day 9 movie morning and switches

On day nine the class shared their movie stories. It was amazing to see how much was done in such a short time. I can imagine what could be done for one student if such a concerted effort was applied to their needs. I don't see that often. It isn't that most teachers are not dedicated. It's that human and material resources are spread very thin sometimes. I think that students in rural areas miss out because access to specialists and specialized services are limited. I feel that the information and skills that I have been able to obtain over the last two weeks will help me contribute more to the context that I work in. I know that it's the tip of the iceberg but I feel that it is a good beginning. The process of choosing switches and the various types was very interesting. The application of switches to various student tasks interests me because it requires creative problem solving and inventing sometimes. The process of applying AT to student tasks reminds me of the Inuit ingenuity I observed while I was working in the north. Some of the people I met could solve the most amazing problems with items that they found lying around. One person I met solved a problem of a blown out piston in his snowmobile using a round file and a screw. Of course he had to build an igloo around the snowmobile, take it completely apart, fix the piston and reasssemble it, and drive 200km back home. Sometimes we underestimate human ingenuity. When we are properly motivated and think outside the box or inside the igloo, interesting things can happen. The following are some things that we reviewed in class to consider when choosing switches for given tasks. With the MPTTT framework in mind the team considers:
-The specific task to be accomplished.
-which switch would be best? Simple/special purpose.
-It must fit seamlessly with the students position, movement pattern, and control site so as not to cause undue fatigue and decrease the likelihood of practise.
-A certified specialist must be involved in ironing out the specifics of the switch application.
-To further fine tune the process the switch must be evaluated in terms of the force needed to activate it, the feedback it gives, the direction of movement needed to activate it, and the the type of feedback it gives the user.
-These considerations and many more all need to be filtered through a good understanding of the student's environment, the student's skill sets, and the technology to be manipulated.
-The student will only be motivated if meaningful opportunities are given to practice. When the student is properly included in the activities of his or her peers, they will be more likely to do the tiring work required to manipulate the switch and accomplish their tasks.

I think that what I have written in this entry comes down to two keys. Educators must use their creativity to find and use the best tools to insure that every student is really included in meaningful activities and feels a strong sense of belonging.