A letter to my students transitioning to middle school

Because sometimes, I don't think we prepare our students with disabilities enough during that elementary to middle school transition, I was inspired to write them a little letter based on a variety of posts by people with disabilities talking about their experiences during this oh-so-fun-time.  I wanted to let them know some "things to look for" to help prepare them and to begin to self advocate.  Self advocacy needs to start early.  I don't know if anyone ever sits down with these kids to share these ideas, but someone should.  So I decided I needed to be that person.

Dear __________________________,

I just wanted to take the time to tell you to have an awesome summer and give you some tips to dealing with middle school!!! I am really proud of all you have accomplished and you will be great! The biggest thing is to advocate for yourself.  And if/when you need help, please don’t be afraid to ask. School can be a challenging place for a student who uses a wheelchair or walker. There are all kinds of unexpected barriers such changes to the cafeteria set up, tables and desks that suddenly appear that won't allow a wheelchair in between. It's important to use these challenges as learning experiences in becoming an independent adult.  Wishing you the best!!!

Sincerely,

Ms. Becca, OT

Managing School Supplies

• strapping a large backpack onto the front of you using the seatbelt to hold it can work for carrying bulky items
• a sling under the seat between the wheels and a smaller backpack behind  you to carry big items
• Ask for an extra set of school textbooks to keep at home.
• If you have a locker, make sure you can get into it easily

Navigating the Classroom and School Building

• Make sure there is enough room to get around all of the furniture and that you can reach everything
• Request an orientation before school starts to figure out how to get from one class to another.
• Get access to an elevator key to go from one floor to another if needed
• Talk with your teachers to see if you need to leave class a few minutes early and have a few minutes' grace period to arrive at your next class

Emergency and Safety

• Find out what the plan is in a fire or emergency drill - Like if you are on the second floor and  can't use the elevator for evacuation

Restroom Accommodations

• Find all the bathrooms that are accessible for you.
• Carry bathroom supplies in your backpack.

Support Staff

• Have the physical therapist or occupational therapist make sure that whatever desk you have is the appropriate height for you
• And that you have reasonable space to enter and exit the classroom.
• Check in with your teachers or therapist with any issues that arise

Fun Tools in Google Docs

When you open a new document in Google Drive, you will see it is set up similarly to a Microsoft Word document.  It will have most of the same bells and whistles you are used to, and some that you will wonder how you completed your work before.

Tools
The Research tool allows you to open a search bar with the Drive workspace.  Then you can search for relevant research topics and copy and paste links into your document.

If you would like a more readable link to these
Research tips, click HERE!

Voice Typing

For a more readable version of these
Voice Typing tips, click HERE!

Voice recognition used to be an add-on in docs, but now it is a built-in function.  Note, if you are planning to use it in a noisy setting like a classroom, then using a noise cancelling headset microphone will improve access to the tool.

Google Docs Editor Help provides a few quick reference tips and voice commands.


Add-Ons
Add-ons are features in Google Docs that can help you perform task in the document on which you are working.  They will not carryover into a web program like extensions, but can support the reading and writing process.

An Add-On I recently learned about has been available for quite a while: Easy Bib.  Had I known about this a few weeks prior, I would have had a much easier time completing my research project.  

So now that you have a few more tools for your digital tool box, try them out and let me know what you think.  Up next, more apps and extensions as educational and/or assistive technology.

Let's Go Take a [Google] Drive....

I have found a great beginners Google Drive Tutorial posted by Anson Alexander.  Rather than recreate the wheel, I embedded the video. It is close captioned as well.  What I really like is how he goes step by step introducing each part of Drive.    

Some organizational highlights I would reiterate:
1. Name your documents as soon as you start.  Getting into this great organizational habit will help you not end up with a variety of Untitled documents in your Drive.

2. Create folders.  Something he doesn't show you is that you can change the color of the folders.  Though he says he generally doesn't use folders personally, creating folders helps provide a visual sorting system that you can customize to match the colors of a student's color coding system that he or she already uses.  But note, the color features do not carryover to mobile device.   Just right click on the folder icon and select Change Color.

3. Star your frequently used or important documents.  Like favoriting a website, starring a file will allow you to quickly locate a document.

4. Delete things you no longer use or need.  If you Trash an item, it will only stay in the trash for 30 days. So be sure that you no longer need or want it.

Up next, Add Ons, Extensions and Apps- How to customize your experience and differentiate for learners of different abilities.

Why Chrome Might Add Bling To Your Educational Experience...

For over the past year now, I have heard so much hype about incorporating Google Chrome into the educational process.  Now that I have gathered a ton of information, completed some trials and tribulations, I wanted to share what I have learned so you can decide for yourself if Chrome will be your new accessory.

Google Chrome is a web browser.  Just like Safari.  You can download it for free onto your Mac or PC; you can have it automatically as your internet platform on a Chromebook.  You can even download it onto your iOS devices (but I’ll get into usability on a later post).  But the magic occurs when you activate a gmail account.  Once you do that (whether it be a personal account or a google-based education account from a school), it opens up a plethora of supports.

So, I’ll wait while you do that….

Are you done downloading and installing your Chrome Web browser?  If you see a Red, Green, and Yellow donut encircling a blue dot, then you should be good.

Did you create your gmail account?

Good, now you can play.

First thing’s first.  I am going to describe a few basics.

Gmail.

This is your email account.  This is your user account.  This is what is attached to everything you do in Drive, the Chrome Store, Google Classroom and Google Sites.

Drive.

Google Drive is a web based documentation forum that has a word processing section (Docs), an excel-like program (Sheets), a powerpoint-like program (Slides), and another section (Forms).  You can save documents in the happy cloud land.  And bonus, it saves automatically as you work.

Google Classroom.

If you work or are a student that uses google based accounts, then you may have access to setting up your very own Google Classroom.  This will not work if you do not have an email account ending in .edu.  If you are not sure, ask your local IT guy.

Chrome Web Store.

It’s not the Apple App store; but it is similar.  When you find the colorful 9 block icon that is labeled “Apps” (on my browser, it’s in the upper left hand corner) or just enter in the url https://chrome.google.com/webstore/category/apps, you will now have the ability to attach Apps and Extensions to your gmail user account.  This means, the apps and extensions you download can/will follow up wherever you log into a Chrome browser (except on iOS devices but I’ll get into that in a later post).  Most things are free, especially when it comes to education.

What’s an App?

Just like when you download an app from the Apple Store to your iOS device, an App from the Google Chrome Web Store will bring you to a website and you will be able to complete games or tasks within that app.

What’s the difference with an Extension?

Extensions are tools you can use to customize your user experience in any site you could be on.

Now this is only the beginning.  And I don’t want to blow your mind just yet.  What I do want you to do is play and explore.  Because there is a world of digital opportunity ready for the taking for anyone willing to try. Keep an eye out for upcoming posts and how-to sections to discover how Chrome's apps and extensions can help support different learning styles.

Define READING

Thoughts and Highlights from Assistive Technology Conference of New England 2015

Define "Reading"

I heard this in the last session I attended with Gaby Richard-Harrington who is an Instructional Technology Specialist in Western Massachusetts, and it stuck and resonated with me.  I remember at the beginning of the school year when my second grader brought home his weekly reading log, and I wondered to myself, well, does this count the Audio Books we read/listen to in the car? And I should have asked for clarification, but I didn't.  But now I wonder, WHY should I ask?  

Not being a reading specialist or a teacher, the WHY becomes evident.  You need to define READING.  Is the purpose for oral fluency?  Is it for the progression and speed of the left to right, bottom to top nature?  Is it to develop a love of listening to stories?  Is it for the social emotional aspect of reading with a parent or peer?  Is it for the comprehension of materials?  

Reading to me is not just the act of eyes and brain working together fluidly to decode and sound out characters.  I love reading.  I love stories.  I love learning.  But for someone who struggles with any of the above aspects, I doubt they LOVE it.  In fact, you ask a struggling reader and they probably say they HATE it.  And that is a strong word.  

So when assigning reading tasks, I challenge parents and educators to define clearly what is it that you are actually asking the student to do.  It is then I think that you can see what kinds of tools are out there to help them become engaged "readers".  

But first, just observe your reader(s).  Does the student/child rub his eyes a lot, squint, or get headaches?  Any of these should be red flagged and referred to an optometrist.  Can the child/student use his eyes together to scan across a page without jumping?  Do they have difficulty switching from the board to the book?  If acuity has been addressed, then maybe a referral to an Occupational Therapist or Development Ophthalmologist might be in order.  Is the student frequently reversing letters, missing letters or words, or just doesn't seem to be getting the whole picture?  Maybe screening for a learning disability may be in order with a Neuropsychologist.

And in the mean TIME of all of this, how is the child accessing his reading material???  Because, we know this ALL TAKES TIME!  So look at what you have available in the classroom, the district and the local library.  Perhaps providing the student/child with the audio version of the novel you are reading in class would be an easy option.  Do you have access to the digital format?  Using the built in options on the MAC or PC to use the text to speech options may help.  Does your district already have a site license for products like Read and Write Gold or Read and Write for Google?

I know this seems like a rant, but it is more of a challenge.  I challenge teachers, parents, and therapists to really LOOK at the student (or yourself even) and DEFINE READING.  It is only then you can begin to analyze how to really support the reader.

SpOTLight On: The Assistive Technology Conference of New Enlgand

If you happen to be (or want to be) in the New England area at the end of November, you should consider registering for this year's Assistive Technology Conference of New England.  

Hosted by Tech Access of RI, the Rhode Island ATAP affiliate with focus on educational supports, this year's conference has expanded to include a full day workshop option on Thursday November 19th as well as its comprehensive 24 session workshop day on Friday November 20th.  Click HERE for full listings!

I am proud to say that I have been part of the planning committee for the past two years and this year is especially awesome.  Between the expansion into a two day conference as well as the Bringing Access to Life Expo which features New England vendors, programs and agencies with special talents and abilities highlighting work and leisure, the ATCNE 2015 is sure to inspire you.  

Love Letters By Emily

Therapeutic Sailing

Purely Patrick

Kelly Charlebois, Director of Tech Access of Rhode Island, is "most excited about the diversity of the content of the program and the ability to offer full day, in-depth workshops!"

She should be because the list of presenters is awesome!  Can't make it to ATIA? Well, there will be at least three national presenters at this year's pre conference. Mike Marrotta, AT specialist at Inclusive Technology Solutions, will be presenting his Google Bootcamp.  Diana Petschauer and Alyssa Marinaccio will be addressing Apps across the Curriculum and Kelly Fonner will be discussing Successful Implementation of AAC Apps.  Professionals can also obtain continuing education credits certified by the AAC Institute.

I'm excited to go through Boot Camp this year with Mike Marotta, but I have seen both Diana's and Alyssa's presentations last year which helped me greatly develop an extensive repertoire of resources to use in daily practice.  I am sure you will be highly satisfied with anything in which you chose to participate.

As with years past, the conference will be hosted at the Crowne Plaza Hotel, located in Warwick, Rhode Island.  Accommodations and food have been excellent in the years that I have attended this conference.  You can attend either a single day or the two-day conference.  But tickets are selling out fast.  Make sure to reserve your spot and be a part of something great.  If you can't attend but want to support Tech Access and people with disabilities, check out the accessories designed in conjunction with Chubby Chico.

September SpOT Light Series: Miss Jaime OT

Jaime Spencer, better known as Miss Jaime OT, holds a multitude of certificates: a Bachelor's Degree in Occupational Therapy, a Master's in Special Education, a Certificate in Advanced Professional Development for Assistive Technology Applications and she's a certified Handwriting Specialist. Combine all of that that with 15 years of experience and a love of crafts, and you get Miss Jaime's unique perspective on school based therapy services.

"One of my favorite parts of being an OT is teaching parents and teachers easy tricks to help their students.  As a district Occupational Therapist, I often send out informational emails and handouts to the staff that I work with.   I have always loved hearing “ I never knew that!” or “what a great tip!”.   So many teachers have said to me, “You should write a book!”.  So I started blogging!" Her Ask an OT posts cover a wide variety of reader questions from desensitization to improving grasp patterns.

One of Miss Jaime's Top Back to School Tip is for teachers and parents is to Draw Faces on the students’ pencils to remind them where to put their fingers.  "It’s cheaper than a pencil grip, the kids think it’s funny, and it provides a visual reminder for them to hold their pencils correctly. " I also love her suggestion of putty google eyes on scissor handles to help encourage thumb up position.

Looking back at her premier year of blogging, Jaime recalls one of her favorites, Coping with Sensory Processing Dysfunction, in which a 17 year old guest blogger shared her story.  "She wrote a very personal post for me on her experience as a person with Sensory Processing Dysfunction. I think she did a wonderful job! "

Miss Jaime worked for ten years in a sensory gym for preschool aged children and one her most memorable therapeutic moment comes from sensory based treatment. She was working with a child with Autism who had significant sensory issues; he had arrived at OT one day very over-stimulated and anxious.

 "He was nonverbal at the time.  We did a lot of sensory input, ending with a massage.  He seemed a little more calmed but I put him in between two mats and applied  pressure.  I didn’t speak the entire session, had the lights off and very low music on.  I applied the pressure to the mats for about five minutes.  When I took the top mat off,  he looked up at me with tears streaming down his face.  At first I was shocked and upset, thinking he must have been scared.  But then, he gave me the biggest grin.  He must have needed the sensory input in order to feel regulated and was finally able to “release” that anxiety and  overstimulation. It’s like they say, “sometimes you just need a good cry”. 

Though only a year on the therablogging scene, Miss Jaime OT seems to have found her niche for helping parents, teachers and therapists to improve a child's school experience. If you want to learn more about Miss Jaime OT, or have a question for her Ask an OT section, email her at missjaimeot@gmail.com.

AT in the Classroom: Supporting Communication for Students with Complex Needs with Switch Access

If you work with children with complex medical backgrounds, then you know supporting communication needs can be daunting at times.  Cognition, vision, hearing, musculature and more can impact the way in which the child is trying to communicate.  Switch access can be a viable option to increase communication, but it takes a team to make it work.

Position, Position, Position
It is always a priority to address positioning for children with significant physical challenges when assessing communication needs for a multitude of reasons.  First, breathing.  If a child's posture is not in best alignment, with or without support, lung capacity is going to be diminished.  It will be more difficult to produce sounds without proper air supply.  Second, if tone, strength or coordination is an issue, it will be difficult to assess an access point for alternative means of communicating.  The old therapeutic statement "Proximal stability before distal mobility" is just as important to communication as it is to ambulation.   Physical Therapists and Occupational Therapists are both educated in positioning.  Sometimes it takes just a few modifications such as a changing to a chair with arm rests or making foot rest adjustments to improve alignment.  Other times, it is more complicated.

There are a variety of seating and standing systems available on the market like Special Tomato Seats, Leckey, or Rifton Seats, but low cost accommodations can be created with many things that can found at the dollar store, like pool noodles to use as bolsters.  But if you are not sure, refer.  Talk with the parent and determine if the child is followed by anyone already for wheelchairs, strollers and other seating systems.  If they are, you may want to consider requesting permission to speak with outside providers to voice concerns or recommendations.

Once a child is successfully positioned in a functional system, then you can look at the switch based options available in specialty markets and even on Amazon.

Switching it Up
Switches can be a good option for children with a combination of physical and cognitive needs.  They come in a variety of styles, shapes, contours, sizes and sensitivities to fit the unique strengths of a student.  Many styles can be easily plugged into a variety of Cause and Effect toys allow children interact with intent and independence.  Others provide alternative and augmentative communication options to generate single or multiple recordable messages.  Single speech generating switches like the BigMack and multiple message generators like the Step by Step, provide a vocal outlet for requests and comments.

The selection available toys are on the market has left much to be desired, which is why battery device switch adapters, like those found on Enablemart, make battery operated toys available to those with limited mobility.  The copper disk insert has an attached outlet to plug in a standard switch.  Sometime you do have to hack the battery cover to make sure everything fits but now the child has access to turn a toy on and off.  Getting a child to understand and use cause and effect is a powerful tool towards communication.

iPad and Switch Access
There are now Bluetooth Switch Interfaces for the iPad.  I have had good luck with the Pretorian APPlicator.  It provides 4 channels, each with a multitudes of modes.  But just because you have a interface AND a switch, doesn't mean you will be able to use it.  Not all apps are switch accessible.  However, developers are becoming more and more aware of complex needs.  Some of my favorites are from Inclusive Tech.  Also, some augmentative alternative communication apps are more accessible, like Go Talk Now.

Mounting Systems
Now that you have an iPad with usable apps, how do you make sure the child has access to it?  Well, there are a variety of mounting systems.  If the child will be primarily in a wheelchair, Mount'N Movers offers systems and support to walk through the assessment.  What I really liked about them was their adjustability.  Some set ups have swing arm action which comes in handy when a child needs to be transferred.  Other options like AbleNet's Goose Neck Mount and Friction Knob Mounts offer different levels of stability and flexibility, and the cost is much less in comparison to the Mount'N Mover.  Loc Line, a modular hose system originally made for piping needs, created non-traditional, but awesome, do-it-yourself mounting kits too.

Looking at the child's strengths and needs from all angles takes many sets of eyes.  Working as a team to best support the student with complex communication needs is the key.  It ensures all areas of  facilitating communication are addressed.  If you are not sure, refer.  Once you have exhausted your expertise and techniques, follow your district's protocol to request for an Assistive Technology Evaluation.  They may be able to provide insight to strategies and tools available to help enable your student to speak what's on their mind.

For More information about Supporting Communication, check out the amazing insights of more therapy bloggers by clicking on the listing below....

AT in the Classroom: SETTing the Example for using Assistive Technology

Sometimes I take for granted what I have learned about assistive technology, so let me start out by sharing and defining it before diving into examples...

Assistive Technology (AT) is defined in the Individuals with Disabilities Education Act (IDEA) as any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability. It does not include medical devices that are implanted, such as cochlear implants.

As part of every Indvidualized Education Plan (IEP), Assistive Technology should be "considered" as part as the child's ability to have access to a Free and Appropriate Public Education (FAPE).

With all that in mind, in this alphabet soup of educational acronyms, how can parents, educators, and therapists search, select, and support children with complex needs?

Using the SETT Model, as developed by Joy Zabala who is a leader in Universal Design for Learning (UDL) concepts, it is recommended to look at four components: Student, Environment, Task and Tool.  First, you look at the Student: what are their strengths, needs, and motivating factors.  Then, look at the Envirnoment: where is the student going to be completing the task?  Third, name the Task: what does the student need to do or learn? Last is the Tools: how is this child going to access the task at hand, as independently as possible?

When I am working with students, I collaborate constantly with a group of amazing therapists and educators.  We try to look at all options from no tech to high tech. You don't want to jump to the iPad with ProLoQuo2Go if it's not going to work to the child's strengths and meet their needs.  Let me give you a few examples:

Example: 

The Student: A preschool student with significant physical and cognitive disabilities. S/he is able to reach, grab and release with both hands.  S/he is motivated by sensory exploration, food and music.  

The Environment: Student will be completing tasks in the OT room, the classroom, and academic specials like gym, art, and music.  

The Task: develop a means of communicating needs and wants.   

The Tools: 
No Tech: Incorporating the use of gestures, eye contact and vocalizations into activities

Low Tech Option- pictures, like Boardmaker, SymbolStix, or downloaded pictures from the internet.  

Mid Tech Option- voice output single switch with a picture indicating what it says or a swtich activated toy (available through specialty vendors such as Enable Mart  or Able Net or potentially Amazon).

High Tech Option- iPad with Cause and Effect music based play apps such as Inclusive Tech, with a switch and Blue tooth switch interface for the iPad such as the Pretorian APPlicator

During therapy sessions, I use them all.  The combination of all approaches supports intent, initiation, persistence, and communication needs through motivating play. This student must request a turn using a picture exchange to then activate the cause and effect switch based toy/app, indicate more wanted time on the swing, or use of the rice box.  Notice, I haven't attempted to start an alternative and augmentative communication (AAC) app.  S/he is not ready for it yet.  Maybe in the future, maybe not.  

Example 2.

The Student: Student with significant physical mobility challenges. S/he is very bright but has difficult time keeping up with his/her peers during class activities. S/he can type on average at the same speed his peers write; s/he can write single letters and numbers recognizably but large.

The Environment: regular education setting

The Task: S/he needs to be able to complete math, reading, and writing worksheets independently.

The Tools: 
No Tech: scribing, however this involves an adult or peer to do the work, and the student is dysarthric. Reliability of answers should be considered.

Low Tech: Use a Slant board, built up pencil, and strategic positioning (and repositioning) of materials

Mid Tech:Lap top already available in the classroom with shortcut to a word processing application and a printer

High Tech: iPad with a PDF translation app that takes a photo, turns it into a PDF on which the student can type or draw on, access to email and/or printer

The student uses a combination of all four, again. Now that the student has access to the tech, the need for the scribing is lessened.   Sometimes the child wants to write. So with strategic positioning and his built up pencil, s/he can fill in the blank or draw the lines. But when the writing is more than a few letters or numbers, he can complete his work on either the iPad or the computer.  Is it perfect? Is it up to UDL? No, because in theory, the means of his expressing his knowledge wasn't explored before creating the lesson.  But does it work and give him improved access right now?  Yes.  

Example 3.
The Student: Elementary student with decreased strength and endurance to upper extremities and absent lower body sesnsation.  Also wears glasses.  Enjoys reading and music, but has a hard time comprehending and expressing what she knows.  S/he hunts and pecks on the keyboard.
The Environment: The inclusion classroom
The Task: Reading assignments, comprehension
The Tools:
No Tech: Provide modified educational materials like multiple choice questions
Low Tech: Highlighting strips to visually narrow the area the student needs to which s/he needs to attend. Access to read-aloud accommodations on the ePublished version of the reading program
Mid Tech: Access to laptop with a text to speech app/extension (Read and Write for Google, Readability, etc)
High Tech: iPad with PDF translation app to enlarge the print on the screen and limit visual clutter.  If student has a print disability, may qualify for Bookshare account and could use Voice Dream app on the iPad as well.

Combination of all four.

Notice the trend?  There is no end-all, be-all answer to access needs because depending on the strengths, needs, environment, and task, the tools required will be different.  And it is always a work in progress as the demands of the schoolwork change.  The important thing to take out of this is that you need to ask the right WH questions.  Who? Where? What? and How? Because if you don't know the answer, you can consult with your team or request an Assistive Technology Evaluation from your local AT group, in accordance with your district policies and procedures.  If you're not sure, refer!  

If you want to learn more about SETT, UDL, CAST, AIM, or any of the other Assistive Technology acronyms, there are amazing free and at cost webinars available on-line through AbleNet University, CDT Institute, and AOTA .  And don't forget to make friends with your local AT program!  They can be an amazing resource.

OTMommy spOTlight on: IZ Adaptive, Where Fashion Meets Function

In the world of fashion, the needs of those with disabilities are overlooked.   But IZ Adaptive is working to change that.  

I was recently drawn to an advertisement for IZ Adaptive on social media.  It is a fashion line that focuses on the unique needs of those using wheelchairs, taking into consideration comfort, function and current fashion trends.   

One of my favorite pieces is the Separating Biker Jacket for Men retailed at $449.   The way the cuts accentuate the shoulders while ensuring the ease of donning and doffing is gorgeous! 

Founder Izzy Camilleri is a well-established Canadian fashion designer, whose designs have been photographed on the likes of Meryl Streep, Kirsten Dunst, and Fergie.  But after meeting with Journalist Barbara Turnbull, who happened to be a high level quadripalegic, she began on a new venture that took her creativity rolling in a different direction. In 2009, she began to focus her talents on addressing and dressing men and women with disabilities.  In an email based interview, Ms. Camilleri took analysis of the unique needs of her new clients stating,"I had no idea that someone who used a wheelchair had different clothing needs.  It was a very eye opening experience on many levels."

Women's Tear Away Pant retail $59 offer a a higher back and bulk-free front.

She had to consider topics that traditional fashion designers and people in general take for granted.  For example, skin integrity is an important issue for people with decreased or absent sensory awareness, such as in spinal cord injuries, multiple sclerosis, and Lou Gehrig Disease.  When fabric bunches and moisture build up, friction, heat, and sores can occur.   She also had to consider how the act of getting dressed and undressed can be helped or hinder by the type and placement of fasteners.

Open Back Jeans retail $79 offer easy donning wrap around panel with velcro strip.

With ideas in hand, IZ Adaptive was born. Ms. Camilleri uses fabrics that are soft to the touch and that have stretch to them allow for ease of donning and breathability.  In some of her designs she made zippers longer or used magnets instead of traditional buttons since standard buttons and zippers can be a significant struggle for those with fine motor difficulties.

Men's Casual Magnet Shirt, currently on sale $29.99 uses magnets for easy fastening and an A line cut for a flattering fit.

There are pieces to fit every budget and need.  Her line includes informal apparel, work apparel and evening wear with prices ranging from $9.00 Knees Together Strap to a $650 Wedding gown.   Dress shopping in itself can be difficult, for any woman, physically and emotionally.  Women who use wheelchairs can visit the website and discover pieces in which they can feel beautiful and comfortable for the upcoming prom and wedding season.  Ms. Camilleri hopes to further expand the evening wear selection. Even browsing is made easier because each item is detailed with information tabs on fabric choices, care, and function.

Grace Strapless Gown retail $375

At this time, expanding the line to include other cut designs so that people with other physical impairments such as limited range of motion and limited strength is not in the works.  But that's ok since IZ Adaptive offers specific alterations through their website.  Custom designing is also available to those in the Toronto area and is priced according to the project and level of difficulty. 

Many of her other designs have been featured in international magazines like Vogue and Flare.  When asked about ever seeing IZ Adaptive designs in the spotlight, Ms. Camierelli said, "We have had our IZ pieces used in Fashion Magazines on high fashion models.  They were used in a different context of high fashion on able bodies models.  We are already seeing alternative models on runways during this past Fashion Week in NY, so I think we will see more and more exposure for fashion going to the next level."

So if you know someone who happens to use a wheelchair and is looking for clothing that fits their style and budget, as well as their seated posture, consider looking into IZ Adaptive, where fashion meets function.

'Appy Hour Review: Mod Math

Gotta love social media for the free, fun, and functional finds.  I came across ModMath via Twitter and immediately downloaded it for my iPad to try it out.  This app may be a game changer for children who have difficulty writing and organizing basic math problems.

Available only on iPad, ModMath was created by a family whose son has dysgraphia and dyslexia.  He was struggling to his represent his math work on paper.  Now they are sharing their app for free on iTunes.

ModMath is fairly customizable.  You have the option to change the contrast, color of number font, and provide alternative row/column contrast.

When you open a new page, you are presented with a graph paper style grid.  Once you tap on a space, a number and symbol keyboard will appear.  But don't be fooled.  This is NOT a calculator.  It only provides the user with a means to clearly type numerals and symbols.

It took only a few tries to get how to use it.  For example, if you have to do long division, you first have to touch the paper, select the long division symbol, then touch the grid again where you want your numbers to create your equation, continuing this process as you solve the problem.

 As for carrying and cross outs, they have that covered too; they also included fractions.

The lines that differentiate between steps appear automatically if you place them in the box just prior to the number that you want to add, subtract, multiply or divide.

What I really like about this app is that you can see the work, the process, as well as the result, without it automatically giving the student the answer.  The ability to visually organize the numbers in clear columns and rows is a skill with which so many children struggle.  Bonus feature, the student can email the teacher, parent, tutor his/her work, or himself in case he wanted to print out a copy.  Just select how you would like to send it and it will create a PDF of each work session.  When the recipient receives the PDF file, it comes without grid lines.

A few things options I hope they consider in the next update: 1. to a direct print option and 2. the ability to type name and date at the top of the paper. (You can name the session/file).

ModMath creators are currently working on a KickStarter Campaign for an algebra version of this product too.  If you want to discover more about ModMath or its campaign, check out www.Modmath.com.