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Jacinta Grice
Jacinta Grice

Jacinta Grice is the Head of Department at Hillmorton High School's Upland facility in Christchurch, New Zealand. Upland provides special needs education for students funded by the Ongoing Resourcing Scheme (ORS). The document outlines Jacinta's transdisciplinary approach using iPads and assistive apps to support students' language, social, and motor skills both in and out of school. It recommends apps like Proloquo2Go, TouchChat, Video Scheduler, and Pictello that can be used throughout students' lives.

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Name: Jacinta Grice School: Hillmorton High School City: Christchurch Role: HOD Upland (Special Needs Facility for ORS funded students) 1
Presentation ulearn
Outline In school Out of school At home Interacting social skills
iPads for life
Transdisciplined Approach Team approach and all pulling together for the common good. The teacher and families supports students to use apps throughout their lives. The SLT and OT supports all language and social skills The Physio supports movement and scheduling.
Apps we use Communication Proloquo2Go TouchChat Scheduler Video Schedular First Then Video Schedule
Apps we use continued Story making (photos with text and voice Pictello TapSpeak Sequence Language / Speech Literacy Many available
More useful apps iPad Notes iPad alarm Recipe book After establishing the iPad as a tool we introduce leisure apps but it is necessary to establish the iPad is not for playing.
Places to find good apps DTSL Spectronics Jane Farrall Caroline Musselwhite -
Protection Regular retail
Other case options Kraken
iAdaptor for iPad Suppliers DTSL Spectronics Carry handle with strap and stand good for noisy environments as has own speaker
Viewing screen using Large TV
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Editor's Notes

  1. A couple of years ago I did a graduate diploma in Teaching People with Special Needs and I became very enthusiastic about using ipadsipods blogs emails and facebook as a learning tool and communication device.
  2. Very early on as a department we identified that to use iPads we had to use them as a whole of life device and work with families. Since then we have worked on students having their own personal devicse using the logic that no one shares their mobile phone.
  3. Initially we started off by using Proloquo2go and used core vocabulary to promote language for students who are non verbal. For students who can write we used Notes and got students to write their own News each day to take home and for homework they prepared their News to share with the class. Also we got students to take pictures to share at News. The results, greater participation in students sharing their news, more language development and a surprising one students developed a sense of ownership and a pride in their iPads
  4. LawrenceOpportunity to practiceAuthentic interactionsTeam approach and working informed by the wider information available
  5. Apps pics of icons here.
  6. DTSL - http://assistive.dtsl.co.nz/files/iPad%20Apps.pdfSpectronics - http://www.spectronicsinoz.com/apps-for-special-educationhttp://www.spectronicsinoz.com/iphoneipad-apps-for-aac (Jane Farrall)Caroline Musselwhite - http://spedapps2.wikispaces.com
  7. Depend on needs we haveβRegular retailHigh protection e.g. Kracken/ Griffen (survivor) which cover the screen as well as back and sides of the caseiAdaptorLawrence to talk of the ways of looking at the whole and working through to solutions including VSM and taking the device as a content creation tool.Where to .. Simons blog spot coffeesmithy@blogspot.com as an interaction Yuko and Simon created.
  8. Q and A