Welcome to the Karten Network’s spring newsletter. This really is a bumper edition, we are delighted with the wonderful news stories from across the Network and grateful to everyone who has contributed! It has been a busy time supporting Karten Centres with applications for additional funding and re-distributing technology bundles from the Nuvoic project. The second best part of my job, is telling people their applications have been successful, but the best bit by far is seeing the difference the technology makes for the people you support; many of the articles in this newsletter give you a flavour of the impact!
The world has been all abuzz with talk of the increasing use of artificial intelligence, AI. While the field of AI has been around for many years, with the famous computer scientist and mathematician, Alan Turing writing about the “imitation game” in 1950. This later became known as the Turing test – a test to establish if a machine could be so good at mimicking human responses that, you can’t tell if you are interacting with a human or a computer.
AI has been quietly making its way into our lives. Apple’s Neural Engine, a form of AI was first introduced in the A1 Bionic chip found in the iPhone 8 in 2017. Today AI is found in mobile and other devices we use without even thinking about it.
However, it has only been since the wider release of OpenAI’s ChatGPT in 2022 that AI has come to the foreground of our awareness. We have since seen a plethora of AIs emerge, some using OpenAI, some using their own.
Despite some fears and concerns AIs can being very useful and fun to interact with. In this article I will focus on some generative AIs used to create images.
A generative AI, as the name suggests, using its trained model to create something, based on the data it’s given, in the case of the AIs listed in this article, some descriptive text data.
Midjourney
Midjourney quickly earned a reputation for producing rich coherent interesting and visually appealing images. Initially you were able to use Midjourney for free, however the free trail option is currently suspended. You now require a subscription to use the service. Subscriptions start from $10 a month or $8 a month for an annual subscription. This equates to being able to generate approximately 200 images a month.
Currently, you can only interact with Midjourney through Discord, making the interface a little tricky to use. You generate an image by typing the prompt /imagine followed by a description of whatever you would like to create. The AI will then generate four images you can then choose to either download, upscale, or re-edit, the image.
Your generated images are public, so can be viewed by anyone who is connected to Midjourney’s Discord server. People can also view which images you have created by looking at your profile. This, and the fact that you can access other Discord servers is something to be mindful of there are eSafety concerns.
Midjourney are currently testing a web app which means the AI image generator will soon be easier to access and use.
OpenAI’s DALL·E 3 is perhaps the biggest and most popular AI image generator. DALL·E 3, is a significant improvement on the popular previous version, DALL·E 2. DALL·E 3 uses ChatGPT-4’s understanding of language to expand your prompts and as a result it produces more interesting, realistic, and consistent results.
The biggest advantage to using DALL·E 3 is it’s easy to use, particularly if you are familiar with ChatGPT. Currently DALL·E 3 is only available to ChatGPT Plus subscribers. A subscription starts from $20 a month. However, you can access DALL·E 3 for free if you have a Microsoft account and use Microsoft’s Image Creator. See the DALL·E 3 web page for more information.
Microsoft’s Image Creator
Microsoft Designer is a feature rich AI-powered graphic design tool. Currently, Microsoft Designer is in preview (i.e. testing phase) and is free to use. Microsoft states that once Microsoft Designer is officially released it will remain free, but more advanced features would then require a Microsoft 365 subscription.
Within Microsoft Designer is Image Creator, this uses OpenAI’s DALL-E 3 to generate images. The Image Creator is incredibly simple to use and produces images for each prompt you enter. Depending on the current server load, it can take some time for the images to be generated. These images can then be either downloaded, edited or opened in Microsoft Designer to create things using the image. See the Microsoft’s Image Creator for more information.
DALL-E 3 is also available through Microsoft’s AI chatbot, Copilot. Simply ask Copilot to create an image for you. You will, however, need to be signed into a Microsoft account to do this.
DreamStudio
DreamStudio is a powerful image generating AI. It is the official Stable Diffusion web app. DreamStudio allows you to enter various parameters for the images you would like to create. While this gives you greater control, some people may find the additional options confusing. DreamStudio do however provide a good user guide. Currently, DreamStudio requires you to purchase credits in order to generate images. However, you are given 25 credits for free when you create an account which is enough to get a good sense of what DreamStudio is like. See the DreamStudio website for more information.
Adobe Firefly
Adobe is a company that has quietly been working on AI for more than a decade. This is evident with their image generator AI, Firefly. Firefly can be accessed through a web browser. However, it is also making its way into Adobe’s products like Photoshop.
A lot of the current generative image AIs struggle with text generation (i.e. text within an image). Firefly however seems to cope really well with this making it a useful tool for creating images that need to include text, e.g. a logo.
Similar to DreamStudio, the Firefly interface is packed with options that stem from Adobe’s image creation and editing heritage, making it a truly powerful tool.
Adobe Firefly can be accessed through a free individual account that includes 25 credits a month. If you require more then there are various payment plans available, including discounted rates for Students and teachers. See the Adobe Firefly website for more information.
Google’s ImageFX
Google, a bit late to the AI image generator space have produced an AI that is capable of generating high-quality, realistic images, including objects that are difficult to render, such as hands.
Google’s ImageFX interface is filled with features, that make it easier to refine your prompts or generate new ones via dropdowns. ImageFX also provides style suggestions for example photorealistic, 35mm film, minimal, sketch, handmade, and more. This combination of features makes ImageFX perfect for beginners who want to experiment.
Google’s ImageFX is free to use, but does require a Google account. It can be accessed through a web browser at Google AI Kitchen. While you are there, be sure to check out MusicFX.
As always, I would like to hear about how you are using mobile, and other technology, and AI too. If you would like to have a particular topic covered in the next newsletter, please let me know. Finally, please feel free to contact me if you have a question or need tech help and support.
TechAbility Conference 2024: Expression of interest to present
With the TechAbility conference on the horizon there is a call for presentations, to showcase excellence in Assistive Technology projects, practice, guidance or research.
Do you have something that you would like to submit? We’d love to hear from you, even if you are unsure of the details. The conference will be held in Leeds at Royal Armouries Museum, Armouries Drive, LS10 1LT on 21 November 2024. Sessions will be 40 minutes long. In previous years the majority of delegates have been from FE, HE and adult care settings.
Presentations are subject to review by a panel and you may receive follow-up questions or requests for clarifications. For all accepted presentations, the presenter will receive one free delegate place at the conference.
Submit your proposals before 26 April 18:00. You will be informed by 3 May 2024 if your presentation has been selected for the conference.
JISC Digifest 2024: Summary
JISC’s showcase digital teaching, learning and research event, Digifest, took place on 12-13 March 2024 at the International Conference Centre (ICC) Birmingham, and online.
TechAbility created a space collaboratively with JISC as part of the community hub where educational professionals could come and have a taster of different assistive technologies or talk with experts.
There was a heavy focus on Artificial Intelligence as you might imagine and the key takeaway was that with such a fast pace of advancement it would be prudent for organisations to decide on the key principles for the adoption of the technologies.
After speaking to the TechAbility Champions it was agreed that there should be an event to help support Karten centres and Natspec Colleges to create this set of principles, to help guide them to adopt the technology and support people with disabilities to make use of AI while remaining safe. We will email out further details, but feel free to express interest in this to neil.harrodbeck@natspec.org.uk in the meantime.
Android Mobile App Cards – New and updated!
This has been a popular resource among Assistive Technology professionals and so we are pleased to announce that our Android Mobile App cards have been updated, with new apps and clearer labelling.
It lists useful Apps for those with disabilities (or those supporting people with disabilities) and shows the app name, logo, QR code to the Play Store link and a brief description. It can be used as a digital resource, but also works really well to print, cut out and laminate to display or share with others.
If you would like to recommend an app to be listed in this resource then please let us know, you can email neil.harrodbeck@natspec.org.uk and the app will be reviewed before being added.
Watch this space for an Apple equivalent as we will be sure to share it as soon as it is complete.
Laura enjoyed spending her time in Lakeside Printing by finding pictures on google and printing them out. Motivating Laura to use the equipment for any other purpose was almost impossible. Whilst it was lovely to Laura enjoying her time, she was not developing her skills or progressing in her use of technology during her time in Printing.
Peer support along with visual aids helped to engage Laura in making a range of products
With the new focus on the skill of sublimation, Laura has become increasingly more engaged with the production element of Lakeside Printing. With the help of visual resources, Laura has been working side by side her peers who have supported her to make some fantastic personalised products, including door hangers, coasters and air fresheners.
Pride of her design when being printed
The pride Laura has in her work as it is being printed is evident for anyone to see! These new opportunities have allowed Laura to progress her love of printing pictures into a productive skill where she can design the picture and use them with purpose.
Using new equipment
Laura’s new found confidence inLakeside Printing has seen her using equipment that she would not previously have engaged with. Not only is Laura using the equipment – she isdoing so with a smile!
Gathering together products needed
Laura can use the visual step by step guides to see which resources she will need to create her end product and it allows her to find everything easily.
Referring back to step by step
The easy to follow step by step guides in Lakeside Printing have allowed Laura to use the equipment, such as the laptops and the Sublimation Printer, independently. Laura can design and make a range of products without staff support and refer back to it whenever she is unsure on the next step. If Laura did get stuck, her peers can use the visual guides to help her. Not only are Laura’s IT based skills developing, but so are her independence and peer to peer support skills.
Operating the Heat Press
Using the Heat Press is something that previously would have worried Laura, however, her new interest in Lakeside Printing has helped her to over come these worries and use all of our available equipment and develop new skills.
Presentation for the customer
Once Laura has completed all of the steps its time to do a quality inspection and get it ready for the customer. When Laura is happy that the product is exactly as she wants it, she carefully presents it in a box to add the final touch.
Contacting the customer
Laura’s pride in the final result means she cannot wait to show off her work to the customer! Laura calls up the customers to let them know that she has made their product and it is ready to collect.
Happy customers!
Thank you Ian Karten Charitable Trust
We can’t Thank you enough for the opportunities you provide our Trainees with. As a not-for-profit organisation we would struggle to purchase this equipment and maintain it all. The sense of pride and achievement our Trainees have during their sessions in Lakeside Printing are priceless. THANK YOU!
Over the past few years, we have developed a very strong relationship with the Local Authority’s young people’s service. We recently developed their young peoples Transition website. We were also approached and commissioned to design and produce a promotional film for Supported Internships.
The Supported Internship programme is an educational course at St Helens College. The course is offered to young people aged 16-24 who are in possession of an Educational Health and Care Plan. The Film was designed and acted by our members. Members filmed, Edited and voiced over the footage. Filming took place at Carmel College.
Working at Amazon
We also followed Matthew who successfully found employment following the course. The filming took place at Amazon and filmed what a typical day looked like for Matthew. We look forward to sharing the film in the next newsletter.
December saw Queen Alexandra College’s (QAC) usual logo get taken over by a specially designed Christmas logo created by one of the college’s IT students based in its Karten Centre. Not only did Zachary decide to create the logo he then submitted it through the appropriate channels with the request of it being used during the festive season. The college happily agreed the request and adopted the new logo on all social media outlets during the festive period.
Zachary enjoys using his digital and design skills and has also been working more recently on app creation. He is based in the Karten Centre at QAC which delivers level 1,2 and 3 qualifications in Information Technology courses where students are able to explore areas such as web design, databases and spreadsheets applying knowledge to art and design, computer aided design and computer numerical control to name a few.
QAC is an independent college for 16 to 25 year olds with learning difficulties and disabilities.
Creative Media students visited by a Script Coordinator
As part of Career’s Week our Creative Media students were visited by William Hughes, a Script Co-ordinator for Marvel Studio projects. He spoke to our students about his journey into the industry and even showcased a couple props from the Ghostbusters film he had worked on.
The students had lots of questions to ask him about the industry and were very excited to hold/wear the props Will had brought with him, the students found the session very informative and he helped answer questions about their future aspirations.
William stated that “QAC is incredibly invaluable in a world where there’s not enough’. Our creative media suite is based in the Karten Centre which was originally funded by the Ian Karten Charitable Trust.
Massive thank you to Will for coming in to QAC today to talk to our students!
Sight Village Exhibitions
QAC Sight Village is described as ‘the UK’s leading exhibition for blind and partially sighted people and for those experiencing sight problems’. Each year thousands of people visit the events to find out first hand the latest technology, products and support services available including: audio equipment and services, braille equipment and services, CCTV/Magnification, computers, daily living equipment, education and training, information and support services, leisure services, low vision aids, mobility aids, peripherals, screen enlargers/readers. Exhibitors include charities, commercial companies and voluntary organisations from across the UK, Europe and the world. Admission is FREE to all the events.
Funding recieved from the Ian Karten Charitable Trust made it possible to purchase new assitive technology. This equipment has allowed our clients to enjoy their hobbies again. This would include reading, doing puzzles, crafting and building Lego. Clients can also be more independent by reading their own mail and cooking instructions. They can also communicate with family through reading letters, writing birthday cards and looking at family photos.
These two case studies demonstate what a wonderful impact the new equipment is having.
Case Study 1:
Mrs S relied on very strong glasses for reading, she needed a new pair but were unable to get a pair that had strong enough magnification for her. She was always against using hand held magnifiers as she felt this brought attention to her sight loss.
She dropped into the centre one day and was shown the reveal 16 and explore 5 and 8 magnifiers. Straight away she felt they would be really useful for her, and wondered why she had never gone down this route before.
Having bought a reveal 16 and an explore 5, she can now read letters independently, she can see the whole letter rather than just a little at a time. The explore 5 helps her to see prices and size labels, which she couldn’t manage to do by herself before this.
Mrs S said: “I am managing so much more by myself now and it is less stressful for me. I wish I had done this before now.”
Case Study 2:
Mrs M came into Hub to look at magnifiers which she could use to read but also to help watch the TV. She has age-related macular degeneration (AMD) and is struggling with near and distance vision. We demonstrated a range of products however Mrs M loved the Explore 12. We were able to apply to the Skiffington Trust for her to purchase one.
Mrs M said: “The magnifier has been very useful for me. I am very happy with it. I was able to use it to sort through a load of paperwork and I use it when I am watching quiz programmes on the TV.”
On the 11th of March, I embarked on a journey from London to St. Helen, excited to visit David and the team at Buzz Hub. Our primary aim was to delve into a shared project interest: utilising virtual reality (VR) to craft tailored travel experiences for individuals unable to embark on conventional journeys.
Upon arrival at the Buzz Hub Media location, David and Sophie warmly welcomed me. Eager to collaborate, they generously shared insights on optimising video production with a 360-camera device. We delved into various aspects of video and audio capture techniques, discussing camera height, speed, different recording methods, and ensuring smooth visuals. Fortuitously, the weather favoured us, allowing venturing out and test recordings, granting me a glimpse of previously unexplored corners of the city centre.
Our day progressed with David guiding me through different hubs, commencing with the bustling media hub. This vibrant centre showcased an array of captivating activities, including DJing, radio broadcasting, filming, printing stations, and virtual reality experiences. Transitioning to the art and joinery hub was equally enlightening; I was captivated by the creative atmosphere and the remarkable pieces crafted by the service users under the guidance of dedicated staff. Although presently sharing space with the joinery hub, plans for relocating the art hub were underway. Witnessing the harmony between staff and members was truly inspiring, particularly during a culinary activity by a group of service users.
To my pleasant surprise, upon returning to the media hub, I found myself thrust into the spotlight as Karl interviewed me for local radio. With this unexpected moment of recognition behind me, I bid farewell. I returned to the station, equipped with a 360 camera in my backpack, eager to embark on our project experimentation and implementation.
Reflecting on the day’s events during my train journey home, I realised the experience had exceeded my expectations. While the primary focus was on discussing our VR project and securing the camera from David and the team, the visit left me excited, particularly after witnessing the remarkable work of the Buzz Hub. The dedication and professionalism demonstrated by all involved were commendable, reaffirming my admiration for the exemplary work carried out across Karten Centres.
I feel so privileged to be part of the Karten Network, not only for the development opportunities it offers, not only for the financial, technical, and ethical support it provides, to allows us to support our service users as best we can, not only for the influential work it does to advocate for people living with disabilities and education but also for the network (as the name says) of peers that it provides us with—for someone working on the front line with our users, being able to bounce ideas and pick up tricks and concerns of people working in similar settings and probably experiencing the same obstacles, the Karten Network is without a doubt a fantastic ally to have.
The network’s collaborative ethos, exemplified through initiatives like Techability Champions, peer week exchanges, and conferences, is something I wholeheartedly encourage others to embrace and leverage for mutual growth and success.
Orchardville Works is a social enterprise that provides training and support to people with learning disabilities or autism to gain valuable life skills and hands on experience to help them progress to gain paid employment.
The most popular jobs we would complete with our participants are hand packing jobs, embroidery jobs and pressing jobs. Each one of our participants has 1-1 support through every job we are completing, and we always have the best time! Provided are just some of the amazing jobs completed by our fantastic team.
About a year ago I fell down my son’s stairs and damaged my spinal cord, becoming a tetraplegic. Before that I worked for M&S as a Store Manager, so I was always busy and on my phone a lot. When I was first in King’s I told my daughter to keep my phone because I couldn’t work it. I was there for eight weeks and was then transferred to Queen Elizabeth Hospital and was still unable to work my phone. I spent six months with no phone. If I wanted to watch my iPad, I had to call someone if I wanted to change the channel or start watching a film. It was the worst feeling, not being able to contact anyone; my friends had to contact my daughter as they couldn’t contact me directly. My daughter also had to do my online banking. Anything I needed I had to ask for help with.
When I came to Stoke Mandeville that was my first goal, to be able to use technology. I met Alison, Aspire’s Assistive Technologist, who is so good, she really knows her stuff. She introduced me to so much technology for accessibility, such as different types of mouth control; she went through everything. I started using voice control and it was such a game changer. Suddenly I could ask my daughter to leave my phone with me as I could work it and I could use my iPad without having to ask someone. It’s the simple things that can mean a really big change. I got a laptop from work, and she helped with that too. I’m able to use my fingers more to operate that now. It’s been so amazing; everything I can do now I couldn’t do for six months.
I am desperate to go back to work and I feel confident that I could do that – at least with the technology side – even if some of the physical side of it I wouldn’t be able to do. Technology-wise, I feel 100% confident that I could do the job. My boss has been very supportive and visits me regularly. When he asked me what my concerns are, I said firstly when and where I was going to live and, secondly, going back to work. He said he didn’t know of a Store Manager in a wheelchair “but that’s not to say you can’t be the first”. My job is waiting for me and I should be able to go back to work in some capacity, they are really good at looking after people.
I’m leaving hospital at the end of April and going into a bungalow where I will be for 6-12 months whilst my home is being adapted. I lost my husband nine years ago and have three children. One of my daughters lives at home and the other has four children. My son got married last year, which I had to miss.
I’m a very positive person and tried not to let my injury get to me. If you let it get to you, you’ll go on a downward spiral. Because I was so positive, that stopped my three children from getting depressed about it as well. As it goes on you can’t help having more and more negative thoughts about what you can’t do, but at Stoke Mandeville they educate you into things you can and can’t do.
The first six months were definitely harder because I couldn’t use technology, as I spent a lot of time in bed. Alison was brilliant, so patient. It’s a shame I didn’t meet Alison earlier in my journey.
Advancements in technology continually transform the landscape of education. At our college, we have embraced Virtual Reality (VR) to enhance and elevate students’ learning journeys.
What is Virtual Reality?
It’s a realm of simulated three-dimensional environments where users can immerse themselves, interact, and explore. These digital worlds can range from entirely fictional realms to life-like replicas of real-world settings and scenarios.
Equipped with motion sensors and tracking technology, VR headsets transport students into these immersive environments. They can freely look around and navigate, fostering a tangible presence that blurs the boundary between what is real and what is simulated. With controllers in hand, students can manipulate objects within the virtual space, further enhancing their interactive experience. While some applications support hand-tracking technology, it is not universally integrated yet.
It is essential for us that students distinguish between reality and unrealism; that is one of the reasons why we project the ongoing sessions.
How do we use Virtual Reality?
We collaborate closely with subject teachers, tailoring VR experiences to align with students’ educational objectives.
By leveraging the extensive library of apps and games available in the Meta VR ecosystem, we empower students to engage with their learning in novel and impactful ways.
Even if students prefer not to wear headsets or experience discomfort such as motion sickness, they can still participate in sessions and collaborate with their peers. Our VR initiatives are not just about immersion; they are about inclusivity and flexibility in learning.
Let us take a glimpse at how VR intersects with GCSE English:
Engaging in Escape Rooms fosters creativity, promotes problem-solving skills, enhances reading comprehension, and cultivates teamwork.
Crafting Virtual Mind Maps aids students in organizing their thoughts, refining their writing abilities, and structuring their ideas effectively.
What lies ahead in our VR journey?
We are actively expanding our VR curriculum, integrating it with Sports, Maths, and Science subjects.
The response from students has been overwhelmingly positive, with enthusiastic engagement and eagerness to explore new horizons. Our teachers are equally excited, witnessing firsthand the transformative impact of VR on student learning.
We are not just embracing technology for technology’s sake. We are exploring it to unlock new realms of educational possibility, fostering creativity, collaboration, and discovery.
Inclusivity, accessibility, collaboration, sustainability & creativity at the core of design and development for the future.
Day opportunities – past ventures
Prior to the unexpected closure of Day Opportunities during 2020, Eduprint served as more than just a workspace; it was a supportive environment where individuals could engage in meaningful activities, interact with others, and contribute to the success of a sustainable business. The structured routine and socialisation opportunities played a crucial role in the well-being of all those who attended and visited.
Eduprint was open to provide a space within our David Lewis community for adults with Learning Disabilities, Autism, and Epilepsy. To access a service taking on design work from external businesses, in-house creative exploration, development of skills, and socialisation by gaining knowledge of a sustainable business.
Open 5 days a week, many individuals had the opportunity to attend a new environment and complete assigned tasks, giving them fulfilment throughout the day, a sense of belonging, and pride in the work they completed.
Day Opportunities – in the present
Since re-opening, the Creative Hub has welcomed the people we support to explore and develop design techniques, using different mediums and discover their passions in a creative manner. Utilising digital technology and combining that with hands on techniques has enabled the people we support to finesse their fine motor skills, learn how to write emails, develop advertisements, animations and make items with a personal touch for friends and family. Through the right support and the development of the service we have enabled the individuals and the team to create more opportunities and exciting ventures.
Day Opportunities – What’s in the future?
The vision is to expand the Creative Hub, with plans for new equipment, alongside the building of a new website. The Creative Hub is beginning to embark on a journey of personalised gifts, designing of cards and prints, keychains and sensory items with the use of a 3D printer to name a few.
We have a strong belief that we can create a sustainable business run by the people we support from across the David Lewis site.
With the right support right culture, inclusion and huge passion at the forefront of everything we do, we believe that the Creative Hub will grow and the vision of the people we support will be a success for all involved.
Seashell is an extraordinary place for extraordinary young people. We support children and young adults with the most complex needs in the country to reach their potential through our specialist school, college and residential care facility.
Seashell were kindly provided with two Drive Decks (left) by the Ian Karten Charitable Trust. This allowed us to have one based in our specialist school and one in the college. These have been hugely beneficial to Seashell and are being used in several ways to benefit our learners across our site.
Smile Smart Tech describe their innovative Drive-Deck device as a “Unique training and assessment device which allows wheelchair users to remain in the comfort of their personal seating to train in using switches and control use”.
The drive deck allows an individual to learn and practise the skills needed to drive their wheelchair, using any kind of switch. The deck has several options to be accessible to a multitude of learners:
A drive Deck can be set to follow a track and activated with a single switch; an accessibility feature that allows learners with complex needs, at the start of their wheelchair driving skill progression, the opportunity to learn safely. With the introduction of more switches, alongside experience and training using the equipment, an individual can learn to drive their wheelchair off a track – in Free Drive mode.
My name is Ted and I have been the Assistive Technologist for Seashell Royal College Manchester since Jan 2022. When I started in post the Drive Decks had already been funded and provided to us by the Karten Trust. Since then, I have utilised and evolved the college’s use of them.
I now run Drive Deck sessions multiple times a week. I have collaborated with our Occupational Therapy (OT) department to embed sessions, skill learning, and progressions into the college students’ use of the Drive Deck. Together with OT we have embedded the use of the drive deck into our switch skills progression matrix.
Currently we are using the Drive Deck in three distinct ways in students’ Drive Deck sessions:
Used for further switch progression and development: The Drive Deck provides an innate way of introducing and embedding more switches to control more aspects of driving, if this is the switch progression our students are on.
Adapted, fine motor rehabilitation: I have recently had wonderful success using the Drive Deck with a student who recently suffered a stroke and lost a vast amount of his left hand and arm usage.
This learner, who uses a standard wheelchair, previously had the capability of self-propelling himself functionally using both his hands. This student’s OT and I have devised a weekly session where he is being supported to re-learn to use his left hand and arm. At the start of these sessions the student was very resistant to any encouragement and prompting to engage with his left arm.
However, driving the Drive Deck quickly became very motivating for him; especially with the introduction of a preferred and motivating P.O.L.E (*person, object, location, event) at the end of the track, in the form of switch activated music on a large interactive whiteboard. This allowed the learner to activate a switch with his left hand, with staff modelling and prompting the repeated action of this; and once he has driven to the end of the track, he activates his favourite music, again using his left hand and a second switch.
This learner’s OT has fed back that; “The use of the drive deck has been integral in the rehabilitation of a young adult who had upper limb surgery to reduce contractures. Switch activated motion on the drive deck has proven to be an intrinsically motivating activity for this young adult with a clear cause and effect structure allowing it to be accessible for them. This has facilitated our ability to utilise both neuroplasticity and his own volition to increase the functional use on a non-dominant hand post-surgery. This would not have been possible without OT and AT collaboration and highlights the importance of a continued relationship between the two professions.” – Dionne Nmai, Seashell Trust Occupational Therapist
OT and I have been blown away by the rapid rehabilitation benefits of using the Drive Deck in this way, and this has opened our eyes to further ways of using this equipment with Seashell learners.
Switch use progression in driving/ self-propelling: working towards an assessment for a switch adapted powered wheelchair. Working in conjunction with Smile Smart, the Drive Deck can be used for assessment as well as training and experience on switch-wheelchair driving. This can lead to an assessment, given by, Smile Smart to evaluate an individual’s skill set and overall use of the Drive Deck equipment and determine whether they are ready and would further benefit from a Smile Smart Powered Wheelchair.
Smile Smart System (SSS) Powerchairs are adapted personal powered wheelchairs tailor-made to an individual specification. SSS powerchairs are modified using a wide range of controls and switching to offer optimum comfort, freedom and independence for the user.
These unique powerchairs come with anti-collision sensors, voice confirmations, pre-determined track following, speed and motion controls.
Here at Seashell, I am very proud to say, I am about to undertake my first student assessment for a Smile Smart System Powerchair. This young man has been working with the college Drive Deck for the past 18 months. He has progressed from using one switch, driving on a track, to using a bespoke layout of three switches to drive forwards and turn left and right in Free-drive mode, being able to choose where he wants to Drive to. In this way the Drive Deck is offering this individual an opportunity that he would not be able to experience without this equipment.
Working as an Assistive Technologist I have not come across a similar or alternative method of offering support, training, experience and assessment for switch-users learning wheelchair driving who cannot self-propel or use a typical powered wheelchair joystick. Our OTs report that:
“The drive deck is used both as an assessment and intervention method, with progress tracked using GAS goals as an outcome measure. Initial assessments inform the clinician’s understanding of gross and fine motor movements, including range of movement and limb function, what style of switch would be appropriate for use, and what POLEs the student may find motivating in addition to the drive deck itself.
Following assessment, OT and AT design interventions dependent on intended outcomes for the student. In the case of one student, the drive deck session is being used to increase participation in switch-based activities, promoting increased upskilling through repetition with familiar switches and POLEs.
For another student, initial use of the drive deck for switch work indicated the potential for the development of skills in independent driving and has led to AT arranging an external assessment for the student to be considered as a potential powered wheelchair user. A third student engages more consistently in drive deck sessions than in other switch work, and uses the drive deck functionally to practice upper limb control, which can be particularly tiring for them physically. In all cases, the drive deck has been utilised with full-time wheelchair users whose physical or medical conditions present a barrier to independent movement, and in all cases consistent motivation has been observed when the student is able to move themselves with greater autonomy, whether for
learning cause and effect, practicing switch-operation skills, or developing driving skills.” Lucy Basing, Seashell Trust, Occupational Therapist.
Going forward I would like to offer other services within the Network, and any around the Northwest; who may be considering the purchase of a Drive Deck the opportunity to get in touch with myself, and try the equipment with us on site here at Seashell. I would be happy to coordinate visits where you could see the kit yourself, and observe the sessions we run with our students.
The Ian Karten Charitable Trust, in providing the funds for the Drive Decks we have at Seashell, has immensely improved the service we are able to offer the Young Adults we support; and the benefits of the Drive Decks are vast, unique, and still evolving.
Thank you to Smile Smart Technology, and to the Ian Karten Charitable Trust for making this possible.
The Karten Network team has recently had a paper published in Assistive Technology, The Official Journal of RESNA. The paper describes the Nuvoic project methodology and how we worked with disabled participants and software developers to improve the functionality and performance of Voiceitt. The Voiceitt app is designed for people with dysarthric speech, to support vocal communication and access to voice-driven technologies. Sixty-six participants were recruited to test the Voiceitt app and share feedback with developers. You can read the full paper here Developing accessible speech technology with users with dysarthric speech
We have established a new immersive, mobile, multisensory Assistive Technologies (AT) facility for the people we support in Ravenswood. This was an opportunity to provide additional wellbeing opportunities using AT with a focus on reaching more people with complex needs. Ravenswood has an ageing population and is supporting people through many health-related and emotional issues, including early onset dementia, bereavement and loss. With funding from the Ian Karten Charitable Trust, we have expanded our use of technology to provide an immersive, multi-sensory room that can be moved to various locations and homes in Ravenswood.
The Concept
The aim for the project was to provide a calming, flexible space that could be adapted to allow different themes and activities to be offered. This would enhance services by combining new technology with some existing activities, increasing reach and meeting a wider range of needs. We wanted to provide an immersive sensory room that could be moved to different locations to offer multi-sensory experiences.
We had seen the benefits of assistive technology on the people we support with learning disabilities and autism. Our experience has shown that by incorporating further technology, we can positively enhance social opportunities which stimulate interest, curiosity, engagement, and learning. This immerses the people we support in a sensory world where they can relax and express themselves freely while exploring their visual, auditory, tactile, and olfactory senses. This approach offers the people we support, a chance to experience mindfulness in a meaningful way for them and offers a way to relieve stress and enhance overall wellbeing.
The Sensory Thematic Approach
We chose to set up the project in a room in the Pamela Barnet service at Ravenswood. This location enables us to raise awareness of our sensory space for both the people we support and staff. Alongside our existing sensory equipment, the funding from Ian Karten Charitable Trust has enabled us to approach our sensory delivery with fresh eyes and find new inventive ways to use it. The use of the latest Magic Carpet Reflex projector, and different sound elements has enhanced the immersive experience, drawing in both the people we support and staff in new ways to explore and engage with AT.
Project Launch
All the equipment required to complete this project has been delivered and installed.
Wendy Yeomans is Norwood’s Intensive Interactive specialist, working alongside staff, to help them become familiar and confident with a variety of approaches when using AT.
Providing ongoing staff training
Building confidence in using the sensory equipment
Developing staff confidence to use their own creative skills to build positive sensory experiences
Encouraging staff to integrate their new skills and understanding of various approaches into sensory stories and themes for the people they support
The aim of using assistive technology is to:
Maximise engagement and interest from the people we support
Enable preference and choice
Improve communicative responses
Supports behaviour regulation
Develop understanding of cause and effect
Wendy enabled staff to observe individuals’ interactions in a more focused way, paying attention to body language, facial expression, eye movement or vocal responses, however small.
Staff have been given record sheets to record which equipment has been used and when. They also recorded outcomes in relation to the people we support and their engagement with particular items. This recording activity assists in identifying individual’s sensory motivators and preferences so personal sensory programs can developed to increase levels of engagement and enjoyment in the future.
On March 1st, the spirit of competition and camaraderie was alive as eight teams of young people with a learning disability battled, and batted, it out in Louth for the Lincolnshire Table Cricket Tournament. The stakes were high, with each team vying for the chance to represent Lincolnshire on a larger stage.
In a display of skill and determination, the team from Linkage’s Lincoln campus emerged victorious, clinching the tournament title. Their sterling performance earned them the honour of representing Lincolnshire in the upcoming regional championships.
The regional competition is scheduled to take place on April 17th at the iconic Headingley stadium, the home of Yorkshire County Crickey Club. With their sights set on further success, the Linkage Lincoln team are now in full training and preparation to showcase their talent and dedication on a broader platform.
This achievement not only highlights the resilience of the Linkage Lincoln team, but also enabled all participants to apply their skills around Maths, teamwork, social interaction and community engagement. Well done to everyone who took part and congratulations Team Linkage!
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