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Tag: AT for Community Living

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News and Events Resource

UR Community Cares

Written by Donna Powell

If you’re looking for ways to help older adults age in place and persons with physical disabilities live more independently, you can now refer people to UR Community Cares.  This nonprofit organization, based in Manchester and covering all of Conn., is making great strides in matching up homebound residents and others who need safe-distanced assistance from volunteers living nearby. Needs can range from temporary (recovery from surgery) to permanent (no longer able to use stairs for laundry).  Service includes household tasks, yard work and companionship visits such as pick-up/delivery of groceries and other essential errands.  Participants are background-checked and follow COVID-19 safety protocols. There is no charge for services or for the secure online enrollment at URCommunityCares.org. Visits can be scheduled weekly, monthly or as needed, and pre-scheduling allows for caregiver respite opportunities.

Co-founder and president Michelle Puzzo is available to schedule an online informational meeting and website demonstration with your organization. Please email info@urcommunitycares.org or call 860-430-4557.   UR Community Cares is also seeking new board members, advisors, volunteers and sponsors.

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AT Success Stories News and Events

“Alexa, Can You Help Me Access My Environment”

Written by JoAnne Lambert, M.S. CCC/SLP, EASTCONN

Accessibility. Independence.  Important for all, but especially important for individuals with disabilities who use Augmentative and Alternative Communication (AAC).  Through a grant obtained by the Eastford School District, two Amazon Alexa Smart Speakers were purchased for use by a student who uses an AAC device to aid in communication.  Through the use of voice-command technology, an AAC user is able to create a message or a question and “ask” the smart speaker using the command word “Alexa.”  For individuals who have difficulty accessing information by traditional means or accessing their environment due to a variety of disabilities, this type of technology can provide the opportunity to be more independent!

Student using her AAC device to access Alexa In order to determine how we were going to implement the device at different opportunities throughout the student’s day, the educational team looked at what the student’s typical day looked like as well as her individualized educational programming.  It was decided that we would start with the following commands; “Alexa, what’s the weather in (town).”  This would allow the student to report the weather to the class during morning meeting.  “Alexa, set a timer for (time)” and “Alexa stop the timer”—this would allow the student to set a timer while completing cooking tasks as well as while performing various other life skills activities where a time limit or a simple reminder is needed.  “Alexa, play music by (preferred music artist)” would allow the student to engage with her peers socially and enjoy the leisure activity of listening to music.  Finally, “Alexa, play calming sounds” to allow the student access to self-calming techniques rather than relying on an adult to anticipate and initiate the calming strategy.  The student’s AAC tool (iPad mini with TouchChat HD-AAC app running MultiChat 15 Student vocabulary), which already contained a folder to access voice command, was customized to meet the communication needs.

AAC screen shot of Amazon Alexa voice command options.

Through use of the Amazon Alexa paired with the student’s AAC Device, the student is able to participate in a variety of activities including engaging with her peers during social opportunities to play preferred music.  She provides an up-to-the-minute weather report so the students can plan on their outerwear or umbrella needs, and can independently set the time when the class engages in baking goodies! As we move forward, we will continue to expand the use of Alexa skills across the student’s day. The possibilities for access to information and environmental control and increasing independence are certainly exciting!

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AT Success Stories News and Events

Despite School Closures, Switch User Doesn’t Miss a Beat!

Written by Stacy Fulton, EASTCONN Assistive Technology Specialist, ATP, OTR/L, CAPS

When school buildings closed in mid-March due to COVID-19, I joined the ranks of Connecticut’s educators, therapists and AT providers who were forced to find creative, alternative ways to provide direct services. One of my biggest challenges was how to provide appropriate services for a student with significant physical and visual impairments who required assistive technology in order to participate in his educational programming. Because this young man would need to work from home, EASTCONN’s AT team decided to offer a crash course in technology to the student’s mother. She was excited and eager to learn how to use his extensive array of equipment; once it was delivered, we established a training schedule that suited her needs.

Every Monday, we presented one new “device” with our student’s mom. We shared videos to reinforce the technology set-ups and functions and taught her how to connect and use them. With this training she was able to support her son’s progress in communication, cognition, participation in virtual class meetings and leisure activities.

EASTCONN Training VideoThe devices that were presented include an access switch, iPad/talker with GoTalk Now for making choices through auditory scanning, Powerlink to participate in functional home activities, All-Turn-Spinner to increase his participation in virtual class meetings, Step-by-Step Communicator to share novel information during virtual class meetings, a laptop computer with switch access for accessing auditory books and switch websites, and a switch-adapted Uno Attack game for social interaction and leisure. The student’s mom quickly mastered each device and was able to utilize them at home with her son on a daily basis. Mom successfully

adapted to holding the switch for the student, since he was awaiting the arrival of a new switch mount. Mom happily shared his success with the devices at home by sending videos to our team. If you’d like to see how well this student used his assistive technology, click on the following link to view one of the videos (and see his priceless smile) while using the Powerlink to participate in a food-prep activity with his mom.

Click here to see Video on Facebook https://www.facebook.com/cjghuber/videos/1127137150956057/.

Student helping mom using switch/Powerlink to activate the blenders

 

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General News and Events

Free CRISKids Resources During COVID-19

CRISKids Audio Library

CRIS is offering free, temporary log-in credentials to educators, parents and students to access the CRISKids Audio Library during the pandemic. The CRISKids Audio Library is quite extensive, with more than 1,000 recordings, nearly all requested by teachers in Connecticut. Access to the recordings will be free and available on any Wi-Fi connected device or smartphone, as well as through our CRIS Radio mobile app.  Contact Laura Boogaert at lboogaert@crisradio.org to receive free login credentials and instructions on how to access the service.  

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General News and Events

Independent Living Centers Use Virtual Strategies to Offer Critical Support

Republished  from Connecticut Association of Centers for Independent Living (CACIL)

As an Independent Living Advocate, Katie Smolinsky supports and guides people with disabilities through finding ways to live life in the community, such as learning how to use transportation, applying for benefits and finding affordable housing. She also helps with day-to-day living skills, like budgeting.

Before the COVID-19 pandemic closed Connecticut’s five Independent Living Center (ILC) offices, Katie met with consumers in-person to establish their goals and plan to help them reach maximum independence.

Today, Katie can’t meet in person, which is especially challenging when working with deaf consumers and more important than ever for every consumer during this crisis. But through video phone and other conferencing technology, where she utilizes her fluency in American Sign Language, Katie is able to maintain a connection.

Katie Smolinsky “I’m the person who stands behind them, cheering them on with encouragement and accountability,” Katie says. “Working as an advocate is an incredible way to empower individuals to live independently.”

Connecticut’s ILCs are one of the state’s most cost-effective programs, making it possible for thousands of people to live in their communities. Katie is just one of dozens of ILC staffers across the state who continue to work every day to provide essential services.

Thank you for your continued support of Connecticut’s Independent Living Centers!

 

You can reach out to the Centers Independent Living in your area

  • Independence Unlimited, Hartford, 860-523-5021
  • Independence Northwest, Naugatuck, 203-729-3299
  • Disabilities Network of Eastern CT, Norwich, 860-823-1898
  • Access Independence, Stratford, 203-378-6977
  • Center for Disability Rights, West Haven, 203-934-7077

For more staff spotlights and information on CACIL visit their page on Facebook: www.facebook.com/cacil.net

Categories
News and Events Product Spotlight

Featured Item: The GrandPad

Written by EASTCONN, Where Learning Comes to Life, Assistive Technology Library

During these uncertain times our reliance on technology to stay connected with family and friends is more important than ever.  Designed with seniors in mind,  the GrandPad simplifies the interface to the basic features offered in many other tablets.  With it’s large buttons and intuitive interface the GrandPad is a functional tablet for seniors.  The GrandPad can help seniors to stay connected by easily viewing family photos and videos, playing games, listening to music, checking emails, making phone calls, video chatting, and much more!

Interested Consortium Member districts can borrow this item by contacting any member of the AT Team or by emailing Carol Magliocco at cmagliocco@eastconn.org.

Categories
ICT Accessibility News and Events

Accessibility Tip: Everyone Uses Captions!

Written by Adam Kosakowski, M.Ed., ATP, Assistive Technology Specialist at New England Assistive Technology (NEAT), an Oak Hill Center

If you’re deaf or hard of hearing or know someone in that population, you likely know about captioning and how it’s needed on videos in order for them to be accessible. But, did you also know that 80% of people who use captions are not deaf or hard of hearing? I am part of that 80%, and although I do not identify with deafness or being hard of hearing, I always turn on
subtitles/captioning when available because it improves my comprehension of dialogue and increases my engagement with the video.

I love captions!
What I’m saying is, captions are used by a huge audience!
(For this statistic and more, check out this link: captioning statistics article by 3PlayMedia)

Quick fact! Captioning and subtitles are technically different. Subtitles are displayed during a video that includes spoken dialogue. Compare this to captioning, which includes spoken dialogue as well as non-dialogue noises like laughter, coffee pouring, explosions, etc. But, the two terms are often used interchangeably nowadays. This article will use the term captioning in
this flexible way.

So, nearly everyone wants captioning, whether or not they have a disability. But, captioning on videos in social media is rare, especially when you consider how many videos are posted every day. The good news is that you don’t need to be a video editing expert to add captions to your videos. There are a myriad of ways to add captions to your videos and my favorite is Clipomatic on Apple devices.

Clipomatic costs $4.99, but it is so worth it. When you start up the app, you press the big red record button and start recording, just like you would in other recording apps. While you record, the app automatically hears what you’re saying and adds captions to your video. When you’re done, press the stop button. Before you save your video, you can even tap a caption it created and then edit it, which is great when the app makes a rare mistake in its word recognition.

Using apps like this, you can seamlessly add captioning to your videos and post to social media. Taking this small, extra step can help you make a statement as an accessibility advocate!

Contact Adam at Adam.Kosakowski@OakHillCT.org and follow him on Twitter: @NEATwithAdam

Categories
AT Success Stories News and Events

Working Together to Support Independence

Written by Stacy Fulton, ​EASTCONN Assistive Technology Specialist, ATP, OTR/L, CAPS

In the Spring of 2019, Connecticut’s State Department of Education, Bureau of Special Education, made available an opportunity for one-time funding for “Individuals with Significant Cognitive Disabilities.” Eastford Public Schools, in collaboration with EASTCONN’s Woodstock Academy Cooperative, proposed and received an award to further independence in an Eastford student, along with her peers in the program, and to improve their Activities of Daily Living (ADL) skills. One facet of the program added the support of EASTCONN’ S Occupational Therapy and Assistive Technology professionals, first to identify tools and resources to support independent performance; and second, to embed training and consultation to support both staff and students in strategies and practices that support increased independence in ADL’s.

Student practicing vacuuming as part of learning day to day tasks that will support their independence after graduation.

EASTCONN’s staff worked with the team to identify skills to be incorporated into the program: making a bed; laundry, including sorting; use of the washer and dryer; folding and hanging clothes; vacuuming and cleaning routines; hygiene; dressing; and meal preparation, including following recipes and cooking. Grant funding was used to establish an independent living room and to purchase specialized adaptive equipment to support skill development and independence in project activities. The independent living room allows students to practice independent living skills tasks on a daily basis, such as the vacuuming and folding tasks pictured below. These and other daily living activities are supported and reinforced through the use of an iPad for learning new tasks, such as videos, and step-by-step visual supports.

The iPad has also enabled students to be more independent in their meal preparation tasks through the use of text-to-speech and step-by-step directions for recipes in apps, such as Storybook Creator. The adaptive cooking equipment has increased students’ ability to manage a variety of tasks needed for meal preparation in a more independent, efficient and safe manner. See the illustration below where students are working on a Smoothie recipe. Directions are provided with visual and auditory support on an iPad. If necessary, the blender can be operated by using a switch, which allows students of all abilities to participate.

Students in kitchen using Text-to-speech devices and recipe apps enable students to experience increased independence as they prepare meals.

 

Categories
News and Events Product Spotlight

Smartwatches as Assistive Technology

Written by Nicole Natale, MS, CCC-SLP, ATP, CREC Resource Group

There is no denying the rise in popularity of wearable technologies, especially smartwatches. The market is saturated with many devices that have a multitude of features. Smartwatches provide many benefits to people with disabilities and can be used as part of anyone’s Assistive Technology toolkit.

Many smartwatches operate either from a connected cell phone or they stand alone with a separate data plan. The Best Reviews website has a comparison listing of the five most popular smartwatches on the market. Available across the most popular, most robust smartwatches, the features that can help anyone include:

  • Benefits for executive function issues, such as auditory and haptic reminders, some with video as well; calendar and appointment reminders; alarms; visual schedules and prompts; and curation and capturing of information for later (using voice commands or memos).
  • Health rewards, such as fall detection, heart monitoring and mindfulness.
  • Expressive communication rewards, such as speech-to-text messaging, text-to-speech content reading, and 3rd-party apps for communication, such as Proloquo2go and Proloquo4text for iOS.
    Location tracking with GPS and auditory/haptic maps information when walking.

There are many third-party apps to choose from for smartwatches, including Fantastical 2 for Apple Watch (combines Reminders and Calendars information), Just Press Record (voice memos), and Google Keep (a cross-platform with tools for reminders, lists and storage of information, including website curation). Check out Dr. Luis Perez’s webinar on wearables as assistive technology for an excellent overview of wearables and their uses.

While many of these options are geared more toward adults and older children, younger children and people with intellectual disabilities may also benefit from more simplified smartwatch technology, particularly if a cell phone is not an option. Some popular options include the Kidizoom Smartwatch from VTech and the Doki. T3 has a current article on wearable technology for children. Many of these smartwatches and fitness trackers can voice and/or video call; message; provide GPS locators and safe zones (caregivers can set up an acceptable range for individuals to roam and if they leave the area, the caretaker will be notified); calendars; reminders; photo-taking; fitness information; and emergency SOS alerting.

Smartwatches and wearable technologies have opened up a host of possibilities for many people. They can help any individual become more independent and achieve their potential. This article only touches on the capabilities of these devices. The possibilities of further feature improvements are endless!

Who We Are

The Connecticut Tech Act Project (CTTAP) operates out of the CT Department of Aging and Disability Services. We help people with disabilities, family members, employers, educators and other professionals with access to Assistive Technology devices and services.

© CT Tech Act Project 2023. All rights reserved.

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