PowerPoint Presentation€¦ · 05/10/2015 3 Those at risk of CVI • Premature • Meningitis •...
Transcript of PowerPoint Presentation€¦ · 05/10/2015 3 Those at risk of CVI • Premature • Meningitis •...
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Eye Gaze in Education Seminar – CALLScotland 30th September 2015
Pendle View School + – Exploring Eye Gaze Together
• Jennette Holden – previously in software dev team at IT, now AAC/ ICT Co-ordinator at Pendle View School
• Sandra Thistlethwaite – previously specialist speech and language therapist/ AAC + ICT Consultant now Director of Product Development at IT
8 years old. No formal diagnosis – global developmental delay, dystonia. Very alert and sociable. Very good understanding of everyday language. Uses symbols to communicate and is learning to read. • Physical access is limiting his ability to communicate and
interact with the computer. • How can we give him the opportunities to realize and
demonstrate his abilities?
• Switch skills and scanning • Touch skills and timing.
Comparing access methods;
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• My first try at eye gaze.
• Cutting a very long story short... • My very own eye gaze communication device!
• 87% of all learning is through the visual system. • 40% of brain involved in processing visual
information. • 68% children with cerebral palsy had refractive
errors or other visual difficulties; • 58% children with HI had vision abnormalities; • 74% children with learning disabilities had vision
defects. • Children with any level of learning difficulties very
commonly have undiagnosed and untreated vision problems.
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Those at risk of CVI • Premature • Meningitis • Encephalitis • Hydrocephalus • Head injury • Cerebral Palsy (spastic diplegia, athetoid, hemiplegic,
spastic quadriplegia) • Epilepsy • Horizontal nystagmus • Hyoscine patches (to control excess saliva) • Behavioural difficulties of undetermined origin.
• Screen engagement + visual attention • Observations of eye + head movements and behaviours. • Difficulties with 5 point calibration
7 years old. Affectionate and sociable with familiar adults; initiates interaction, attempts some vocalisations. Complex needs (Epilepsy, Development delay, Right Hemimegalencephaly, Visual impaired) • How much can he see and make sense of? • How much does he understand? Is he at or beyond C+E? • Switch access is difficult – is there a better form of access?
• Development of myGaze – EyeMouse Play • One point calibration
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Noticing and Detecting images; • Images on right detected quicker than on left. • Images at top slower than at bottom. • Named cat image – Perceive – Recognise - Identify
• Tracking images - Complex process • Heat maps vs videos. • Evidence of brief following. • Scattered pattern of eye movements, not smooth path.
• Perceived • Located +
mapped • SP signals –
6 nerves + 12 muscles
• Predictive systems to “lock and follow”
• Engagement and Visual Attention – very good • Interested in more complex pictures. • Focus mainly on one area - did explore 2-3 parts given time /
prompts.
• Cause and Effect understanding – a demonstration in one session!
• Transfer of learning to next activity. • However, did not engage with “mouse cursor movement”
activities e.g. painting, reveal scene
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• Gaze shift + sequencing – Bailey exceeded expectations • Turn taking – enjoying developing skills
• Drag and drop – perhaps a little tricky just yet. • Selecting moving objects. Using easier options – a real
winner!
• Making choices – enjoyed exploring simple linear choices. • Giving opinions and making decisions – the first steps
• Multiple targets – more difficult • Yes he can give opinions!
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• Assessment summary
Implications and Guidance • VI expert! • Neurology
• At risk of CVI - Epilepsy • At risk of visual field defects – surgery for epilepsy – can
cause hemianopia/ quadrant field defect on opposite side/ medications for epilepsy.
• Children with diagnosed oculomotor difficulties often do intermittent rapid shakes of head (to re-center eyes?)
• Possible problems with left/ upper screen + eye movement difficulties
• Teaching materials and strategies • positioning for new learning • improving skills
• Communication/ AAC implications • Linear vs Multiple