Planning

Today, I edited emails, planned scenarios, typed questions, and made up questions for the initial interview and later on to track progress. I also was able to talk to the parent on the phone today. I have set up a meeting with them for next week. I am excited and nervous. I think the phone conversation went as well as it could have. This project throws a lot in people's faces very quickly. As a parent, I am sure this is a lot to take in at one time. If I get the opportunity to work with the device for testing, learning, and programming purposes, I want to see the physical, emotional and social ramifications for using the device at a restaurant, at a home game night setting, and in a classroom at college with the teacher's permission of course. Teachers also need the opportunity to learn on the device as well. How are the next generation of teachers expected to know everything about the devices to help their students when the time comes. My friends in the Special Education Cohort would all love to learn more about the technology and how to use it to its greatest potential.

Here is a scenario that I would love for the child and family to go through and see what happens.
Make sure to have the Dynavox with them.
Let the child choose the restaurant.
Child orders by himself or tells parents what he wants.
the child has the opportunity to ask for extras like napkins, straw, or ketchup.
Asks to be escorted to the bathroom.
Has the ability to ask or be asked if he or she wants to play outside if appropriate.
The child can verbalize when he or she would like to leave.
While at the table, the child can carry on table conversations.
Keeping in mind that all communication must be made or attempted through the use of the Dynavox.

In reflection:
What did the child choose to point to rather than use the dynavox for?
How did everyone feel about the outing as a whole?
Would they want to do this again?
What were the issues with the Dynavox?
Was the child happy or frustrated when using the device?
How can the issues be addressed?
Was the device in the way?
How did the public react to the device?
Did the child have the words he or she needed?
Did the Dynavox help his verbalization skills?

I want to ask the teacher a lot of questions tomorrow about what she would like to accomplish for the student through using the Dynavox in school. I am actually going to take the teacher's initial questions tomorrow to get her answers and move forward with the school aspect of the project.

Here is another question that I want to ask her tomorrow.

Would she care if I worked with the device and the student while at school during down times?

After typing up all of the other initial questions for the teacher and student into Google Forms, I realized that I did not make any questions for the parent which is the very important third aspect of this project as a whole.

What does the family hope to accomplish with the Dynavox at home?
What do they want to change?
What do they like about not having to use the device?
How did they obtain the device?
What would make the device more appealing?
How long have you had the device?
Do you know how much the product is worth?
How did you obtain the device?
What is your background with technology?
Have you heard any success stories about what this device can do?
What stopped you from using the device?
How frustrated are you?
What did you think the teacher would do with it?
Are you willing to learn the device?
What situations would be best to start using the device?
What is your background with Special Needs?
How have you learned about the disabilities?

(1 hr, 55 min)