Individual education planning (IEP) meetings can often be stressful for everyone involved and not feel particularly good for parents and teachers alike. But IEP meetings can be even more painful for students when they are not included and not prepared for what the meeting will involve.
Like many educators, I am a firm believer in having the student involved and engaged in their own IEP meeting and I often get asked about how to best involve students in the meeting planning process. Continue reading
As the name implies, Custom Categories in Routines allows you to group a collection of routines that are specific to, say, an organization, a school, or a community living facility.
The benefit of the Custom Categories feature is that many people can be added to the category during the time it is created. For example, a teacher may create a custom category called Community Living Skills and add all of his currently-enrolled students with an existing Cognitopia account. Continue reading
One of the original apps available within the Cognitopia platform, ScanDo! hasn’t had many design updates in recent months. And, until now, ScanDo! has primarily been a stand-alone app.
Using a relatively simple interface, ScanDo! is intended to provide on-demand support for task completion via images, video modeling, or text-based documents by browsing a curated library of media that are paired with a unique QR code. When you scan the QR code with the ScanDo! app, you see the document or video that is linked to that code. Continue reading
Last month we had our first webinar “Do it, Track it, Show it,” where Tom Keating spent the better part of an hour introducing attendees to the fundamentals of the Cognitopia Platform. He began with a general discussion on how the Cognitopia apps support self-determination, transition, and independent living and then moved into some of the core design features that facilitate both independent and shared/team use. Continue reading
More and more, technology enables our lives in ways that facilitate independence and connectivity and it seems like there’s an app for just about everything. For individuals aging in place, apps can help them stay organized, accomplish daily goals, or remotely link them to their adult children, a team of caregivers, or the support services they need in order to continue to live in their homes and thrive within their communities. Continue reading
The Traumatic Brain Injury Positive Strategies project (TIPS) is a collaborative effort among Assistech Systems LLC, the Center on Brain Injury Research and Training (CBIRT) at the University of Oregon, and Cincinnati Children’s Hospital Medical Center. Continue reading
The Routines app provides a way to show the steps needed to complete a task using text, images, or video. Use Routines when you want to support task accomplishment without needing to track progress data. You can create your own collection of routines or you can browse from a library of routines submitted by other Cognitopia users. And you can share your own routines to that same community library.
The Support Hub appears in your Dashboard when you’re connected to an individual with whom you have a supporting relationship, such as teacher-student, parent-child, caregiver-client, or supporter-supported person. The Support Hub serves as your toolbox for helping anyone you support on the Cognitopia Platform. Continue reading
Goals progress can be tracked and measured in a number of different ways within Goal Guide. Here are some options and examples of how to do it:
Basic completion measures whether a goal was or was not met in yes or no format. For example, remembering to take medication every day. Did I remember to take my pills? Yes or no. Continue reading
When checked, Enable Assistance Rating activates an Independence Scoring Scale system* that tracks assistance at the task level. The data and type of assistance is tracked over time and can be used to monitor changes in levels of individual assistance. Continue reading
After graduating from high school, Michael Montgomery spent three years learning independent living skills through the 4J School District’s Community Living Program (CLP) in Eugene, Oregon. Diagnosed with autism at 18 months, Michael’s situation is typical among families receiving lifelong support services for their now-adult children. Continue reading
Raising three boys in rural Oregon in the late 1980s and 1990s, Trina began to first notice unique developmental behavior in her three-year-old son Clinton as he was just learning to read. “Clinton had learned all of the sounds, but phonetically he couldn’t put them together. Even today, Clinton is more typical in that he can read the dictionary and learn the definitions of words or small things, but he cannot read a novel.” Continue reading
Every word is part of living. So what if you are unable to talk? “What do you do to communicate?” People have been asking me that question since I was little. I tell them I use sign language for communicating with people. Then people ask me how do they understand you without an interpreter? Well, I have an iPad. That has a program called TouchChat. Continue reading
At Cognitopia, our goal is to develop a suite of essential web-based applications for students and adults with cognitive disabilities such as autism, intellectual disabilities, TBI, or learning disabilities, and for older individuals with cognitive decline due to normal aging, dementia, or stroke. Continue reading
When Morgan Flynn accepted a position as a long-term substitute teacher with Connections, a secondary transition program in Eugene, Oregon, he used the My Life e-portfolio app as a way to rapidly learn the strengths, accommodations, and interests of his students before his first day on the job. Continue reading
One of the key features of Cognitopia is that it is designed for maximum access by users with cognitive disabilities while also providing tools for teachers or parents to assist as necessary. Continue reading
Managing the Routines of Daily Living
Goal Guide helps individuals with cognitive disabilities set goals, track progress, and share their accomplishments with others. In the course of developing Goal Guide we’ve spent a lot of time thinking about the relationship between goals and routines of daily living. Continue reading
Our work on cognitively accessible self-management applications has always relied on a participatory research approach that grounds development in the real-world life experience of individuals with disabilities and those who support them. We are fortunate to have a rich network of students and adults with disabilities, parents, and teachers who drive our iterative development approach by providing design input, using our beta version apps, and telling us how to improve them. Continue reading
March is Brain Injury Awareness Month. An annual campaign led by the Brain Injury Awareness Association of America (BIAA) and the United States Brain Injury Alliance, Brain Injury Awareness Month “provides a platform for educating the general public about the incidence of brain injury and the needs of people with brain injuries and their families.” Continue reading
When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning style. The end goal was to provide an intuitive, digital tool for students as end users that would let them document and share their educational, work, and personal experiences, and interests in a way that would foster more meaningful IEP participation and help with transition to adulthood. Continue reading