I have been a proponent for the use of video with Special Education since 1992 and the first teacher to submit video as evidence of student achievement for the New York State Alternate Assessment Program. I also proposed a program training staff to create and maintain video portfolios that would follow untestable students throughout their school career.
The portfolio, consisting of 90 second vignettes, would serve as evidence of achievement as well as a time line of student progress.
My Video Portfolios presentation to the NYC department of education
Since 2007,I have engaged nearly 200 children on the Spectrum in computer-assisted activities promoting metacognition and language development.
These videos are evidence of how students can be engaged productively by a technology that:
- offers the security of a non-threatening, self-paced learning experience
- promotes 2-way communication
- empowers them to make personal choices
- provides a fun experience that is easy for them to comprehend
- motivates them to interact with the outside world
Video helped many of my students to interact more appropriately with me and to master an important technology.
I have seen improvements in communication and behavior, especially by my “lower” functioning and pre-verbal students.
Recently, I presented on my personal experiences with video at “Celebrating the Strengths of Autism” in Orlando June 2011. A video of this full day event will be published in the near future.
It seems that America has finally caught up with the Irish.
Temple University’s Institute on Disabilities provides information on programs, advocacy, education and technology for Special Needs. Now it offers individuals the ability to see a variety of technology demonstrated and to borrow hundreds of items ranging from adapted toys to wheelchairs to aid in decision-making about possible purchase.
The library also provides students with semester-long loans of assistive technology devices and a listing service for people with disabilities to donate, sell or buy a wide variety of assistive devices.
Institute on Disabilities at Temple University, Pennsylvania’s UCEDD – University Center for Excellence in Developmental Disabilities
This brief video explains perfectly how technology improves our ability to address autism. Behavior Imaging Solutions uses “Tivo”-like video recording to capture behavior BEFORE, during and after a behavior event. Visual clips can be annotated to building a data-base of menaingful information. Plus, it can be stored and viewed online by experts.
Watch this brief video describing the Behavior Capture system.
Peter Dowrick has been called “the father of video modeling”Creating Futures, a unit of the Center on Disability Studies (CDS)/College of Education, University of Hawaii, is directed by Drs. Peter Dowrick and JoAnn W.L. Yuen, Ed.DVideo Futures centers provide instructional materials and consultation to educators, clinicians, and family members in the use of positive video futures strategies (self modeling,feedforward, video explorations). * Self modeling: in which you see yourself succeeding at something you find very difficult. * Feedforward: you see yourself doing something you’ve never previously achieved… * Video explorations: videos of you (or by you) in possible futures further down the roadVideo Futures Start-Up Kits include: * 4 Videos: how-to step-by-step , an overview, and loads of examples * Users’ Guidebook: field tested, step-by-step teach yourself * Cases studies, articles, access to further consultation, many free services. http://amplify.com/u/ahif
Wow! Pinky is contributing to a new website on http://www.Tech4Autism.com. Read about technology here.
He’ll be posting videos and links to tech stuff he digs up. Then the Big Guns take over to explain how this applies to video-based instruction for Spectrum kids.
~ Watch some clips of the stuff Pinky finds ~
A video orientation for visitors to the project as of March 2010.
Links to more information and sample videos