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Thursday, September 14

  1. page home edited ... We have also been using the new PCEyeExplore units from Tobii which retail for £590- which is …
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    We have also been using the new PCEyeExplore units from Tobii which retail for £590- which is an amazing reduction in price. They 'just' do mouse tracking and clicking so are very suitable for your early eyegaze users- though they do need a USB3 port to work (ones with the little blue colour tongue!). Now they are so cheap we have been able to purchase one for a pupil through our LAC grant (the family bought the PC to run it) and a few parents are looking into purchasing them or putting in charity bids to buy them.
    {Tobii_PCEye_Explore.jpg} Tobii PCEye Explore unit {eyetribe.png} EyeTribe unit
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    the market, the Eye Tribe units are also really, really cheap at only $99 for a developers version and Inclusive Technology
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    unit for £875- so they are not expensive at all.£875.
    Simon Evans
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    each of them.them and the MyTribe eyegaze unit is no longer available as they've been bought out.
    What you do need to consider as a school when buying eyegaze devices is where you are going to mount it- if you are using them with pupils using a wheelchair they ideally need to be on an adjustable mount such as the Rehadapt Floor Stand (£700)- then you can get low for the little pupils and high for the older ones and get it under wheelchairs or desks! A mobile PC helps too- one which is just the screen and a plug. The photo below is our current set up- a Tobii PCEyeGo mounted on a Lenovo all in one PC with a mobile keyboard with track-pad on a Rehadapt Floor Stand and a rubber duckie too. Mobile and nifty! Click here for information on how to use these units in school.
    You can however easily use eyegaze units with laptops- as long as you can get it to the right height for the pupil- say with a height adjustable table.
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    An example video is here:
    These are the two main programs I'm aware of:
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    Gaze Viewer (£246 year subscription or £617 to buy outright)(Now £320 for full use.)
    The program offers phenomenal scope for assessing our pupils cognitive abilities- though take note it only works with Tobii eyegaze devices. Really easy to use as well with a simple menu. All our eyegaze devices save the recordings to a central Dropbox account for retrieval and sharing.
    Ogama (Free)
    This free program called Ogama also does heat maps and gaze plots- Ogama stands for Open Gaze and Mouse Analysis,
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    it yet. We will be trialing this with an EyeTribe unit in April 2015. There is the possibility of an eyegaze device and recording software then for £70!
    {ogama.png}
    Eyegaze Websites: Information on some great eyegaze friendly websites.
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    compatible websites.
    Eyegaze Programs: Information on some great eyegaze programs.
    You'll need some software to use the eyegaze with and there is now a good selection of tailor made eyegaze programs on the market.
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    4:42 am

Friday, July 10

  1. page PMLD Eyegaze project at Trinity Fields edited ... PMLD Eyegaze Project at Trinity Fields School. {P4190696.JPG} ... (last updated November…
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    PMLD Eyegaze Project at Trinity Fields School.
    {P4190696.JPG}
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    (last updated November 2014)July 2015)
    Stage One:
    Buy One! Or hire it! Get an eye gaze system! (See the description on the main page on our set up)
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    Priceless.
    Project Information:
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    eyegaze use.
    Since April 2013 at Trinity Fields we have assessed all 21 pupils using the form below. We now know what they like, where to put the screen, what level they are at and what the general targets are. Most pupils on the project now have eyegaze targets in their IEP's although much further work needs to be done to increase the day to day use of eyegaze in as many contexts as possible throughout the day.
    A teacher, Anthony Rhys, is monitoring the project working alongside two TA's who have been using the eyegaze for over two years and are given release time to support pupils and classes. We have a supply staff for two days a week to backfill them for this work funded by the School Effectiveness Grant from the Welsh Government to increase literacy access for 12 named pupils for 2013-2015.
    (view changes)
    12:29 pm
  2. page PMLD Eyegaze project at Trinity Fields edited ... Priceless. Project Information: We have done our 2015 PIVATS assessments and teachers have …
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    Priceless.
    Project Information:
    We have done our 2015 PIVATS assessments and teachers have also been marking down which levels pupils have achieved using the eyegaze. One pupil has gone from P2ii to P4 this year and 70% of this rise has been due to her eyegaze use.
    Since April 2013 at Trinity Fields we have assessed all 21 pupils using the form below. We now know what they like, where to put the screen, what level they are at and what the general targets are. Most pupils on the project now have eyegaze targets in their IEP's although much further work needs to be done to increase the day to day use of eyegaze in as many contexts as possible throughout the day.
    A teacher, Anthony Rhys, is monitoring the project working alongside two TA's who have been using the eyegaze for over two years and are given release time to support pupils and classes. We have a supply staff for two days a week to backfill them for this work funded by the School Effectiveness Grant from the Welsh Government to increase literacy access for 12 named pupils for 2013-2015.
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    We identified these initial 21 pupils mainly by their low levels of physical ability, they are mainly PMLD pupils working around P2-P4. Some are switch users, some have only slight finger movement, some are more mobile but could possibly benefit from the eyegaze augmenting their access. We try them on the eyegaze, see if it works for them and then think about the next step. Four pupils were taken off the project in July 2014 as they are either focusing better on other communication methods or their visual impairment has now been assessed as too severe to make eyegaze viable. Then another three of our new intake were added in September 2014!
    Currently the project is tailoring resources for individual pupils (downloading videos and photographs and setting up Choose it Maker 3 pages for example) and supporting class teams to use the eyegaze units in class confidently and in an informed way. Classes are also incorporating eyegaze targets into the pupils' IEPs and integrating the technology into the day to day class activities- e.g. registration and group lessons.
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    it is possibly the start
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    exploration work.
    One pupil with Lissencephaly (below) has shot through the sensory, exploratory, targeting and tracking levels and we are already starting work on choice making and emergent communication. We will set him up with a 'home page' so he can choose what he wants to access and broaden the range of programs he is using. This video link explains his background and story so far.

    {P4190693.JPG}
    We are also trying to:
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    Fine tune the positioning of the equipment.
    In a few cases work out which eye to track, as three pupils have disconjugate nystagmus where the two eyes often move independently of each other- we are working closely with our Visual Impairment service to work out the best way of tracking this! The VI service are also using their sessions to work with pupils on the eyegaze as well.
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    system. Our fivesix eyegaze units
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    the pupil! We are also moving onto environmental controls though the eyegaze and have a My World on order from Smartbox AT.
    We are also getting used to what software is eyegaze friendly (and which ones to avoid) and getting as wide a range of programs to use as possible as we have such a wide range of users.
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    the cognitive abilityabilities of four pupils with autism and four with PMLD using a variety of methods.at school. We have
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    class.
    Updated November 2014.
    I am now
    July 2015.
    This work was
    also doingwritten up for a Postgraduate
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    in Education all about the Eyegaze Project!which just got a Distinction.
    (view changes)
    12:29 pm

Friday, July 3

  1. page Foundation Phase pupil D edited ... {d11.png} Pupil D Minions (loud) ... the screen. {o1.png} {o2.png} Between plots 33…
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    {d11.png}
    Pupil D Minions (loud)
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    the screen.
    {o1.png} {o2.png}
    Between plots 33-40, Pupil D attends the two characters; he looks back and forth between both characters when they are having a conversation. He appears to track the conversation suggesting that he is aware of them turn taking during this conversation.
    {o3.png} {o4.png}
    However, although pupil D attends the conversation, he does not look at the topic of the conversation; the banana, despite it being the focus of the two characters, it being moved rapidly by the minion and the word ‘banana’ being said several times.
    {min.png} {o5.png}
    Pupil D appears to systematically track most of the characters during the next clip. He attends to the minion who starts singing first and then attends to the louder and more animated minions next. He appears to attend the eyes and the mouth of each of the characters as they sing.
    Pupil D attends to the screen immediately and scans the screen, not focussing on any aspect in particular.
    {p1.png}
    Pupil D does attend and track the moving objects that appear on the screen during plots 30-35. As can be seen in the picture on the left, Pupil D tracks the character as it moves up the screen.
    {p2.png}
    In this picture, Pupil D attends to the main character and appears to predict that the character will appear in the right hand side of the screen and attends and dwells at this point for some time. Perhaps this is a familiar song to him.
    {p3.png}
    Pupil D
    Roar
    Pupil D attends to the screen immediately and tracks the whole screen. Throughout the filming, pupil D attends to the screen, but, at times, seems to not track anything specific on the screen. Due to the fast pace of the video, this could suggest that pupil A needs time to process things and needs activities given to him at a slower pace.
    {p4.png}
    What is also interesting to note is that pupil D appears interested in time bar at the bottom of the page. During the video he attends to the bar on a number of occasions and seems to track the bar as it moves along.
    {p5.png} {p6.png}
    Consistent with other videos, Pupil D appears to attend to faces which are presented ‘face on’ on the screen. Again, Pupil; D attends to these images when they are on the screen for some time, giving him a chance to gaze and dwell at the image. This suggests that Pupil D would benefit from being spoken to face on, allowing him the best chance to attend to the person speaking to him.

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