uphill. The is no single starting point, nor should you be persuaded that it is better to put off the journey to a later time when factors are more favourable: all delays are simply delays and time is short. There are many routes that can be travelled: there is no single right path. Others can help with directions but you alone have to take the decision which way to go. Whatever you decide ... persevere and aim to be consistent.
Yes, language is complex and, therefore, the road is windy and often uphill. The is no single starting point, nor should you be persuaded that it is better to put off the journey to a later time when factors are more favourable: all delays are simply delays and time is short. There are many routes that can be travelled: there is no single right path. Others can help with directions but you alone have to take the decision which way to go. Whatever you decide ... persevere and aim to be consistent.
Avoid Fly Swatting
What is flyswatting and what problems arise from it? I have observed staff members using simple AAC or AT systems and moving around a group offering a turn to each Learner. The Learner is required to perform some action (fly swatting) which evokes some message, plays some sound, or causes some effect. The teacher makes a comment and the then moves away. What do we make of such an activity? What is the Learner actually learning? If I was to ask "and you are doing that because?", what would be the response?
In such situations, the Learner is (most likely) presented with similar situations throughout the day; maybe a slight variation on the theme several times. As such things happen (and subsequent claims are made about learners level of understanding without even a symbol to give some cue as to what is happening) we build a tower without firm foundations.
What is the Learner's real understanding? A Learner may learn to 'flyswat' any system as it is presented and views the staff member's response as a desirable reward to that behaviour. However, such 'flyswatting' activity is viewed entirely differently by the staff member concerned: Staff may assume the Learner's 'co-operation' equates with an understanding of their objective(s) for the session. This may be far from the truth. Of course, some Learners may understand the intent of the session but how do we sort those that do from those that don't as both appear to perform equally with the items when presented?
Flyswatting is a feature of passivity not activity, or incusion or involvement, although it may be proffered as evidence of such by some staff. A Learner may have to go through some form of flyswatting stage in the beginning to interact with any specialist system. However, once we have that interaction, we must ensure that cause and effect is established and that subsequent actions become meaningful. How do we do that? The following ideas may begin to address that question.
In such situations, the Learner is (most likely) presented with similar situations throughout the day; maybe a slight variation on the theme several times. As such things happen (and subsequent claims are made about learners level of understanding without even a symbol to give some cue as to what is happening) we build a tower without firm foundations.
What is the Learner's real understanding? A Learner may learn to 'flyswat' any system as it is presented and views the staff member's response as a desirable reward to that behaviour. However, such 'flyswatting' activity is viewed entirely differently by the staff member concerned: Staff may assume the Learner's 'co-operation' equates with an understanding of their objective(s) for the session. This may be far from the truth. Of course, some Learners may understand the intent of the session but how do we sort those that do from those that don't as both appear to perform equally with the items when presented?
Flyswatting is a feature of passivity not activity, or incusion or involvement, although it may be proffered as evidence of such by some staff. A Learner may have to go through some form of flyswatting stage in the beginning to interact with any specialist system. However, once we have that interaction, we must ensure that cause and effect is established and that subsequent actions become meaningful. How do we do that? The following ideas may begin to address that question.
PECS to PENS
There is already some evidence (see for example: Using Three Stages of AAC Intervention in Helping a Girl with Moderate Intellectual Disabilities and Severe Communication Disorder to Enhance her Expressive Abilities [Yang C.K., Chung L.C., Hu Y.T., & Jones T.] 2010 pending publication) that the V-Pen can not only enhance the PECS system (Bondy and Frost 1994) but also act as the medium for the development of PECS into spoken output communication. By making the symbol set used in conjunction with PECS speak, at some later phase in the child's progression through the system (perhaps phase 5) or even right from the start, the V-Pen can be used to create an additional auditory dimension. As with other AAC systems, there is some early evidence (op. cit.) that the use of the V-Pen in this manner may lead to increased Learner vocal output.
Learning to put words together in this manner is fairly simple:
Produce a set of laminated colour coded (for parts of speech) symbols and attach velcro stickers to the reverse side.
Begin with just one symbol (to request a favourite item: for example, chocolate.)
Attach the symbol to a velcro friendly boards (such boards are available from Augmented Resources in the USA and Ability World in the UK).
Demonstrate when the symbol is accessed and the pen says 'chocolate' that a small reward is given. Note that there needs to be a limit on rewards. Allow the Learner to see that there is a limited supply of the reward available and, once it has gone, there is no more within this time frame. The reward should be a small as possible so as to act as a reward but not satiate the Learner.
Allow and encourage the Learner to replicate your demonstration. reward if successful. repeat the demonstration if not.
When repeated successful add a new symbol: for example, move from 'chocolate' to 'want' and 'chocolate'.
Demonstrate the new two symbol selection. Reward the Learner only if the symbols are accessed in the correct order.
Move to a three symbol sequence ... I ... want ... chocolate
Move to a four symbol sequence ... I ... want ... white ... chocolate
Learning to put words together in this manner is fairly simple:
Produce a set of laminated colour coded (for parts of speech) symbols and attach velcro stickers to the reverse side.
Begin with just one symbol (to request a favourite item: for example, chocolate.)
Attach the symbol to a velcro friendly boards (such boards are available from Augmented Resources in the USA and Ability World in the UK).
Demonstrate when the symbol is accessed and the pen says 'chocolate' that a small reward is given. Note that there needs to be a limit on rewards. Allow the Learner to see that there is a limited supply of the reward available and, once it has gone, there is no more within this time frame. The reward should be a small as possible so as to act as a reward but not satiate the Learner.
Allow and encourage the Learner to replicate your demonstration. reward if successful. repeat the demonstration if not.
When repeated successful add a new symbol: for example, move from 'chocolate' to 'want' and 'chocolate'.
Demonstrate the new two symbol selection. Reward the Learner only if the symbols are accessed in the correct order.
Move to a three symbol sequence ... I ... want ... chocolate
Move to a four symbol sequence ... I ... want ... white ... chocolate
Choice Pickings
Learners can be tasked to make choices using the V-pen system: by pointing to a symbol with the V-pen, Learners can state what they want (to drink in the example).
It should be noted that accessing a sysmbol with the V-Pen and speaking out a particular word does NOT indicate that a conscious choice has been made! Perhaps the colour attracted the Learner, perhaps the Learner selected the first symbol that was reached, perhaps it was an accident. We cannot claim that the Learner understood the symbols and/or made a conscious choice without additional evidence.
That is not to say that this approach is bad practice. far from it! We are actually teaching Learners that what is touched and spoken is what they will get. Eventually, they may come to realise that:
- a particular symbol is associated with a particular item;
- touching a particular item selects the item (a choice has been made).
Choices can be easily and quickly displayed using velcro friendly fabric boards and laminated symbols attached via velcro stickers. Trifold display boards are particularly useful for this purpose (Tri-fold boards are available from Ability World in the UK and Augmentative Resources in the USA)
Talking Timetables: Talking Timelines
Using Voice Symbol it is possible to create talking timetables. By touching the pen to a particular area of the board a day, a time, or a subject could be spoken out aiding the understanding of those using the system.
Furthermore, a talking timeline can be created for sections of a lesson or a curriculum session. Thus, if during a single session, the focus changes to a differing task, the talking timeline can be utilised to facilitate the understanding of the Learners.
Registration Roundup
Print out pictures of all the members of the tutor group and display. A member of the group can now call the register using the V-Pen. Individual members of the group can respond to the registration call by selecting their picture from a group and resonding 'I am here'.
Button and Badge Banter
For those of you who have a badge making machine (they can be purchased here ... http://www.buttons.co.uk), now it is possible to make talking badges and buttons!
Imagine wearing a badge that literally says 'I am the best in class' as a reward for great work or for special behaviour or for ... not only can the badges look cool but now they can speak out a message when accessed with the V-Pen. Special Person badge. Birthday Boy/Girl badge. Team captain badge. Monitor badge ...
Badges can be produced with magnetic attachments rather than the traditional pin system. Such badges can be attached to any metallic surface (such a fridge door). Multiple badges could therefore be used to make up little talking sentences that can easily be re-arranged to form new phrases.
Badges can be pinned to a sleeve for easier access or could be worn by a member of staff so as to present directly in front of a Learner.
A Library of Talking Books
Take any commercially available child's book and turn it into a talking book by attaching a talking symbol to every page. Be sure to make the talking symbol stand out from the page so the Learner knows where to target the V-Pen. Talking symbols can be permanently attached to books to create a whole talking library. The books still function as classroom reading books but, now, a whole new dimension has been added.
It is also possible to add sound effects to enhance some pages by creating a separate range of symbols with perhaps an 'ear' icon to signify a sound. The sound of an angry bear, the sound of footsteps on stairs... this approach is only limited by your imagination. Books will come alive like never before!!
The above left image depicts the use of V-pen symbols as a means to indicate where the pen should be targetted in any commercially produced book. These could be printed out and either temporarily or permanently attached to pages to provide the narration of the story line. As this will form a slightly raised area when attached to the page, it will be accessible to those who have problems of visual acuity.
Instead of using the V-Pen itself as an image on the 'auditory stickers' a 'mouth', 'speech bubble' or other symbolic indicator would also suffice.
It is also possible to add sound effects to enhance some pages by creating a separate range of symbols with perhaps an 'ear' icon to signify a sound. The sound of an angry bear, the sound of footsteps on stairs... this approach is only limited by your imagination. Books will come alive like never before!!
The above left image depicts the use of V-pen symbols as a means to indicate where the pen should be targetted in any commercially produced book. These could be printed out and either temporarily or permanently attached to pages to provide the narration of the story line. As this will form a slightly raised area when attached to the page, it will be accessible to those who have problems of visual acuity.
Instead of using the V-Pen itself as an image on the 'auditory stickers' a 'mouth', 'speech bubble' or other symbolic indicator would also suffice.
Bag Books
Creating 'Sensory Stories' is a means of making literature more accessible for children with a Severe or a Profound Intellectual Impairment (SPII). For example, see the Bag Books website: http://www.bagbooks.org. In creating such stories lines, staff will need access to a number of sensory resources, one of which will be sound effects.
The V-Pen, in conjunction with items produced by the Voice Ink or Voice Symbol software, can ease the lot of staff and keep materials and resources compact. Consider the Sensory Story, as written on the page, actually containing all the sound effects that are necessary for the auditory enhancement of the text to be spoken. Staff can tell the story and, at the correct point, touch a picture or a symbol or a piece of text to provide additional sound effects including songs, music, animal sounds, weather effects, etc. There is no need for CD or cassette player. The V-Pen could even narrate the story!
The V-Pen, in conjunction with items produced by the Voice Ink or Voice Symbol software, can ease the lot of staff and keep materials and resources compact. Consider the Sensory Story, as written on the page, actually containing all the sound effects that are necessary for the auditory enhancement of the text to be spoken. Staff can tell the story and, at the correct point, touch a picture or a symbol or a piece of text to provide additional sound effects including songs, music, animal sounds, weather effects, etc. There is no need for CD or cassette player. The V-Pen could even narrate the story!
Talking Photo Album
It is easy to create a Talking Photo Album using the Voice Symbol software. The album can be used for any number of purposes. You can even create a memory album with each picture being able to store (over and over again) any message at any time.
1. Purchase a photo album from your local store;
2. Scan your photographs and convert them to digital images
(or capture new images with a digital camera):
2. Import the images into the Voice Symbol software;
3. Label them if required;
3. Print them;
4. Cut them out;
5. Fit them into your photo album.
You now have a Talking Photo Album! The album can be used for any number of purposes:
- simple communcation book;
- communication passport;
- talking time table;
- memory book;
- recipe/instruction book;
- portable juke box;
- ...
You will be limited only by your imagination
For lots of ideas in using Voice Albums click on the picture above.
1. Purchase a photo album from your local store;
2. Scan your photographs and convert them to digital images
(or capture new images with a digital camera):
2. Import the images into the Voice Symbol software;
3. Label them if required;
3. Print them;
4. Cut them out;
5. Fit them into your photo album.
You now have a Talking Photo Album! The album can be used for any number of purposes:
- simple communcation book;
- communication passport;
- talking time table;
- memory book;
- recipe/instruction book;
- portable juke box;
- ...
You will be limited only by your imagination
For lots of ideas in using Voice Albums click on the picture above.
Enhance a Game
You can easily enhance a game to make it more inclusive by making the board and any cards used in conjunction with the board speak! For example, in the game of Monopoly, it is possible to create an exact duplicate of the passing go area and affix this on top of the Pass Go on the board so that now it says, "I've passed go. That's £200 banker please!". Chance and Communioty Chest cards can be made to speak out. When properties are obtained, little symbols can be placed by them which say, "That's my property, pay me!". It is even possible to create a grid of symbols that could be used in conjunction with Monopoly (or, indeed, any game).
With a bit of ingenuity and a little time it would be possible to make the whole board talk! The property could say its name and price and the coloured top could say "That's my property pay me!"
With a bit of ingenuity and a little time it would be possible to make the whole board talk! The property could say its name and price and the coloured top could say "That's my property pay me!"
Who's the artist?
How does a person with limited visual acuity tell which music CD is which in their collection? They could attach a braille label if they can read braille. However, now they could use the V-Pen to read a laminated symbol attached in the same position on each CD. A larger or smaller symbol on the reverse of the CD could list the tracks in order.
Talkinf symbols could be used to provide labels for all manner of items ... imagine talking cans in the cupboard ... talking cereal boxes ...
Motivating Menus
By photographing and then importing the images into Voice Symbol, the images can be printed so that they speak a message when accessed with a V-Pen. In this manner it is possible to create Talking Menu systems with pictures of the food choices for the day attached (by velcro?) to a permanent and accessible display board. A V-pen could be permanently chained to the board so that any person could access the symbols to discover what is on the menu OR request a particular menu choice.
Happy Birthday To You: Talking Cards
Make your own card or purchase a card from a local shop.
Using V-Symbol create a set of symbols and texts that, once printed, can be attached to the card.
Symbols can be cut to the exact shape of the symbol with a little care.
Attach the symbols and the texts to the card . Symbols can be raised slightly by placing some material between the symbol and the card.
Providing the cards recipient has a V-Pen s/he will be able to read the card out loud! The card could even sing the happy birthday song!
Even the text on the envelope can speak!
Talking Tabs
Talking Tabs are single communication messages that can be attached to something like a key ring. When touched with the V-pen, they could be used for social greetings or for commonly requested items. As the tabs are small, and when attached to a key ring, they are very portable.
Room to Talk
By adding talking symbols to doors we not only label the room for all Learners but we also make the environment responsive to the pen use.
Rooms can be labelled with staff photograph(s) and name(s) as well as curriculum area(s).
Rooms can be labelled with staff photograph(s) and name(s) as well as curriculum area(s).
Parting Comments!
Some learners need to leave a room when they become distressed or need the toilet. If a set of symbols is displayed with a pen by the door, individuals can be taught to use the system to indicate a particular state to staff: 'I need the toilet', 'I need time out', 'I have to go for physiotherapy now' etc.
Special Event Boards
Special Event Boards are grid sets for special occasions. Special occasions tend to happen infrequently (perhaps once a year) but are normally very important and usually motivating for Learners. Special events boards should include the things we typically say, sing and do on days such as birthdays, anniversaries, religious festivals, special holidays. We could make a special event board just for birthdays which could be hung in the classroom for use by anyone wanting to say 'Happy Birthday to a friend', sing the 'Happy Birthday' song or make any other social comment on someone's birthday. Any board can be as simple or as complex as is required by the Learner.
Mathematical Mayhem!
Learners can be presented with number puzzles on tiles. The Learner has to arrange the numbers so that the resulting equation is true (2 + 3 = 5). When accessed with the V-Pen the Learners can hear the equation they have constructed being spoken out aloud.
Discover Discourse Displays: Talking Walls
Photographs, drawings, symbols, and text when printed (using the V-Symbol or V-ink systems) and displayed can now speak. A V-Pen could be hung on a chain by the display so that anyone passing can access any symbol and discover the facts about a particular display item.
Temporarily Restricted Vocabularies
A Temprorarily Restricted Vocabulary (TRV) is a small subset of a fuller communication system. The TRV is used to provide a means for a Learner to response within a specific framework. Typically teachers ask questions that require Fringe Vocabulary answers. However, by definition, Fringe Vocabulary is used only rarely and Learners will find it difficult to locate within any communication system. However, suppose instead of presenting a Learner with a full communication system from which to locate and chose an response, just a choice of three or four symbols were presented? The symbols presented would be selected specifically to provide the answers to a range of questions to be asked by a teacher to ascertain Learner understanding. The Learner has to select one from four instead of one from xxx (more than four!). This means that the Learner can respond as quickly as any other peer with more confidence than would be the case if a fuller communication system were to be used.
"All students, at all grade levels, are asked questions, ask questions of others, take oral examinations, and are called upon to recite
information. In some classrooms, even shy students who speak cannot get a word in edgewise. For augmented communicators, the
possibilities of well timed speaking is even more remote. The pace of verbal exchanges is too fast to allow even the most efficient
student using AAC to participate." (VAN TATENHOVE G. & VERTZ S. 1993, page 129 ,Strategies for the inclusion, independence,
and empowerment of nonspeaking students using the Liberator Communication aid, 14th Southeast Annual Augmentative
Communication Conference Proceedings, Birmingham, Alabama: SEAC)
A TRV (Temporarily Restricted Vocabulary)(pronounced TREV) is a small subset of the vocabulary contained within any person’s AAC system. It allows a beginner to be involved in an activity on an equal footing with peers. For example, a TRV vocabulary may be set up to include the phrases:
"That’s right!” , "That’s wrong!”, "I need to think about it”, "I don’t know”
The class are told that they must use one of these phrases in response to the teacher’s questions in the session that will follow. For example, the maths teacher might say:
"If I am facing South and I turn two right angles clockwise I am now facing North.”
The pupil has to respond with one of the messages:
People using an AAC system can usually access one of the responses in real time on a level footing with their verbal peers. There is a further benefit. The messages are a useful addition to the user’s vocabulary. They may be used in other lessons and other situations they may encounter:
"Jane you’re 14 now , aren’t you?” ... "That’s right”
Other TRV’s might include:
‘I agree’ ‘I don’t agree’ ‘I’m not sure’ ‘I don’t know’
‘True’ ‘False' ‘Sometimes’
TRV’s can be noun sets. For example, a set of materials:
‘wood’ ‘Metal’ ‘glass’ ‘paper’ ‘plastic’
In this instance, the response required is one of the given materials:
- "Which material is transparent?”
- "Which material is used to make books?”
- "Which material is made from sand?”
- "Which material is not man-made?”
The material set is taught and reinforced in this way.
In the cartoon depicted above, at the beginning of this section, the TRV is not vaild. TRVs should always be a minimum of two words or phrases. If a person is tested for comprehension, the larger the TRV the less opportunity of obtaining a right answer by chance alone. At the other extreme, there is a limit to the size of any TRV. Too big a set becomes a sub-vocabulary or a category in its own right and does not allow a user to interact with peers on an equal footing in a classroom interchange. Ideally, a TRV is more than one but less than seven.
A TRV could be set up to give directions to a staff member in a treasure trail game or a game of hide and seek. For example:
‘Right’, ‘Left’, ‘Forward’, ‘Backwards’, ‘Stop’
‘Up’, ‘Down’, ‘Right’, ‘Left’
TRVs are ideal for games: Each player starts with one point. Using a pack of cards the user has to state whether the next card is ‘higher’ or ‘lower’ or ‘red’ or ‘black’ for a doubling of their points total - OR - ‘hearts’, ‘spades’, ‘clubs’, or ‘diamonds’ to treble their points total. The user may stop at any time by saying ‘stop’. The person with the highest points at the end is the winner.
The TRVs give control to the augmented communicator with minimum effort and without the need for many hours of vocabulary instruction. Temporarily Restricted Vocabularies:
- allow augmented communicators to participate in lessons on an equal footing with peers;
- may be easily spoken in real time; the class is not made to wait for long periods while a user generates a response;
- can ease the pressure felt when asked a question;
- ensure users are not singled out as special - everyone is the same;
- are easy to set up; vocabulary may be quickly programmed into some systems by the tutor involved;
- involve subject tutors in the tuition of new vocabulary;
- do not require many hours of vocabulary tuition before their use;
- may be themed, paged, setted, or categorised for the ease of a scanning user;
- speed access to vocabulary for switch users;
- allow symbols to be displayed at a larger size to ease selection. Later these can be added to a user's symbol board at
the standard size;
- may be used to teach and test key concepts;
- are best used with all pupils or students in a class or group;
- are always >greater than 2 but typically less then 6.
While the cartoon illustrtated depicts a Learner using his finger to point at the word 'YES' (which, is not an example of a TRV!) the use of the V-Pen and a talking set of symbols within the TRV provides an additional auditory modality such that the Learner is further included as his peers into the class group.
"Jane you’re 14 now , aren’t you?” ... "That’s right”
Other TRV’s might include:
‘I agree’ ‘I don’t agree’ ‘I’m not sure’ ‘I don’t know’
‘True’ ‘False' ‘Sometimes’
TRV’s can be noun sets. For example, a set of materials:
‘wood’ ‘Metal’ ‘glass’ ‘paper’ ‘plastic’
In this instance, the response required is one of the given materials:
- "Which material is transparent?”
- "Which material is used to make books?”
- "Which material is made from sand?”
- "Which material is not man-made?”
The material set is taught and reinforced in this way.
In the cartoon depicted above, at the beginning of this section, the TRV is not vaild. TRVs should always be a minimum of two words or phrases. If a person is tested for comprehension, the larger the TRV the less opportunity of obtaining a right answer by chance alone. At the other extreme, there is a limit to the size of any TRV. Too big a set becomes a sub-vocabulary or a category in its own right and does not allow a user to interact with peers on an equal footing in a classroom interchange. Ideally, a TRV is more than one but less than seven.
A TRV could be set up to give directions to a staff member in a treasure trail game or a game of hide and seek. For example:
‘Right’, ‘Left’, ‘Forward’, ‘Backwards’, ‘Stop’
‘Up’, ‘Down’, ‘Right’, ‘Left’
TRVs are ideal for games: Each player starts with one point. Using a pack of cards the user has to state whether the next card is ‘higher’ or ‘lower’ or ‘red’ or ‘black’ for a doubling of their points total - OR - ‘hearts’, ‘spades’, ‘clubs’, or ‘diamonds’ to treble their points total. The user may stop at any time by saying ‘stop’. The person with the highest points at the end is the winner.
The TRVs give control to the augmented communicator with minimum effort and without the need for many hours of vocabulary instruction. Temporarily Restricted Vocabularies:
- allow augmented communicators to participate in lessons on an equal footing with peers;
- may be easily spoken in real time; the class is not made to wait for long periods while a user generates a response;
- can ease the pressure felt when asked a question;
- ensure users are not singled out as special - everyone is the same;
- are easy to set up; vocabulary may be quickly programmed into some systems by the tutor involved;
- involve subject tutors in the tuition of new vocabulary;
- do not require many hours of vocabulary tuition before their use;
- may be themed, paged, setted, or categorised for the ease of a scanning user;
- speed access to vocabulary for switch users;
- allow symbols to be displayed at a larger size to ease selection. Later these can be added to a user's symbol board at
the standard size;
- may be used to teach and test key concepts;
- are best used with all pupils or students in a class or group;
- are always >greater than 2 but typically less then 6.
While the cartoon illustrtated depicts a Learner using his finger to point at the word 'YES' (which, is not an example of a TRV!) the use of the V-Pen and a talking set of symbols within the TRV provides an additional auditory modality such that the Learner is further included as his peers into the class group.
Enviromentally Engineered TRVs
It is possible to use Temporarily Restricted Vocabularies to engineer the environment. For example, the boy in the bathtub is using a set of symbols attached to the wall adjacent to the bath to communicate with those who are assisting him. In the cartoon, the boy is using the V-Pen to point to the cold symbol to tell the assistant that the water is too cold! It is likely that a person in a bathtub may need to communicate about certain things such as the temperature of the water or the toy with which s/he wants to play rather than what is for dinner later in the day. Engineering the environment, by placing useful symbols in approrpriate positions, can motivate a Learner to communicate. The vocabulary needed for the bathtub is 'restricted' to that which is useful for a person having a bath and therefore only a few symbols are required.
Carpet Pieces, Velcro and Talking Symbols
1. Talking Symbols can be printed, cut out, and laminated.
2. Sticky Velcro pads can be purchased which can be stuck on the reverse of the symbol.
3. Take an old piece of carpet or purchase a cheap door mat to which velcro will adhere.
Now the symbols can be placed on the mat which can be positioned at any angle for the Learner to view and or access. The 'Communication Carpets' so created can be used for a wide range of purposes: The Communication Carpet can be:
- cut to fit to a Learner's wheelchair tray so that symbols can be added to give a learner access to TRVs at any point.
- used as a teaching aid for the dispaly of symbols;
- used to assist a Learner to express feelings about a range of topics as in the illustration.
- used for a Temporarily Restricted Vocabulary.
- hung on a wall as a talking display board. A V-Pen could be hung alongside.
- can be used as an accessible survey chart.
this set is is not intended to be comprehensive. If you have another idea for the use of Communication Carpets that you would like to share with others please contact me at Talksense.
Forget To Remember
Here is a trick that anyone can do: Forget to remember!! Here is how it works:
- Tell the learner that you have run out of something that you really need.
Let's say, for example, coffee;
- Ask the Learner to remind you to get some when you are at the store;
- Provide the Learner with a method of reminding you: a symbol for coffee;
- Show the Learner how to use the V-Pen with the symbol provided method to remind
you. Do this before going to the store;
- On the way to the store keep reminding the Learner that they must remind you to get
coffee;
- When you get to the store ... guess what? You forget to remember the coffee!
You must make no mention of it.
- Will the Learner use their V-Pen to remind you as you demonstrated?
- Huge praise if the Learner remembers and uses the V-Pen and the symbol;
- If the Learner 'forgets' then ... do NOT suddenly remember and buy coffee anyway: that just defeats the object of the exercise.
- Wait, till after the store and, then, remember.
- Ask the Learner what they had to remember to tell you.
- Keep trying!
Again, this is putting a a little control in the hands of the Learner. The Learner is responsible for doing something. It can be more complex for more advanced Learners or really simple for those just at the beginning. You can be stood right in front of the coffee in the store (with a novice Learner) and throw out big hints ... 'I knew there was something I had to buy but I cannot think of what it was... oh well, it might come to me!". Do not simply buy the coffee ... it simply provides the wrong message. Continue the saga until after the store ... even going back to the store to practice! Make a big fuss about it all and praise highly when success is achieved.
When the Learner can perform the task without a problem, step it up! Give the learner two or more symbols for the store and only ask for a reminder for one of them. The learner now has to discriminate between the symbols and show the correct one to 'remind' you what you need. Maybe, eventually, the Learner will be able to go to the store on his or her own!
One more thing: do not stick simply to nouns: teach language (see below). That is, after the Learner has mastered the art of the reminder, ask the Learner to tell you to 'buy coffee', or 'big coffee', or 'buy two big coffees' ... A novice needs to learn language not just a bunch of nouns.
- Tell the learner that you have run out of something that you really need.
Let's say, for example, coffee;
- Ask the Learner to remind you to get some when you are at the store;
- Provide the Learner with a method of reminding you: a symbol for coffee;
- Show the Learner how to use the V-Pen with the symbol provided method to remind
you. Do this before going to the store;
- On the way to the store keep reminding the Learner that they must remind you to get
coffee;
- When you get to the store ... guess what? You forget to remember the coffee!
You must make no mention of it.
- Will the Learner use their V-Pen to remind you as you demonstrated?
- Huge praise if the Learner remembers and uses the V-Pen and the symbol;
- If the Learner 'forgets' then ... do NOT suddenly remember and buy coffee anyway: that just defeats the object of the exercise.
- Wait, till after the store and, then, remember.
- Ask the Learner what they had to remember to tell you.
- Keep trying!
Again, this is putting a a little control in the hands of the Learner. The Learner is responsible for doing something. It can be more complex for more advanced Learners or really simple for those just at the beginning. You can be stood right in front of the coffee in the store (with a novice Learner) and throw out big hints ... 'I knew there was something I had to buy but I cannot think of what it was... oh well, it might come to me!". Do not simply buy the coffee ... it simply provides the wrong message. Continue the saga until after the store ... even going back to the store to practice! Make a big fuss about it all and praise highly when success is achieved.
When the Learner can perform the task without a problem, step it up! Give the learner two or more symbols for the store and only ask for a reminder for one of them. The learner now has to discriminate between the symbols and show the correct one to 'remind' you what you need. Maybe, eventually, the Learner will be able to go to the store on his or her own!
One more thing: do not stick simply to nouns: teach language (see below). That is, after the Learner has mastered the art of the reminder, ask the Learner to tell you to 'buy coffee', or 'big coffee', or 'buy two big coffees' ... A novice needs to learn language not just a bunch of nouns.
Prompting Hierarchies and Techniques
If a Learner has been (t)asked to do something that requires a response via the use of the V-Pen together with symbols, a number of things have to happen. The Learner has to:
- attend to the request;
- listen to the words in the request and try and make sense of what is being asked;
- figure out a respond to the request;
- select which symbol(s) to use;
- send commands to the muscles in his/her body to perform and action ...
For some Learners this may take a little time. If in that period of time, when the Learner is focused on the task, a staff member begins to speak to the Learner again, where is the Learner focus moved? It is moved from the task and on to the staff member! The Learner is is now engaged in making sense of a new command! Therefore, we should NOT interrupt a Learner who is focused on a task once the original request has been made unless we believe that the Learner has lost focus. Hence, a period of (at least) ten seconds should be allowed before any prompt is given. Many Learners require even more 'thinking time'.
When prompts are delivered, they should begin with the least invasive or intrusive (unless there is a reason to begin with the most invasive or intrusive). That means we should begin with a prompt that is specifically designed not take the Learner focus away from the task in hand but, rather, draw specific attention back to it. Such an Increasing Hierarchy prompting mechanism might begin with the staff's use of a laser pen (for Learners who have no problem with vision) moving the point of light around the general area of the symbol response. Laser pens are ideal for this purpose and are readily available cheaply over the internet from such stockists as Amazon for example. Some laser pens even can be set to provide a spread of multiple points of coloured light to highlight a surface area.
- attend to the request;
- listen to the words in the request and try and make sense of what is being asked;
- figure out a respond to the request;
- select which symbol(s) to use;
- send commands to the muscles in his/her body to perform and action ...
For some Learners this may take a little time. If in that period of time, when the Learner is focused on the task, a staff member begins to speak to the Learner again, where is the Learner focus moved? It is moved from the task and on to the staff member! The Learner is is now engaged in making sense of a new command! Therefore, we should NOT interrupt a Learner who is focused on a task once the original request has been made unless we believe that the Learner has lost focus. Hence, a period of (at least) ten seconds should be allowed before any prompt is given. Many Learners require even more 'thinking time'.
When prompts are delivered, they should begin with the least invasive or intrusive (unless there is a reason to begin with the most invasive or intrusive). That means we should begin with a prompt that is specifically designed not take the Learner focus away from the task in hand but, rather, draw specific attention back to it. Such an Increasing Hierarchy prompting mechanism might begin with the staff's use of a laser pen (for Learners who have no problem with vision) moving the point of light around the general area of the symbol response. Laser pens are ideal for this purpose and are readily available cheaply over the internet from such stockists as Amazon for example. Some laser pens even can be set to provide a spread of multiple points of coloured light to highlight a surface area.
Increasing and Decreasing Prompt Hierarchies
Prompting is a method of helping Learners in acquiring a skill. Prompts should only be used when necessary and, then, only for a period that is sufficient to assist the Learner. There should always be a plan to phase out all prompts over a period of time otherwise the Learner may become prompt dependent which is yet another feature of passivity. Prompts should only be used after (at the very minimum) a delay of ten seconds to allow the Learner time to process the initial staff request, form and act upon a response.
An increasing prompt hierarchy is primarily used where a Learner has already learned the basic skills involved in the task. It involves Learner cues that become increasingly more invasive with time until perhaps, finally, the facilitator uses hand-under-hand techniques (see below) to guide the Learner to the desired action.
A decreasing prompt hierarchy is primarily used where a Learner has not yet been taught the basic skils involved in the requred task. Thus, it might begin with the most invasive technique and plan to fade all cues and prompt over time.
An increasing prompt hierarchy is primarily used where a Learner has already learned the basic skills involved in the task. It involves Learner cues that become increasingly more invasive with time until perhaps, finally, the facilitator uses hand-under-hand techniques (see below) to guide the Learner to the desired action.
A decreasing prompt hierarchy is primarily used where a Learner has not yet been taught the basic skils involved in the requred task. Thus, it might begin with the most invasive technique and plan to fade all cues and prompt over time.
Hand-Under-Hand Techniques
When working with a dog, it is generally known that it is of no use pointing to something to which you want to draw the animal's attention. The dog does not understand the conventions involved and will typically attend to the pointing hand itself rather than at the thing to which the hand is pointing. People experiencing learning difficulties also may not understand such conventions and, if a hand is used to assist their learning, may attend to the facilitator's hand and not to the task.
Thus, it is important to make the use of a facilitator's hand in assisting a Learner's movement as non-invasive and non-intrusive as possible. When performing such actions it is considered best practice to:
- ensure that the Learner is aware that you intend to assist them by
moving into their personal space and touching them;
- work with bony structures such as the wrist, elbow, shoulder rather than flesh
or muscle which can be more painful;
- work hand under hand: that is, support the Learner's wrist (for example)
from underneath NOT from above as is typical in interactions of this type.
When working hand under hand in this manner, the Learner is not focusing on the facilitator's hand and will not find it painful. The Learner can be 'facilitated' to promote success with early V-Pen interactions.
Thus, it is important to make the use of a facilitator's hand in assisting a Learner's movement as non-invasive and non-intrusive as possible. When performing such actions it is considered best practice to:
- ensure that the Learner is aware that you intend to assist them by
moving into their personal space and touching them;
- work with bony structures such as the wrist, elbow, shoulder rather than flesh
or muscle which can be more painful;
- work hand under hand: that is, support the Learner's wrist (for example)
from underneath NOT from above as is typical in interactions of this type.
When working hand under hand in this manner, the Learner is not focusing on the facilitator's hand and will not find it painful. The Learner can be 'facilitated' to promote success with early V-Pen interactions.
And you are doing this because ...?
We would all do well to ask ourselves this phrase everyday; not just with V-Pen use but in all we attempt to do with and for Learners. I might question my use of personal information on a single overlay AAC systems with just a few cells, for example. Such phrases as 'My name is Tony and I live in Mansfield' may be a legitimate use of a cell on a more advanced communication system but one would wonder what the Learner is gaining from the dedication of a symbol to such a phrase for use in and around an environment were this information is clearly known. Furthermore, the necessity of being prompted to use such a phrase may suggest a certain degree of flyswatting. The same is true of social greetings for some Learners: for example, such vocabulary as 'hello' and 'Good morning' are quite abstract for Learners experiencing PMLD.
Let us envisage a situation where a Special Event Board is presented to a Learner and s/he is tasked to sing 'happy birthday'. The teacher cues the Learner to the correct symbol and goes as far as physical prompting whilst obstructing access to the other symbols on the board. The Learner accesses the symbol and the V-Pen begins to sing ... In this instance, can we claim that the Learner understands the meaning of the symbol or the song? Not really.
Is the use of V-Pen in the example legitimate? Yes! Providing we do not make false assumptions or claims about a Learner's understanding or ability and we know exactly why we are carrying out such actions. If, of course, the Learner when asked to sing happy birthday and presented with the card immedaitely accesses the correct symbol of the four without any cue or other assistance, then it would be fair to assume that there may be some understanding. However, there is always the chance that the Learner got the correct response for the wrong reason; especially if the odds are one in four. However, even with lots of help and assistance we are teaching the Learner the meaning of the symbol especially if the happy birthday song is used regulary. We have to ensure that the majority of what we do is not simply teaching Learners to swat files and we are not making erroneous assumptions of levels of ability and understanding as a result of the Learner's 'performance' of such a task. We should ask ourselves ... " I am doing this because?" If the birthday song is utilised only infrequently during the year and we are dealing with a Learner experiencing severe learning difficulties then we must ask ourselves what is being learnt.
Of course, not everything we do with V-Pens have to have a sound educational motivation .... just the majority of the things! Having fun is a legitimate reason, although I would want to argue that we can have fun AND have sound educational reasons underlying what we are attempting to do.
Staff should avoid teaching flyswatting and question what they think the Learner is understanding from the action; that is ... ask themselves 'and I am doing this because ...?'
Let us envisage a situation where a Special Event Board is presented to a Learner and s/he is tasked to sing 'happy birthday'. The teacher cues the Learner to the correct symbol and goes as far as physical prompting whilst obstructing access to the other symbols on the board. The Learner accesses the symbol and the V-Pen begins to sing ... In this instance, can we claim that the Learner understands the meaning of the symbol or the song? Not really.
Is the use of V-Pen in the example legitimate? Yes! Providing we do not make false assumptions or claims about a Learner's understanding or ability and we know exactly why we are carrying out such actions. If, of course, the Learner when asked to sing happy birthday and presented with the card immedaitely accesses the correct symbol of the four without any cue or other assistance, then it would be fair to assume that there may be some understanding. However, there is always the chance that the Learner got the correct response for the wrong reason; especially if the odds are one in four. However, even with lots of help and assistance we are teaching the Learner the meaning of the symbol especially if the happy birthday song is used regulary. We have to ensure that the majority of what we do is not simply teaching Learners to swat files and we are not making erroneous assumptions of levels of ability and understanding as a result of the Learner's 'performance' of such a task. We should ask ourselves ... " I am doing this because?" If the birthday song is utilised only infrequently during the year and we are dealing with a Learner experiencing severe learning difficulties then we must ask ourselves what is being learnt.
Of course, not everything we do with V-Pens have to have a sound educational motivation .... just the majority of the things! Having fun is a legitimate reason, although I would want to argue that we can have fun AND have sound educational reasons underlying what we are attempting to do.
Staff should avoid teaching flyswatting and question what they think the Learner is understanding from the action; that is ... ask themselves 'and I am doing this because ...?'
Have your say ...
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