iPads in the world of special needs

Photo courtesy of Beit Issie Shapiro

One of the most popular searches on Netbuddy is 'apps for the iPad'. It's a regular topic of discussion on our forums, too. So we decided to run a quick survey to find out how people are using the iPad to support people with special needs.

Out of those who responded, 75% said they were using an iPad to support someone with special needs, and 96% said they felt it had helped with communication and learning. Of the 15% who weren't using an iPad, just under 50% said they were either considering getting one.

A lot of people told us their children were using them in the classroom, and that their learning had come on in leaps and bounds as a result. The touch screen technology, combined with the portability of the iPad, seemingly makes it far more accessible to people with special needs than a PC with a keyboard and a mouse.

Our adaptive technology site expert, Chris Peak, who works with children and young adults with profound and multiple disabilities, backs this up. He said:  “I am amazed by students during assessments who have struggled for years to use switches and other access methods, but are able to use the touch-screen of the Ipad, even if it is just for a couple of games. It really has opened up a new realm of functional play, communication and enjoyment for many people.” 

Below are just some of the comments people made when taking part in our survey. If you are considering purchasing an iPad to support someone with special needs, but are not sure if it will be suitable – or you want to discuss other adaptive technology options, you can talk to Chris Peak on our ask an expert forum. For further tips and information, and to see a list of recommended apps sent in by other parents and carers, check out our Apps for the iPad info pack.

Here are just some of the comments people made about their iPad experiences ... 

 Janine, parent 

"It took 6 months for my daughter to start to use her iPad, and then it was not in the way I planned, but it suited her! Proloquo2go is just brilliant and we have personalised it well.  She 'plays' with 4 out of the 20 Apps we have and enjoys photographs and looking around.  Every month now she is getting better and better.  We have some lovely v. V. simple cause and effect games and she also likes 'typing' beause we all use it in the lounge doing our emails. Photos are brilliant for a daily diary to review the day with others and she can, on a good day, show others, especially if they ask.

Hilary's top 10 Apps would currently be: Proloquo2go, air hockey, photos, bloom, art of glow, Jeux brutis, music, the catthe hat & Hairy Mclarey books, videos where she is the star!"

Gill, parent

 "George, 12,  has a diagnosis of Ataxic Cerebral Palsy with Spastic Diplegia. George has an intention tremor, which is more prevalent when in extension; and makes it more difficult for him to gain speed and accuracy when using the keyboard. The iPad keyboard dispels all these problems.

He was experiencing hand pain when using the main computer keyboard at home. Now he has the world at his fingertips! George has showed his Occupational Therapist his iPad skills and she has now recommended that he uses an iPad with wi-fi access in school.  

George thrives on his learning abilities to cope with his physical disability and the iPad provides him with the tools he needs to excel in his learning." 

Michelle, parent

"Our 17 year old son with CP loves his new iPad and mostly uses it to watch music videos/movie clips via YouTube. He also uses it a little for communication (ProLogue) but since he already has a Dynavox V voice output device for augmentative communication, and has some verbal ability, he tends to use the iPad for more entertainment including games, music and photos.
He is able to independently operate the iPad even with limited motor capacity, which provides him with great satisfaction. It is the first computer he can access on his own, and can 'play' on it for hours."

Sharon, parent

"We find the iPad is a wonderful accompaniment to our kids' homeschooling. Our kids are aged 11, with Asperger’s syndrome, and 9 with learning difficulties and undiagnosed reading problems. They both have their own iPad and it travels everywhere with them. 

My son’s best friend has an iPad, and it allows these two aspie kids to be 'connected' to each other’s environment, without feeling the stress of having their personal space encroached on.

It allows the children infinite and instant access to information, so quite often my son can bee seen reading especially during bedtime. He will be researching something that caught his attention on wikipedia and many more. In many ways, the Ipad is allowing him to teach himself more efficiently than a human or a book could do."

Paul, Resource Coordinator

"I work in a special school for children with Cerebral Palsy. We have been using iPads now for a few months, with a great deal of success. It has greatly helped with their learning, and social life skills. Some of the students have iPhones and iPads at home and they are able to continue their learning when they leave school.

One of the advantages of this device is that students feel they are using a piece of kit that is "cool" and does not label them as having special needs.  We are increasingly working with iPads and other Touchscreen  and voice activated  Technology, and I should imagine we will continue to do so."

Deborah, Speech & Language Therapist

"We are mostly experimenting with communication apps such as my choice pad and proloquo. But we are also supporting adults with learning disabilities to use skype/make talking photo albums using and chat books using scene and heard. And we had a lovely experience the other day when an older man with learning disabilities was able to use his ipad to give a eulogy to the congregation at his friend’s funeral."

Anita, parent & home schooler

"I am using an iPad in home-schooling my 6-year old daughter who has Down’s syndrome. It has definitely helped focus her communication and learning. The bright screen helps with visual impairment, although we need to limit screen time as it’s exhausting for the eyes. It’s really good for focused learning with specific aim/time limit. And the light touch means she can operate it without pressure required."

Janine, Occupational Therapist

"I work with a little girl with cerebral Palsy. She is 7 years old and attends a mainstream school with support.  I was able to convince a local charity to buy her an i-pad two years ago and it’s been great. She cannot use a pencil so typing is her main method of recording her work.  She can communicate verbally so she doesn’t use it as a communicator.  She downloads loads of apps and is extremely skilled at navigating with it.  She uses it constantly and has improved her independence.  It has been brilliant for her.  I would strongly recommend it."

Jimmy, parent

"My son Joe is severely autistic, but the iPad has been, far and away, the most successful thing we have ever bought him. Has definitely helped with concentration and communication. Joe is largely non verbal, but since using the iPad, he seems much more ready to connect with people and his understanding, if not his speech, seems to have improved."

Andy,  community nurse for children with learning disabilities

"I know some families that use them for all kinds of things, eg:

* helping their child communicate through repeating words they hear on the screen

* visual timetables and schedules

* social stories of different situations that can contain photographs and audio of the child themselves

* relaxation techniques

A teacher told me they could not engage a class of young people with autism in the structure of story telling  until they used ipads to do animated films and they totally got involved. Another class had a trip to London and they had iPads with their schedules on so they knew what was next with photos and information."

Jilly, parent

"I use an iPad with my daughter, Lily, who is two and a half. Lily has Down's Syndrome, complex health issues and a visual impairment. Using an iPad is helping with her learning as she is very motivated to use it. It also responds a lot quicker than the laptop. Also, it has helped to identify her visual field loss / difficulties as when she started using the ipad it became very apparent that she only did things in her left field of vision.

We are using the Downsed Special Words app, and although she cannot yet match pictures I believe that this is helping with her reading skills. She enjoys cause and effect type games and is able to operate them independently - although I have to be fairly close to prevent any throwing of the iPad!"

Sarah, parent

"Our son has Sotos syndrome and lacks speech. Before we got him an iPad he would not have engaged with jigsaw puzzles and would have thrown them across the room. Since using the iPad, he and I have sat down together and completed a real puzzle. The fact that he could take his time and complete puzzles on his own in his own time on the iPad, has provided him with the confidence to do it for real.

Put a search in YouTube for number train, fruit train or alphabet train and you’ll get kids videos of a train pulling trucks with numbers, letters or fruit. Each one is read aloud and I often find our son sitting repeating the number or letter, or singing the song. He is learning to count, recognise colours and shapes and sing songs all from just watching videos.

He can play games that support his education and learning that are about the things he loves. For example, Bon the Builder, Thomas the Tank Engine and Postman Pat are his favourite TV shows. There are apps for all of these, so he can play games and be completely engaged. In the Bob the Builder app, Bob also has his own iPad!

Our son is very independent, but he lacks the ability to sit still for long, however, the iPad can keep him entertained (with all things educational) for good periods of time.

Our son’s school also uses iPads as part of their learning environment."

Natasha, parent

"My son is 15 and has no speech. He uses an iPad for communication - running gripplayer and his preset grids as well as predictive typing keyboard. he also accesses home videos and photos as well as downloads like postman pat.  It is far better than previous ultra PC as is more lightweight and has longer battery power. However - very important to have a good case to withstand drool and drops. We have a griiffin military-grade case.

The use of communication software has opened up his world.  The iPad screen is clearer, more responsive and easily portable as well as having better battery life and being cool."

Arabella, parent

"We have found that using children's apps with our autistic daughter has helped immensely. She just seems to get it straight away.  It helps her with recognising shapes, learning numbers, letters, sounds....it's endless really, she can even finger paint on it without all the mess while we are in the car.  She gains confidence with it everyday"

Andrew, parent

"Our son is autistic he loves the ipad and uses it mainly for listening to stories. It saves our voices reading them over & over. His school did an ICT workshop & the staff were very enthusiastic about using iPad & hope to get some for classroom use. We find he uses the iPad better than a computer."

Sandra, parent

"We brought my daughter the new iPad for christmas, and she has put it down yet.She is 23 yrs old, has complex needs.  She needs support to get into what she wants to look at which is videos, photos, music, Youtube, simple games on internet etc.
One of the most wonderful things is we can enjoy ‘face time’ phone calls with her now where ever she is, it's a marvellous bit of kit! Because it is so small and light she can happily carry it around.  We did buy her the ‘child proof’ case from USA which has proved worth every penny it was about £35.
One of the reasons we invested in the iPad was because we know other young people with special needs that were using them successfully, we have not been disappointed."

Product review - Phil and Poppy test the Iballz!

The first in a series of product reviews, Netbuddies Phil and Poppy from Bristol review the Iballz!

If you'd like to be our next Netbuddy reviewer, or if you're a company with a product that’s great for special needs and you'd like us to road test it for you – please email kat@netbuddy.org.uk.

 

Poppy & I are big Ipad fans!  Having an iPad gives Poppy (who’s 5, and has Cerebral Palsy) a huge amount of independence and the ability to improve her fine motor skills in a fun and engaging way.  It’s so useful that Poppy takes it to school every day as it allows her to participate in class activities she would otherwise be excluded from such as painting or drawing.  Instead of holding a brush or pen, Poppy simply uses her finger instead (and the other kids think she’s very cool – everyone wants a go).

So - having forked out for Poppy’s shiny new iPad, and laid out even more cash to purchase a few communication apps, it is a worry that it’ll get damaged or broken – it’s a big cost to replace.

At times, Poppy’s lack of movement control and over enthusiasm can result in it being launched across the room and it’s frequently dropped.

Therefore, given the chance to try out Iballz – Poppy & I were very happy to volunteer as testers!

Iballz consists of four foam balls attached to an adjustable elastic bungee cord. Notches cut in the balls slide snug over the corners of your iPad.

The cord is adjustable so you can comfortably fit iBallz on different sizes of tablet. Due to this versatility you always have this extra length of cord hanging around but the maker provides a velcro bit at the end so you can tie it out of the way — a nice touch.  You can also use this to hang your Ipad on the wall like a picture frame!

Once mounted, the iBallz not only stabilizes your iPad on a flat surface, it protects front, back, and sides from many accidental falls or drops. 

We really liked the fact that iBallz doesn’t add any weight or conceal your iPad in any way. It’s a really nice addition and is stylish too! Dropped from any angle, it never touches the floor and is elevated above spills and sticky surfaces (which is REALLY useful in Poppy’s case – Daddy has been known to spill the odd thing now and again too!).

As well as protecting our iPad, iBallz is also useful for little hands.  Whilst the iPad has a beautiful sleek design, it is not the easiest thing for Poppy to grip and hold. The flexible nature of the iBallz allows you to reposition the balls to tilt and rest it at the optimum typing angle.

For £15.99 we think it’s a touch expensive, but worth the investment for peace of mind, and not having to be too worried about minor drops.  Most of all, it has the potential to make the Ipad a little more comfortable and easier to hold.

See Phil and Poppy's video review at: http://youtu.be/dJwdy-Y71SY

Iballz can be purchased from www.iwantoneofthose.com 

Poppy and Phil gave the Iballz 3 stars (out of 5).

A letter to my mother, my brother's carer

Hello, Netbuddy website manager Emma here! The Guardian first published this letter to my mum last year, but I thought I'd share it with everyone again to mark World Down's Syndrome Awareness Day....

You knew something wasn't right before anyone else did. You kept calling the nurses over, but he was always asleep when they came. You wanted them to see his eyes, but he always had them closed. They smiled and put it down to new-mum nerves, but you knew.

"Your son is a congenital idiot," were the doctor's carefully chosen words. They are as sharply etched now as they were 54 years ago. "Best to wipe the slate clean and start again." You were young and newly married. This was 1956 and mental institutions were still the norm. No one expected you to take him home. But you did.

You had to feed him round the clock, he was so slow to eat. It took him a long time to reach the milestones other parents took for granted – rolling over, sitting, holding a spoon – but you knew he'd get there. And you delighted in his achievements, no matter how small they might have seemed to others.

He was "ineducable" but you taught him to read and write. You showed him how to keep a diary and encouraged him to write thank-you letters. He was a little clumsy, but he loved to help. You'd give him a big bowl of peas to shell or have him rolling socks into pairs.

Having a child with Down's syndrome was nothing to be proud of then. But he was your firstborn and you were proud of him. When a friend asked him to be the page boy at her wedding, you wrote an article in this newspaper about it.

He was seven when I was born. By then, you'd learned to ignore unkind remarks, so when a neighbour peered into my pram and said, "See you've got it out of your system then," you just smiled.
You say he adored his baby sister and was always eager to hold me. He was the perfect play companion – patiently returning toys I'd chuck out of my cot. I have happy memories of camps he and I built together under the dining room table.

When my younger brother was born, your family was complete. You had three of us to look after, each with our own separate needs. You made it look effortless, but I realise, now, how much work you put in.

I didn't really mind people being curious about my brother. I never felt ashamed of him. Even as a sensitive teenager, I wouldn't flinch when he wore his Batman costume to the beach or stood up in the cinema to wave at his favourite characters. I took my cue from you. It made him happy – where was the harm?

But sometimes I just wanted to be like everyone else. You gave me the space to do that. Somehow you made us all feel special and important. I know, from hearing other people's experiences, how hard that can be in families with disabled children.

You taught me some of the most valuable lessons I'll ever learn. You showed me that everyone has their own contribution to make, whatever their ability. You taught me about tolerance and compassion. And, above all, you showed me how to get on with life, even when it throws you the unexpected.

At 78, you're still caring for my brother. You take him to his clubs and his horse-riding, and you massage his arthritic feet. You're still proud of him after all these years. You show me things he's made at his day centre and tell me funny things he's said. You should be taking it easy now, but you're still a full-time mum.

I know there are many others like you, who've had a lifetime of looking after their sons and daughters – a lifetime of putting someone else's needs before their own. I salute you all.

Netbuddy Says...: Tricky Moments

Netbuddy Says...: Tricky Moments: Netbuddy has been working with Enable Scotland to produce a booklet of practical tips and strategies for managing challenging behaviour call...

Tricky Moments

Netbuddy has been working with Enable Scotland to produce a booklet of practical tips and strategies for managing challenging behaviour called Tricky Moments. All the tips and ideas in the booklet have been tried and tested by parents, teachers and other professionals, and cover a range of topics, including:

• Aggressive behaviour • Repetitive questioning/actions • Sexualised behaviour • Withdrawal • Toilet training • Inappropriate language • Eating challenges • Separation anxiety • Sleeping difficulties

The ideas and suggestions in the booklet are not guaranteed of course, but they are strategies that have worked for others and may be effective for you. Everyone will react differently to different approaches, and the age of the person you are caring for will also make a difference.

You can download Tricky Moments for FREE from the Netbuddy homepage. If you have any good tips that you would like to add, please send them to us and we will include them on the website.

Win The Whole Shabang!

 

 

Is it a book? Is it a CD? It's both those things and more...

 

The Whole Shabang! is a unique learning resource designed to transport children into a world of role play and encourage listening, participation and social skills. Born out of years of hands-on experience in nurseries and SEN settings by musicians and theatre practitioners Russ Elias and Kim Reuter of Shabang! Theatre Adventures, The Whole Shabang! includes a DIY toolkit of ideas to promote 3-D learning.

As well as a book with quirky and delightful illustrations, The Whole Shabang! includes a CD of 17 catchy, original songs accompanies by Makaton signs, musical score and a range of practical, creative ideas to enhance learning.

Now you can win The Whole Shabang!

 

We're giving away a free copy of The Whole Shabang! to one lucky tipster. Simply send us your tips and we'll enter you in our free prize draw. The more tips you send, the more chances you have of winning!

Deadline for tips is 20 March 2012

Language can be a minefield, particularly when it comes to talking about disability. The words we use to describe people with disabilities has changed so much over the years that it’s tempting to dismiss the whole issue as political correctness gone mad.

 

But using the wrong language can make people feel offended and excluded. And, while changing language won’t necessarily change people’s attitudes towards disability, it is part of that process.

Which is why we at Netbuddy wanted to make sure we were getting our words right. We decided to conduct a survey amongst our followers – parents, carers and professionals. We asked them what terms they preferred when it came to describing the people they lived and worked with. Was it ‘learning disability’ ‘learning difficulty’ or ‘special needs’ … or was it something else entirely?

Turns out they had a lot to say ... 

Learning disability was the preferred term, with 36% of the votes. Special needs was in second place with 23%.

A lot of people felt that ‘special needs’ referred to school-age children, whereas ‘learning disability’ was a more appropriate term for adults.

“I’ve often wondered why people stop being ‘special’ when they reach 18,” one person wrote.

One or two said they felt ‘special needs’ was slightly patronizing.

“There’s nothing special about disability,” one person said. “I feel head-patted every time I hear someone use it,” said another.

One parent, however, said she preferred ‘special needs’ because, "It encapsulates everyone the best."

Another said: “The only problem with ‘learning disability’ is it doesn’t cover complex medical needs, which my son has in addition to his learning disabilities. I think that’s why ‘special needs’ is popular too.”

Several of our followers pointed out that people with autism or aspergers didn’t recognise themselves as having a learning disability, and many therefore preferred ‘special needs.’

Netbuddy’s parenting sibling advisor, Paula Dawson, made an interesting point:

“’Special needs’ infers additional ‘specialness’ which is unhelpful for siblings to hear,” she said. “Also, ‘special needs’ says nothing about what the person’s needs actually are.”

A number of people said they used ‘special needs’ when talking to people who didn’t know much about learning disability. “I describe my daughter as having ‘special needs’ or ‘learning disabilities’ depending on who I’m talking to,” said one parent. “I gauge it on the situation and the context,” said another.

In fact, 11% of people who responded to our survey said they used various terms interchangeably.

A view that was summed up by one person, who said: “I think all the terms that are used have subtly different meanings, so they can all be used in different circumstances.”

Another term that provoked discussion was Learning difficulties which received 10% of the votes.

 

According to the British Institute of Learning Disabilities, many people with learning disabilities prefer the term ‘learning difficulties’ and it is the wording used by People First, an international advocacy organisation.

It is certainly a term that seems to be gaining in popularity, however the majority of our followers surveyed felt that ‘learning difficulties’ referred to conditions that affected learning, and often referred to a child’s academic attainment. Most people said it wasn’t appropriate for people with more complex needs.

“Our team would say learning disabilities when IQ is less than 70 and they are part of a specialist service,” wrote an occupational therapist. “Learning difficulties refers to conditions like dyslexia and dyspraxia.”

The Warnock Committee has suggested that ‘learning difficulties’ should be used to refer to specific problems with learning that might arise as a result of issues such as medical problems, emotional problems and language impairments. Learning disability indicates an overall impairment of intellect and function.

“I think of ’Learning difficulties’ being something that people can grow out of – like problems with reading or language development, whereas ‘learning disabilities’ are permanent,” wrote one person. “Learning difficulty is mainly used in education,” said another.

Additional needs was preferred by 10% of our respondents.

“I prefer to use the term ‘additional needs’ as it simply suggests that an individual may need a bit of extra support and also relates to a range of needs,” said a family information and advice officer.

“If my son is listening, I say ‘additional needs’ as it sounds more respectful,” a parent wrote. “I’m training to be a speech therapist, and we use the term ‘additional needs’,” said one person. “I think it’s preferred by professionals.”

Special Educational Needs (SEN) received 4% of votes. 

Although many people felt it was a term limited to school-age children. Solicitor Michele Michaelson said, “I prefer to use ‘Special Educational Needs’ because that has a specific legal meaning."

Complex needs received 3% of votes.

“I use the term ‘complex needs’ for people with profound multiple learning difficulties, “ said one person. Indeed, it seems to be a term most of you associate with severe learning disability.

“Complex needs means different things to different people, so I don’t think it’s a useful term,” said another.

“Complex needs tend to describe someone with a multi-faceted condition, rather than being a term that can be used to describe all people with learning disabilities,” wrote one parent.

“Complex needs is usually if a person has physical disabilities as well,” said another.

Sharing 1% of the votes were ‘Learning differences’ and ‘Mentally handicapped.’

“I know people say that ‘mentally handicapped’ is degrading, but at least it’s specific,” wrote one respondent. “I’m a community nurse for people with learning disabilities, and I think all the other terms are so confusing – even professionals get it wrong. We have so many inappropriate referrals from all sectors, including teachers and doctors.”

And finally, a number of people pointed out that any label should always come second to the person.

“We always mention the child or young person first, and then follow on with their additional needs,” said one family support officer.

Flo Longhorn, Principal consultant in special and multi sensory education summed it up perfectly by saying: "I certainly do not introduce myself as an 'internationally-known principal consultant with dyscalculia and a wonky thryoid!'" 

In conclusion, perhaps, we should take our lead from one parent, who cautioned against being too precious about terms.

“People can be scared of saying the wrong thing, and that just creates more barriers,” she said. “Of course, if they say the wrong thing on purpose that is totally different, but even my friends have said things I wish they didn’t without meaning to be hurtful. Don’t we all do that?”