The Maples bungalow had always been a place for learners to develop their independence skills, although over time has become worn and outdated.
Our Karten trust funding to revamp and repurpose the Maples into a Smart Home provision helped us to modernise and consider purposeful, meaningful opportunities using a range of assistive equipment.
Once our bid was approved by the Karten trust board we furnished the Maples Bungalow with equipment that would give learners the opportunity to meet their outcomes.
To enable learners to develop their independence; the use of voice technology was the main purpose of the development.
The Smart Home was zoned into 5 spaces: kitchen, lounge, chill-out room, bedroom and office.
Each room offering a different experience.
Using the Alexa Dot, Alexa show and Samsung SmartThings apps with equipment such as: robotic vacuum, televisions, heating, blinds, lights and lamps, bubble tube, washing machines, fridge and door cameras; learners have been able to control the environment, develop communication skills, problem solve, follow instructions and develop their independence skills in a functional home setting.
Currently 40 learners over 5 days have access to the Smart Home.
Some sessions are led by the Speech and Language Therapy Team. This statement has been provided by the Speech and Language Therapy Team:
“The speech and language therapy team have been running sessions with groups of learners in the Maples Bungalow each week.
These sessions have been focusing on functional communication skills to support real-life activities e.g. making a drink, cleaning the kitchen.
The bungalow provides creative and unique opportunities to support learners with different needs. For learners with physical/access needs who cannot complete household tasks independently, sessions have focused on using language to instruct Alexa or another person to do a task e.g. instructing Alexa to turn the kettle on or instructing another person to get a mug from the cupboard. This allows these learners to be active participants in their household activities.“
For those who communicate using AAC devices, learners were taught to use their device to speak to and control Alexa. A range of commands were taught, including changing the lights, turning on/off the vacuum cleaner and turning on the kettle. This was often incredibly motivating for learners, who quickly learnt that their AAC ‘voice’ has the power to change and manipulate the environment.
Speech and language therapists often face challenges concerning the retention and generalisation of skills which are taught within therapy sessions. The Maples Bungalow provides the opportunity for taught skills to be practiced in a home setting, allowing for generalisation practice to occur on campus. To support carryover of skills further, resources and strategies which were learnt in the bungalow are sent home for further practice and application.” – Speech and Language Therapy Team Portland College
Case Study – AAC Tutor
George came to college last year with an eye gaze communication device and Grid 3 software. He has since undertaken a weekly AAC/SLT session and is making progress.
George has had varying topics programmed to his device to encourage his communication. Topic that have been added relate to his interests of football, music, and cause and effect.
At the start of this process George was reluctant to use the device. Over time he has become more engaged, and willing to work with the equipment, choosing from either direct access, eye gaze or modelling from staff.
More recently George has accessed the Maples Bungalow to use the Alexa to control his environment. He enjoys choosing instructions on his device, so that he can control the environment by changing the colour of the lights and opening the blinds.
He particularly enjoys this session, often loudly vocalising when he enters the bungalow. He will direct staff to where he wants to be positioned in the room to ensure he gets the best view of the environmental changes.
With the continued use of the Maples Bungalow it is hoped that Georges motivation to control is environmental will increase and this will lead to developing his communication skills.
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- This article was written by the Portland College Karten Centre
- Featured in the Karten Winter 2022 Newsletter
- This article is listed in the following subject areas: Case Study, Centre News