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Walter Fernandes

on 18 May 2015

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Transcript of INT MIN SEN

International minor special education needs
content and foto's
Group 1
Down syndrome
Group 2
Group 4
Jaymie, Ipek, Cherelle, Lisanne and Samira ODD
Group 5; Gilles de la Tourette
Mike, Kirsten, Puck, Filiz & Floyd
Group 3
Special Education Needs
Deafness/ hearing impairment
Down's Up exhibition

The social model is more inclusive in approach. Pro-active thought is given to how disabled people can participate in activities on an equal footing with non-disabled people. Certain adjustments are made, even where this involves time or money, to ensure t disabled people are not excluded. The onus is on the organiser of the event or activity to make sure that their activity is accessible. Examples might be:
•a course leader who meets with a visually impaired member of the group before the beginning of a course to find out how hand-outs can be adapted so that the student can read them;
•a member of staff who makes PowerPoint presentations available on Blackboard to all members of the group before a lecture. This allows dyslexic students to look up unfamiliar terminology before the lecture, and gives them an idea of the structure that will be followed. This ‘framing’ helps students to understand and retain the information;
•a Students’ Union society that consults with disabled members before organising an event in order to make sure that the venue is accessible.

Many people are willing to adopt the social model and to make adjustments for students who have a visible disability. However, they are not as accommodating with students who have a hidden disability, or a disability that is not clearly understood. An important principle of the social model is that the individual is the expert on their requirements in a particular situation, and that this should be respected, regardless of whether the disability is obvious or not.

The medical model of disability views disability as a ‘problem’ that belongs to the disabled individual. It is not seen as an issue to concern anyone other than the individual affected.

Some examples of a medical model approach might be:
•a course leader who refuses to produce a hand-out in a larger font for a visually impaired student. The student cannot therefore participate in the class discussion;
•a member of staff who refuses to make available a copy of a PowerPoint presentation before a lecture. This creates a barrier to learning for the dyslexic students in the group who are likely to have a slower processing and writing speed and who will struggle to understand and record the key points;
•a Students’ Union society that organises an event that is not accessible to disabled members.

This medical model approach is based on a belief that the difficulties associated with the disability should be borne wholly by the disabled person, and that the disabled person should make extra effort (perhaps in time and/or money) to ensure that they do not inconvenience anyone else.

The social and medical model of disability

There are a number of ‘models’ of disability which have been defined over the last few years. The two most frequently mentioned are the ‘social’ and the ‘medical’ models of disability.

For example, if a wheelchair using student is unable to get into a building because of some steps, the medical model would suggest that this is because of the wheelchair, rather than the steps.

The social model of disability, in contrast, would see the steps as the disabling barrier. This model draws on the idea that it is society that disables people, through designing everything to meet the needs of the majority of people who are not disabled. There is a recognition within the social model that there is a great deal that society can do to reduce, and ultimately remove, some of these disabling barriers, and that this task is the responsibility of society, rather than the disabled person.
Source :
Child is faulty
Impairment becomes Focus of attention
Assessment, monitoring, programmes of therapy imposed
Segregation and alternative services
Ordinary needs put on hold
Reentry if normal enough OR Permanent Exclusion
Society remains unchanged

Child is Valued
Strengths and Needs defined by self and others
Identify Barriers and develop solutions
Outcome based programme designed
Resources are made available to Ordinary services
Training for Parents and Professionals
Relationships nurtured
Diversity Welcomed, Child is Included
Society Evolves
The social model of disability is now the internationally recognised way to view and address ‘disability’. The United Nations Convention on the Rights of Persons with Disabilities (CRPD) marks the official paradigm shift in attitudes towards people with disability and approaches to disability concerns.
Day at the museum
Lindsay Crawford told us that she once had a student with ODD. This student did not want to finish the assignment she gave him. She asked him it more than once. To make the massaged clear she order food in the evening and even asked a friend to bring a sleeping back. The student realized that he had to finish the assignment. So he finished it, it was not perfect but finished. He knew now that she meant it and did no longer refused to make his assignments. This was only possible because she had permission from the parents.
What did you observe
what did you learn (change your opinion)
Innovation about inclusive
Maar leuker. Even nog wat ideetjes voor alle groepspresentaties die je mogelijk kan delen:
Voor het tellen van knikkers in maten met de camera... Voor het tellen van munten van verschillende maten bestaat gelukkig een app: https://itunes.apple.com/en/app/scybot-coin-counter/id445453916
Dus het kan!

Voor de groep met hartslaghorloge had ik deze al, vooral het filmpje is heerlijk erg:
En er is deze Calm Counter van het voor Helma interessante bedrijf "Touch Autism" met veel meer appies:

Voor die gepersonaliseeerd instructies op locaties zijn er wel een paar aardige "augmented reality" apps. Het beste voorbeeld van dat AR vind ik nog steeds deze van Lego in de winkel:

Op dit moment werken vrienden van me van The Incredible Machine aan lego apps waar je je creaties kan inscannen (toch iets minder spannend, maar wel uit Rotterdam!):
En andersom heb je nog dat je kan tekenen en dat je tekening tot leven komt door Crayola:

Dan is er nog eentje echt leuk voor Augmented Reality, zonder dat het voor leren interessant is, maar die van IKEA is echt grappig:

Bij die down syndrome kids vond ik deze voor aankleden wel aardig, maar dan wel met echte foto's in plaats van tekeningen:

Dan nog over tellen, deze installatie bij Cinekid amsterdam van afgelopen jaar, hielp ook wel met tellen:

Dan als laatste voor iedereen interessant maar wel een heel lang verhaal van Bret Victor. Gaat over dynamische informatie en leren. Na iets meer dan een half uur begint hij over "embodied dynamic information" en dan zegt hij nog leuk even: "ik heb het niet over vr of augmented reality, maar gewoon over "r" als in reality":
Hoi Walter,

Goed te horen dat jij ook blij werd van alle energie; ik ook! Leuk om m’n eerste week als zelfstandige mee te beginnen.
Ik had dat gisteravond omgezet in een blog op m'n site (http://linkx-app.nl/blog/).

Leuk al die voorbeelden Ianus. Mijn zoontje Boris is daar ook blij mee, want hij heeft gelijk toegang tot allemaal nieuwe spelletjes ;).

Vanuit Waag Society moest ik nog denken aan de digitale coaches van het Leo Kannerhuis. Niet heel inspirerend, maar wel goed om vanaf te weten misschien voor de studenten (http://www.leokannerhuis.nl/digitale-coach). En we werkten aan bodyguard voor het stress meten en bewustwording middels hartslag bij mensen met autisme op de arbeidsmarkt, in samenwerking met het Leo Kannerhuis (https://www.waag.org/nl/project/bodyguard), en nog in ontwikkeling volgens mij. En ook chocopasta voor speciaal onderwijs (https://www.waag.org/nl/project/chocopasta), een interactief plankje voor lezen en tellen ligt op de plank bij de waag. Hier werken ze aan samen met Kentalis, en volgens mij is het ook in gebruik daar.

Goed te horen dat je sommige ideeën verder wil uitwerken met studenten. Ik ben natuurlijk geïnteresseerd om te helpen en te kijken of LINKX hier nog een rol in kan spelen.
Ik hoop jullie vaker te zien, en neem contact op met Tamara Wankers.

Leuk dat er een cadeaubon richting Delft komt, dank daarvoor!
Mijn adres staat hieronder.

Groeten! Helma

Give them clarity
Bend their tics
Let them relax
It is harder to work with a stressed mindset
Only 1% of people with GdlT has Coprolalia
Give them soft material to prevent them for hurting themselves or damage school material
Play, no matter your age
Well who cares?

This is probably a mistake, at least I hope so
Reward system

Evaluation system
Full transcript