GOET (Game-On Extra Time) homepage BSL video.
BSL for http://goet-project.eu/case-studies/
Page text: "Preparation for Employment and Independent Living
Introduction
A young man with Autism attends a local special school. He is part of a small group of students working on his preparation for employment and independent living.
Participation
The student had never participated in such a project and showed little interest to begin with. Whilst a demonstration of the games took place, this young man became more interested and contributed to the discussion taking place. Along with his peers he took notes on paper. When it was suggested that we needed someone to work/test some of the games he became very enthusiastic and put himself forward.
Achievement
This student proceeded to astonish his teacher by a) concentrating on testing the games and b) producing a piece of written work. Normally the student really struggled with both of these elements. The student also commented on the games, the teacher saying that he was usually quite reticent to do this. This achievement has been important for this young man and has helped him to work with his peers.
Preparation for a more independent lifestyle
Introduction
A young female student attends a weekly Life Skills class. She is Deaf and communicates using British Sign Language. She has been testing the games with 5 other Life Skills students in preparation of a more independent lifestyle.
Participation
The student had never participated in this kind of project before and was noticeably anxious on the first session. She was unsure as to what she should expect from the games, but felt pleased to have been asked to participate in the piloting phase. Though initially hesitant with using computers, once the games were demonstrated, the student became more interested and wanted to try them herself. Her knowledge of the subject area was previously quite limited and her skills were considered pre-entry level. The Life skills group generally uses paper-based resources, all of which aim to improve literacy and understanding of key concepts. As a result, the student found the use of a computer as a teaching tool to be a novel and exciting experience.
Achievements
The student's confidence with using computers improved significantly within the first two sessions of piloting. She had expected the games to require a good understanding of the English Language, but found that she could understand the majority because they were so visual. This is a crucial element for most Deaf and hard of hearing users and really helped in building the student's confidence. The student continued to progress and amaze both trainers and carers alike with her determination to become more competent with money skills. She questioned aspects of the games and frequently asked for a more in depth explanation if she did not understand.
The student's involvement in the piloting phase has been exceedingly beneficial for her understanding of the subject area. The fact that we have been able to use these applications in conjunction with regular life skills teaching techniques has meant that students have been able to practice their skills in the virtual world, effectively preparing them for the real world equivalent. Since beginning the piloting phase we have had some encouraging feedback from the student's carer, detailing her enthusiasm to practice her skills at home by adding and subtracting coins and practicing personal care routines. Although the student has always been socially confident, we have seen an improvement in the confidence she has in her own skills. She now freely offers her opinion in class and is much less self-conscious in doing so."
Loading...
2:22
Deaf Human Rightsby aaeberwein763 views
Link to this comment:
All Comments (0)