Return to Video

iPads and Communication Apps_Making a Good Choice_Part 1.mp4

  • 0:02 - 0:04
    [Jane, laughing] Then I will know who I am.
  • 0:04 - 0:06
    Good morning, this is Karen Sheehan.
  • 0:06 - 0:09
    Welcome to the
  • 0:09 - 0:12
    iPads and Communication Apps:
  • 0:12 - 0:13
    making a good choice webinar.
  • 0:13 - 0:19
    and we have as our presenter today
    Jane Berliss Vincent, who works for the
  • 0:19 - 0:23
    Center for Accessible Technology as an
    AT specialist.
  • 0:23 - 0:26
    She has a master of arts in library
    science degree from the University of
  • 0:26 - 0:27
    Michigan,
  • 0:27 - 0:32
    as well as her AT
    certification. She has worked for the
  • 0:32 - 0:36
    Center for Accessible Technology for
    thirteen years through a lot of changes
  • 0:36 - 0:38
    and
  • 0:38 - 0:40
    though a lot of
  • 0:40 - 0:43
    moves - now at
  • 0:43 - 0:45
    the Ed Roberts Campus building.
  • 0:45 - 0:50
    She provides consultations to libraries on
    accessible technology. She provides
  • 0:50 - 0:54
    consultations to adults and does
    evaluations to
  • 0:54 - 1:00
    adults who come into the office. She also
    provides
  • 1:00 - 1:06
    reviews on website accessibility for
    organizations and businesses,
  • 1:06 - 1:10
    She not only presents in our webinar
    classroom but also at national conferences.
  • 1:10 - 1:14
    set as fee and a lady upcoming american
  • 1:14 - 1:18
    library association conference in new
    orleans
  • 1:18 - 1:22
    and the defense by closing the gap and
    then she publishes her writing
  • 1:22 - 1:26
    indifferent and professional
  • 1:26 - 1:32
    and newsletters and uh... publications
    and it's breaking heat book
  • 1:32 - 1:36
    alternatively you jane
  • 1:36 - 1:37
    right
  • 1:37 - 1:44
    uh... could we have the next i place
  • 1:49 - 1:51
    hand carry
  • 1:51 - 1:54
    you want to talk a little bit about
    teaching often killer
  • 1:54 - 1:56
    avenue ten
  • 1:56 - 2:01
    just a quick mentioned that and the
    accessible technology co coalition is a
  • 2:01 - 2:03
    program that was funded through a large
    cranes
  • 2:03 - 2:08
    they came directly to the california
    making technology fund and it is
  • 2:08 - 2:12
    stimulus monies that work your tax
    dollars at work
  • 2:12 - 2:15
    and through the bride and um...
  • 2:15 - 2:16
    program
  • 2:16 - 2:23
    with uh... and teenage
  • 2:23 - 2:26
    okay so bolstered today
  • 2:26 - 2:29
    i to learn about blood of men to get
    them out
  • 2:29 - 2:31
    unidiff communication ears
  • 2:31 - 2:35
    uh... and they can be useful from a few
    probably already have some experience
  • 2:35 - 2:37
    with little a c
  • 2:37 - 2:41
    i sell disobedient uh... who have done
    and other systems you may be coming to
  • 2:41 - 2:44
    this for the first time
  • 2:44 - 2:48
    armando at considerations for different
    types of a c users
  • 2:48 - 2:54
    and learn about selecting i cared abt
    sipple best-fit individual users
  • 2:54 - 2:56
    uh... the stab wound
  • 2:56 - 3:00
    some general criteria but based also on
  • 3:00 - 3:04
    customizing the fat one-on-one to the
    individual
  • 3:04 - 3:11
    next slide please
  • 3:13 - 3:15
    if so what is a city
  • 3:15 - 3:21
    i'm a lot of different definitions basie
    um... in some contacts
  • 3:21 - 3:24
    american sign language can be considered
    alternatives
  • 3:24 - 3:27
    communication in some contacts
  • 3:27 - 3:30
    uh... way bigger beckoning with the
    finger can be
  • 3:30 - 3:33
    considered alternative communication
  • 3:33 - 3:36
    for the purposes of today
  • 3:36 - 3:41
    uh... the way we're going to be defining
    it as he was of electronic devices
  • 3:41 - 3:45
    on specifically the i can't handle
    related products
  • 3:45 - 3:49
    as replacements or as a supplement to
    spoken communication
  • 3:49 - 3:51
    and the way these work
  • 3:51 - 3:54
    is that the user
  • 3:54 - 3:57
    generally would select something on the
    screen
  • 3:57 - 4:00
    and usually it would then be spoken
    aloud for them
  • 4:00 - 4:04
    so that they don't need to make use of
    their own voice
  • 4:04 - 4:08
    on they can have the device speak for
    them
  • 4:08 - 4:10
    uh... although in some cases
  • 4:10 - 4:14
    it might simply be a prompting a dna_
    using with fine the way they wanted and
  • 4:14 - 4:16
    speak
  • 4:16 - 4:21
    next slide please
  • 4:21 - 4:22
    socal benefits from
  • 4:22 - 4:24
    casey hughes
  • 4:24 - 4:29
    arm primarily people a physical problems
    with speaking they have standard or
  • 4:29 - 4:31
    above average intelligence
  • 4:31 - 4:34
    but they're physically not able to speak
  • 4:34 - 4:39
    our people have cognitive problems using
    language such as for example someone who
  • 4:39 - 4:41
    has aphasia
  • 4:41 - 4:43
    from a stroke or from another cause
  • 4:43 - 4:48
    um... a needs a level of prompting to be
    able to use language
  • 4:48 - 4:50
    and of course people that
  • 4:50 - 4:55
    both physical and cognitive disabilities
    that affect their ability to use
  • 4:55 - 4:56
    language
  • 4:56 - 4:59
    a communication situation
  • 4:59 - 5:05
    next slide please
  • 5:05 - 5:10
    so how does the ac work for people
    with speech disabilities
  • 5:10 - 5:11
    generally
  • 5:11 - 5:15
    on the user an emitter a couple of
    different ways that this can work
  • 5:15 - 5:20
    and you say at making hike but the point
    want communicate
  • 5:20 - 5:23
    or they may fall etc most important
  • 5:23 - 5:27
    and they also select must set of
    pictures that represents what they wish
  • 5:27 - 5:31
    to communicate and we'll see some
    examples of that
  • 5:31 - 5:37
    uh... speech may then be generated word
    by word sec maybe generated to as the
  • 5:37 - 5:39
    person is tightening
  • 5:39 - 5:43
    admitting way to generate the speech
    after the person who's finished typing
  • 5:43 - 5:45
    the sentence
  • 5:45 - 5:47
    um... it made you both
  • 5:47 - 5:49
    uh...
  • 5:49 - 5:53
    so they have ever ready my options
    depending on the situation
  • 5:53 - 5:57
    as to to the speed of the communication
  • 5:57 - 6:00
    and communication may occur in real time
  • 6:00 - 6:05
    or the user may store text for later
    retrieval probably the most famous
  • 6:05 - 6:08
    eighty user on the planet at this point
  • 6:08 - 6:13
    if steven hawking allegedly burke is
    coming up fast behind
  • 6:13 - 6:17
    and if you see the interview with
    stephen hawking published in the new
  • 6:17 - 6:19
    york times that we could still go
  • 6:19 - 6:23
    you'll notice that egg he was given
  • 6:23 - 6:26
    bhai eight to ten questions ahead of
    time
  • 6:26 - 6:28
    head for nine of the question
  • 6:28 - 6:30
    needs he uh...
  • 6:30 - 6:32
    typed in his response to head of time
  • 6:32 - 6:36
    it simply retrieved it during the actual
    interview
  • 6:36 - 6:40
    for the final question he typed in his
    response in real time
  • 6:40 - 6:41
    uh... quite slowly
  • 6:41 - 6:44
    and then pressed a button inherit speak
    for him
  • 6:44 - 6:45
    so
  • 6:45 - 6:47
    depending on army
  • 6:47 - 6:51
    the context in which the person needs to
    use the communication
  • 6:51 - 6:53
    they may be taking your time
  • 6:53 - 6:55
    already made
  • 6:55 - 6:57
    put something in ahead of time and
    retrieve it
  • 6:57 - 7:00
    usually as many times as they wish
  • 7:00 - 7:07
    next slide please
  • 7:08 - 7:14
    soul items we skip disliking
  • 7:14 - 7:16
    uh... i'm sorry
  • 7:16 - 7:22
    so that's that's primarily for people
    with speech that studies who are evil to
  • 7:22 - 7:28
    recognize words uh... and and don't have
    any cognitive problems with language
  • 7:28 - 7:31
    a few people with cognitive disabilities
  • 7:31 - 7:36
    uh... kumain for example not people to
    recognize words when you see them
  • 7:36 - 7:38
    they're more likely to
  • 7:38 - 7:43
    wish to select a picture of symbol which
    may or may not be accompanied by texting
  • 7:43 - 7:48
    uh... that expresses the word of the
    concept they wish to communicate and in
  • 7:48 - 7:50
    the next slide will see a couple of
    different ways
  • 7:50 - 7:53
    to use graphics
  • 7:53 - 7:54
    communicate
  • 7:54 - 8:00
    otherwise a c works similarly as a test
    for people speak disabilities uh... they
  • 8:00 - 8:01
    had
  • 8:01 - 8:05
    generally would have the option of of
    speaking in real time or
  • 8:05 - 8:07
    were tent restoring something
  • 8:07 - 8:09
    uh...
  • 8:09 - 8:15
    it's certainly if people without coming
    to disabilities which wish to use a
  • 8:15 - 8:16
    picture based system
  • 8:16 - 8:20
    this for whatever reason there's
    certainly nothing that would prevent
  • 8:20 - 8:21
    them from doing that
  • 8:21 - 8:25
    but that's generally something that's
    that would be more used by somebody with
  • 8:25 - 8:27
    a cognitive disability
  • 8:27 - 8:30
    and if somebody has both cognitive and
    speech disabilities
  • 8:30 - 8:36
    it's more likely that that they would be
    using the picture of symbol base system
  • 8:36 - 8:42
    cell mix like it
  • 8:42 - 8:48
    so here it examples of ways to use
    graphics as part of a a c so
  • 8:48 - 8:52
    to communicate the concept hamburger
  • 8:52 - 8:54
    any of these
  • 8:54 - 8:57
    types of graphics might show up on the
    screen
  • 8:57 - 9:01
    so the graphic that's uh... on the far
    left
  • 9:01 - 9:04
    here's a photo illustration obviously it
    looks
  • 9:04 - 9:06
    very much like a hamburger
  • 9:06 - 9:07
    uh...
  • 9:07 - 9:11
    they probably just uh... a photo taken
    at that time period i speak backers
  • 9:11 - 9:12
    something
  • 9:12 - 9:14
    on the image in the middle
  • 9:14 - 9:18
    is from are symbols series called board
    maker
  • 9:18 - 9:22
    and it's a somewhat more stylized
    representation of the hamburger
  • 9:22 - 9:27
    but it's still a little clearly to
    anybody who looks at it
  • 9:27 - 9:29
    uh... is a hamburger
  • 9:29 - 9:31
    it's just a little more stylized
  • 9:31 - 9:38
    the symbol on me far-right is from a
    series of symbols hopeless symbols
  • 9:38 - 9:40
    and what inside the system
  • 9:40 - 9:43
    international status symbols
  • 9:43 - 9:44
    uh...
  • 9:44 - 9:51
    that where you have a babysat and then
    you combine them to create new words
  • 9:51 - 9:54
    sell for example did bliss symbol for a
    hamburger
  • 9:54 - 9:57
    consists of actually three symbols
  • 9:57 - 10:02
    i'm reading from left to right i'd
    believe these symbols are threatened
  • 10:02 - 10:03
    food
  • 10:03 - 10:05
    animal
  • 10:05 - 10:09
    so if you have a food animal on bread
  • 10:09 - 10:12
    that translates into a hamburger
  • 10:12 - 10:14
    if you have
  • 10:14 - 10:16
    those three images
  • 10:16 - 10:18
    and then uh...
  • 10:18 - 10:23
    uh... look uh... long line next to it
  • 10:23 - 10:24
    that means hopped up
  • 10:24 - 10:28
    uh... bread food animal lol
  • 10:28 - 10:29
    so
  • 10:29 - 10:32
    there's really no infinite number of
    ways to keep a comfortable with the
  • 10:32 - 10:33
    symbols
  • 10:33 - 10:35
    israeli infinite number
  • 10:35 - 10:37
    of ways to put them together
  • 10:37 - 10:39
    uh... to be able to
  • 10:39 - 10:40
    express words
  • 10:40 - 10:44
    and with somebody using blissful most
    might do would be to recognize the
  • 10:44 - 10:47
    symbol of the communication devices
  • 10:47 - 10:49
    press the symbol and that it would speak
  • 10:49 - 10:50
    hamburger
  • 10:50 - 10:53
    so somebody who wasn't familiar with the
    symbols
  • 10:53 - 10:54
    didn't know what they meant
  • 10:54 - 10:59
    but still have no auditory way of
    knowing what the person wants it
  • 10:59 - 11:06
    next slide please
  • 11:11 - 11:16
    his cell some selection considerations
    for anyone
  • 11:16 - 11:18
    the first of all for anybody
  • 11:18 - 11:22
    what do they wanted me to communicate
  • 11:22 - 11:23
    either in school
  • 11:23 - 11:26
    i have a wanting to get out into the
    community
  • 11:26 - 11:31
    do they need to speak to communicate
    with family and friends
  • 11:31 - 11:35
    e in uh... hospital situation and simply
    have
  • 11:35 - 11:42
    certain medical needs that they want to
    communicate very urgently
  • 11:42 - 11:43
    liked uh...
  • 11:43 - 11:46
    what what are the priorities there
  • 11:46 - 11:49
    so that really helps you focus on
  • 11:49 - 11:52
    what do you get the jewels needs are
  • 11:52 - 11:53
    um...
  • 11:53 - 11:57
    second thing is to put it what you need
    to communicate with
  • 11:57 - 11:59
    in what natural light
  • 11:59 - 12:03
    and their are some programs and there
    are some waves
  • 12:03 - 12:05
    to support languages other than english
  • 12:05 - 12:08
    i'm certainly here in northern
    california
  • 12:08 - 12:12
    we have a very large spanish-speaking
    population very large chinese speaking
  • 12:12 - 12:14
    population
  • 12:14 - 12:15
    uh... there a number of me
  • 12:15 - 12:18
    needs uh... in those directions
  • 12:18 - 12:19
    so
  • 12:19 - 12:22
    we're going to see an example of
  • 12:22 - 12:25
    strategy for being able to communicate
  • 12:25 - 12:27
    in languages other than english
  • 12:27 - 12:29
    um... morsel
  • 12:29 - 12:30
    need to know
  • 12:30 - 12:35
    they they wanted to communicate are they
    communicating with
  • 12:35 - 12:38
    other people who might be using the same
    symbols
  • 12:38 - 12:41
    either communicating with medical
    professionals
  • 12:41 - 12:43
    with family members
  • 12:43 - 12:46
    where they're communicating with us
  • 12:46 - 12:50
    fat consideration is how do they wanted
    me to communicate
  • 12:50 - 12:55
    uh... face-to-face over the telephone to
    a group
  • 12:55 - 13:00
    uh... we're not really talking about
    iphone is here but there is one program
  • 13:00 - 13:02
    promo quota co
  • 13:02 - 13:04
    until the time that a little more in a
    minute
  • 13:04 - 13:05
    that
  • 13:05 - 13:08
    we'll work over the phone
  • 13:08 - 13:11
    stuff somebody has difficulty with
    speaking
  • 13:11 - 13:13
    and wants to be able to
  • 13:13 - 13:16
    uh... communicate with people over the
    phone
  • 13:16 - 13:19
    is finding the related illnesses such as
    these two speech
  • 13:19 - 13:22
    and not effective for them
  • 13:22 - 13:26
    they could potentially use a program
    like below quoted go
  • 13:26 - 13:30
    to communicate directly over the phone
    rather than having to hold the phone up
  • 13:30 - 13:36
    to a communication device and getting a
    little equality of audio
  • 13:36 - 13:37
    on them
  • 13:37 - 13:41
    and where do they need to communicate
  • 13:41 - 13:44
    are they in the school situation where
    they need to communicate
  • 13:44 - 13:48
    they want to communicate in a restaurant
    so they can independently place the
  • 13:48 - 13:49
    order
  • 13:49 - 13:52
    idea performer
  • 13:52 - 13:55
    i'm one of the people who is has
    borrowed one of our eye pads it's
  • 13:55 - 13:57
    actually performance artist
  • 13:57 - 14:01
    unwanted to explore using at uh... as
  • 14:01 - 14:03
    part of his performances
  • 14:03 - 14:05
    so you can simply stored his poll
  • 14:05 - 14:07
    he's in his speeches
  • 14:07 - 14:09
    and then be able to retrieve them on
    demand
  • 14:09 - 14:12
    so that's a good question to ask as well
  • 14:12 - 14:18
    next slide please
  • 14:18 - 14:22
    so selection considerations to such a
    way for people with speech disabilities
  • 14:22 - 14:25
    uh... years will be using the experts
  • 14:25 - 14:28
    are preferred tight letter by letter
  • 14:28 - 14:31
    or to select existing words
  • 14:31 - 14:33
    uh...
  • 14:33 - 14:38
    in most cases if the typing letter by
    letter you know the if the mobile
  • 14:38 - 14:41
    devices releasing a revolution
  • 14:41 - 14:45
    in the mainstream news afford prediction
    technology
  • 14:45 - 14:49
    we prediction has been around in the
    assisted technology field for many many
  • 14:49 - 14:50
    years
Title:
iPads and Communication Apps_Making a Good Choice_Part 1.mp4
Description:

This is Part 1 of the "iPads and Communication Apps: Making a Good Choice" webinar archive.
People need to use augmentative/alternative technology (AAC) for a variety of reasons due to physical and/or cognitive disabilities. There is no one-size-fits-all strategy. This webinar covered some of the most common reasons people use AAC and what to look for in a communication app being selected to use on the iPad.

more » « less
Video Language:
English
Duration:
14:51

English subtitles

Incomplete

Revisions