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1 Info Exchange Magazine Apps Alert & Sensory Surprises No. 53 – July 2015 (#2) ___________________________________________________________________ Apps are described as Free or Lite indicates that the app is free as of time of locating it for the newsletter. Some apps may be for Android devices, as well as for iPads.

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Page 1: Info Exchange Magazine Apps Alert & Sensory Surprisesflopublications.com/images/ie/apps/Apps_Alert_No_53_July... · 2017-01-31 · Info Exchange Magazine Apps Alert & Sensory Surprises

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Info Exchange Magazine

Apps Alert & Sensory Surprises

No. 53 – July 2015 (#2)

___________________________________________________________________Apps are described as Free or Lite indicates that the app is free as of time of locating

it for the newsletter. Some apps may be for Android devices, as well as for iPads.

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Crazy Mad

This house may seem ordinary at first, but your learner will soon findlots of things that definitely are not typical. There are six differentrooms/places to check out, including the front yard, the tree house, thekitchen, the living room, the stairway and the basement. To get fromone room to another, all you need to do is tap on the door, or the rug,

that is in the direction you want to go. As you wander throughout each space, you begin to findunexpected things happening everywhere.

Here is the front yard. The street light turns on and off, the car starts, the dog barks, themailbox opens, the doorbell rings, the hose turns on, the garbage can opens, the satellite dishswivels, the garage door raises, and a plane flies by. For an added challenge, see how manythings you can get going all at once.

My Underwear

This funny app was devised by Todd Parr who illustrates children’s books.Images are bright and cheerful with some sniggering alongside! Great artwork and entertaining music.

There are 4 activities:

• Colouring-select your favourite underwear and finger paint them.• Matching game - match each underwear to the right animal. It is easy at first, but then you

need to work on pattern recognition in order to move on.

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• Arcade type game. This is a simplified version of a classic arcade game where you need tofeed the hungry monster by catching underwear falling from the sky. The game is ideal foreyes and hand coordination and be ready for a surprise once the monster’s belly is full!

• Memory matching game - this is a game for concentration and memory.

Colouring Underpants

Memory Matching

Awesome (Free and Upgrade edition)

Great for the beginner, it is a collection of interactive particles/screensavers that can be moved forward or backwards with a tap. The controls canbe hidden if required. It can be upgraded to 90 more interactive particleeffects.

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Flashlight Free

This is a simple useful app that transforms the iPad into a great tool forobserving visual, attending and tracking skills. The home screen has easilyaccessible buttons and a range of different lights including strobe andcolour. (Watch when using the strobe for those who may have a reaction.)

Use the app for:

early visual attention reacting to light/dark movement of light tracking alerting fixating increasing attention span near/far

Here is the range of actions available:

Flashlight, turns on/off and you can reduce the screen brightness to very low. Strobe makes the flashlight flash quickly. There are slower/faster buttons. You can

create flashes from 60 flashes per second to 1 flash per second. SOS creates Morse code flashes to signal SOS (in case you’re ever in a pickle and feel

the need to signal)! Buttons to reduce/increase the brightness of the flashlight. Manual button, use this if you do not want to click the flashlight on/off. Just hold down

the manual button for a period of time. Swipe the screen left/right to create bright colours. Choose colours by swipes around

the screen, using this to cast a coloured light on an object. Some colours have animations on them for fixating. There are settings to add other

colours to your colour swiping.

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Info ExchangeSensory Surprises

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Sensory Story Creation Weekend

There is an excellent sensory story weekend sponsored by the Quaker Society in Birmingham, during the month of August.

Jo Grace, author of ‘Sensory stories for children and teens with special educational needs ’ has organized an unusual and exciting weekend.

Here are the details - GO!

Hosted by Woodbrooke and very kindly subsidised for delegates by the Quakers.

Cost, for the full weekend, inclusive of bed and breakfast: £194 standard and £204 en-suite.

Click the link on http://jo.element42.org/training to book.

The Exhibition: Uninhibited, comprised of art works from the artists who took part in the Structured Sensory Art Project, will be available to view throughout your stay at Woodbrooke.

The Structured Sensory Art Project enabled individuals with PMLD to become artists and paint independently. Their art work proves that creativity is not limited by disability and demonstrates their ability for uninhibited self-expression.

"The difference between direct representational drawing and free expressive creation is simple. The first is limited by what the eye and mind can see, the second is open to what the soul can feel."

Artist James Eddy commenting on the work of the Structured Sensory Artists.

Course tutors Jo and Katie are looking forward to welcoming you to Woodbrooke and sharing the weekend with you. For more information about Woodbrooke, please follow the link: http://jo.element42.org/training

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Perfumed Bubble Painting

You need: 2 small bowls 1 cup of bubble soap Few drops of aromatic oil or perfume Plastic drinking straw 2 teaspoons of tempera paint (in two

different primary colours) Whisks White card or thick paper Newspaper

What to do: Use newspaper to cover the table Divide the cup of bubble soap in half, putting ½ cup in each of the small bowls. Pour one colour of tempera paint into each of the bowls, Whisk the bubble solution, perfume and the paint together until it is well combined. Take a straw and start to blow on the straw into the bowl until there is a pile of

perfumed coloured bubbles Do the same for the second bowl? Gently lay one of the pieces of paper over a bowl of bubbles, so the bubbles stick, lift

carefully Lay it flat on the newspaper to dry, bubble side up. Wait and watch. When the bubbles pop, the paint will retain a perfect outline of each bubble's original

shape, leaving beautiful smelly images of bubble art!

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Balloon Mystery Game

A very simple touchy feely game with a scientific element. You need some large balloons and aselection of different textures to insert inside. Use a funnel for different textures andexperiment with how much to put into the balloon. Tie the end securely, now experiment withshaking, patting, poking, rolling, dropping, squeezing and … dropping from a height.

Here is a list of ingredients you might try: sugar cubes old play dough dry coffee beans or grounds cornflour and a little water sand popped popcorn dried beans small pieces of wood water oil shaving cream metal washers which will clink when the balloon is shaken Lego

For lots more details go to the excellent site:

www.kcedventures.com/blog/sensory-balloon-activity-for-kids

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Tomi Lassaris, a teacher at the Day Nursery IU Health in Indianapolis USA, had this brilliantidea for play. She took wooden blocks and securely fixed photos of her class on to them. Sheuses them for play, pretend and language skills. Very special learners could also use them forregistration and how wicked to build a tower of your friends and knock them over with a verysatisfying clatter! See ttp://www.daynursery.org/locations/iu-health/.

Extend the idea by using blocks with family members on them or a group of friends. Visit:

daynurseryindy.wordpress.com/category/stuff-we-want-to-brag-about/page/3/

Below, natural wooden blocks to use …

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Sensory Weather Bottles

(for further details have a look at http://two-daloo.com)

A very easy way to view the weather in a sensory bottle. Each bottle denotes the weather as they are filled with the colour and texture of different weathers or seasons. Make sure the lids are super-glued and that the contents are renewed as they will go murky after a while.

Cloudy, use cotton wool or white chiffon.

Autumn leaves, with imitation leaves to shake and move in the wind.

Snowy and ice using snowflakes and glitter.

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Rain can be blue glitter in water in a water bottle.

Sunshine, a small plastic sun in clear oil, so it moves slowly in the sky.

Sun and rain sensory bottles made with glitter, discovered at:

www.creativefamilyfun.net/2014/04/sun-rain-sensory-bottles.html

Hurrah!

Pinterest have a pin board all about sensory resources for post 16 students.

It is organised by James Bettridge from the UK.Well done, James, for sharing!

It is excellent!

https://www.pinterest.com/jamesbetteridge/

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Survey on Playfulness from Debby Watson

When children with PMLD shine

Survey on Playfulness and Children with PMLD

A report on the results of an online survey on playfulness and children with Profound andMultiple Learning Disabilities. This report was written following a survey that was conductedvia the PMLD Network as part of the PhD study by Debby Watson. Details athttp://www.debbywatson.co.uk.

Play Passport

There is a very useful play passport to be downloaded at:www.debbywatson.co.uk

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A Shoebox Story

A nest full of mice to count and explore and also to tell a story about a squeaky mouse who lives in the nest.

An empty shoe box.

What can it become?

Let's place one mouse in the lid.

And lots of mice in the box!

And if you search through the mouse nest you will find a little grey mouse that squeaks!

This is a lovely maths lesson all about ‘one' and 'many'. The mice are cat toys and came from the pet shop or Poundland store. The shoebox was from a very nice pair of new shoes.Lots of fun and lots of maths at the same time!

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Found on the Internet

Assessment Materials shared by Frank Wise School, Banbury UK!

‘Assessing Intellectual and Reasoning Skills: an Approach’developed by Frank Wise School

Contents

Rationale Carrying out the assessments

The Intellectual and Reasoning Skills Curriculum Assessment Pro Forma Documents Using the information to set targets

Materials necessary for carrying out the assessments Notes to accompany the supporting film

[An extract – document is 40 pages in length]

Rationale

Within the context of evaluating pupil progress it is of value to ensure that pupils have developed the prerequisite skills necessary for the effective development of later conceptual understanding. The reason for this is that it can provide a more fully developed foundation for learning that can lead to greater consistency of progress. It also provides a cognitive baseline from which future progress can be confidently monitored in the knowledge that the necessary foundations for learning are in place. A collective and/or individual starting point can be established depending on whether this assessment is used across an entire class or with specific individuals.

Without investigation through assessment, gaps within these prerequisite skills can go unnoticed until identified through the symptomatic indicators of developmental delays,potentially resulting in unnecessarily delayed progress, and affecting pupil and parental attitude towards learning.

By using this portfolio of assessments, the extent to which the prerequisite skills are firmly embedded can be evaluated and teaching opportunities put in place to address the particular needs identified at the earliest opportunity.

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This provides an opportunity to pre-emptively put in place interventions in advance of under developed areas having a sustained detrimental impact on pupil progress. This assessment is also of value in analysing causes of delayed progress in pupils with additional needs at any point in their education and provides a valuable tool for establishing individualised additional need within the Intellectual and Reasoning Skills areas.

There are some areas of the Intellectual and Reasoning Skills curriculum where assessment takes the form of observing interactions between the pupil and others within the class or their responses to particular sensory stimuli, rather than specific tasks. For assessing this we would use a more generic observation record which can be found in the Assessment Pro Forma section.

As such the assessment pro forma for Early Stimulation and Play are not broken down into as much detail in order to allow for the capturing of more general information about the way the child interacts. However the different areas, and in the case of play the different stages, are indicated in the curriculum section. Should areas of concern be identified we would recommend seeking the support of specialist services such as Play Therapist or similarly skilled member of your local SEND support service.

It is also worth noting that there is no assessment for evaluating a child’s capacity to engage with tactile stimuli beyond the early sensory response level. If you feel that a child is finding this area challenging then, as with Play and Early Stimulation, we would recommend seeking the advice of an appropriate specialist such as a Sensory Integration practitioner or member of your local SEND support service.

Have a look at what is happening at school on YouTube. The words of the song were written by students.

https://www.youtube.com/watch?v=-3NcO-A5FL8