Distance collaborative consultation in assistive technology for teachers: planning, implementation, and evaluation of a case study

Calheiros, David dos Santos; Mendes, Enicéia Gonçalves; Lourenço, Gerusa Ferreira; Gonçalves, Adriana Garcia; Manzini, Mariana Gurian

doi:10.1590/1980-6248-2016-0085

Brasil

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Article • Pro-Posições 30 • 2019 • https://doi.org/10.1590/1980-6248-2016-0085 linkcopy

Distance collaborative consultation in assistive technology for teachers: planning, implementation, and evaluation of a case study¹ ²

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

The aim of this research was to plan, implement, and evaluate a distance collaborative consulting service in Assistive Technology (AT) for two teachers at the multifunctional resource room. This was a qualitative approach case-study, Three AT consultants also participated in the study in addition to the teachers. Data was collected by means of activities organized in the virtual learning environment and questionnaires. Initially, the data identified a demand for the teachers’ knowledge about AT. Next, the teachers chose a case of a student with cerebral palsy to receive support from the consultants. Finally, there was the evaluation of the service. The data were analyzed using a content analysis technique. The findings indicated that it is possible to identify the demands of the teachers regarding the use of AT at a distance, as well as to plan and implement collaborative consulting efforts. The contribution of this research is to indicate an alternative possibility for school support.

Keywords special education; assistive technology; virtual learning environment; cerebral palsy

Current Student Characteristics
Short profile of the student	-A happy, quiet child, who needs a great deal of stimuli and adaptations for his development. He does not make use of any resources such as: glasses, braces, hearing aids, etc.
Visual capacity	- No visual deficit diagnosed;
	- he can follow an object with his eyes and fix his eyes on a stationary object;
	- he cannot look to the right nor to the left without moving his head;
	- he can look up and down without moving his head.
Hearing capacity	- No hearing deficit diagnosed;
	- he can react when called, or is scared by a loud sound;
	- he understands what is said to him (understands that it is he who is being spoken to).
Social behavior, cognition interaction	- He does not stay alert throughout the school period (he wants to look at everything at the same time, but if you are talking to him and something happens, his attention disperses);
	- he maintains interest for about 15 minutes in an activity that is proposed to him. The repetition of activities is always carried out. The moment we realize that the child’s attention has dispersed, we stop, offer water, talk a little bit and then resume the activity again;
	- It is not clear if the student understands and follows concepts of direction, but if offered some stimulus, such as a rattle, for example the student directs his gaze;
	- he does not choose between two options given to him;
	- he likes music; games, computer software, activities in front of the mirror, activities with water, paintings with water colors, puppets, toys with lights/sounds;
	- he is cheerful, smiling, very calm.
Motor capacity and positioning	- He presents motor control of the following body parts: eyes, neck, left hand, right hand;
	- in many activities he uses both hands to reach an object, sometimes he takes it to the right and sometimes he changes taking it to the left;
	- in some activities he makes use of the positioning pants, in others, he plays on the floor with toys for example, sits Indian style, but needs help to control his trunk;
	- he presents intentional movements;
	- he does not sit without support. He usually needs: positioning pants; Indian style with support from someone to control his trunk;
	- he remains seated in a wheelchair, to carry out the activities in the room and to access the computer;
	- He raises his right buttock very often. When the child gets out of the wheelchair his legs cross, his hands are tightly closed, his tongue remains constantly out of his mouth.
Communicative skills	-He emits sounds to communicate. Only people who know him understand;
Communicative skills	- he uses alternative forms of communication. Work with YES and NO cards with the student started this year, but he still does not understand the meanings, because as yet no response has been obtained

Consultant 3	Consultant 2	Consultant 1
I noticed that the pictographic figures are the right size for the child to visualize. The teacher does not ask the child mechanically. She asks the question and waits for communication from the child, giving him the opportunity to express his wishes. I consider it important for the teacher to talk to the child's mother or relative to understand how the child's communication is at home. My suggestions are: - the teacher should start with just one pictographic figure. A new procedure with simultaneous stimuli may confuse the child. - to implement the figure, first, the teacher needs to use a concrete object (show their goals, stimuli), then take a picture of that object and make the relation between concrete object and photo. Finally, you must insert a more abstract figure. Thus, the child will be able to relate the figure to its corresponding object. At this stage, it is important to use toys/objects from the child's center of interest. Secondly, the teacher should teach the child how to act to express their opinion. The teacher can use: 1) physical assistance: the teacher takes the child's arm and helps him to pick up or point at the figure; 2) model: the teacher shows how the motor action must be performed, in other words, looks at the object, extends his/her arm and points or opens his/her hand to pick up the object; 3) verbal assistance: the teacher gives verbal cues to help the child pick up or point at the figure. When the child picks up or points at the desired figure, the teacher shows the concrete object that is related to the response and hands it to the child. What do you think?	The advice from consultant number 3 was perfect. I suggest an inclined plane. The information must be available within the child’s visual field so that there is no loss of energy in moving his head to see the cards on his lap. Using a table with a the semicircle (crescent shape) cutout to ensure a better positioning of the upper limbs, using his elbows and the entire forearm supported on the table to help bimanual activities and trunk positioning. The waiting time for a response is extremely important, and the teacher does this correctly, but it is important to emphasize the same activity several times for the learning to take effect. Carrying out activities with the computer (since it is an existing practice. As he moves the mouse, perhaps the roller-mouse is an easier alternative). And then the teacher can set up figure recognition and sound association activities.	Hi guys, I also agree with your suggestions. I value the intention to answer between yes and no ..., but we may also think that instead of two choices, she can try to find some gesture with the student that can be used for affirmative answers and negative answers, and keep the symbol representing objects. She could see if he could use the sound he emits for a yes, for example, and try a no with a head gesture as he can make these moves. One suggestion is also the use of activities in Power Point to keep the student interested in the computer. You could associate the training with the images of the real objects for the activities on the computer, using the mouse click or even the keyboard so the student can show these images.

Questions from the teacher pair	Consultants’ answers
What is the best position to carry out the activity with the student? Standing, sitting in front of him or at his side? The three forms were used in the videos.	We believe that if you position yourself a little more in front of the child, he will be able to perform the visual-motor coordination, paying more attention.
The inclined plane was leaning against the protection of the cutout table, because that way it would move out of place. What would be ideal: closer to the student or at the height we left it?	In our opinion, the adapted table should be lower to help the child's arm flexion and extension movement. Thus, the inclined plane would not be so high.
Is the height of Velcro placed correctly on the inclined plane?	The Velcro could be in the middle of the inclined plane to help the child to see. Regards!
We await your feedback and would to thank you for your guidance and suggestions.

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[1] Source: DDC-AT Questionnaire (2015)

Distance collaborative consultation in assistive technology for teachers: planning, implementation, and evaluation of a case study1 2

Abstract

Distance collaborative consultation in assistive technology for teachers: planning, implementation, and evaluation of a case study¹ ²