FIRST STEPS WITH MY
COMMUNICATION SYSTEM

 

HOW TO START USING MY IRISBOND DUO

What is the learning curve?

Developed together with the world’s top professionals in Education and Augmentative and Alternative Communication, this graphic allows us to progress in a guided and intuitive way. From a natural interaction with the computer to specific access to social and labour market inclusion.

In our case, we incorporate several key programmes when teaching, learning and advancing the capacities of each user, so that the world can see who you are and what you can become.

VISUAL STIMULATION

In the initial stage, the user will not have conscious interaction with the device. They will only look at the computer screen, where images are reproduced that will help with visual stimulation and the ocular monitoring of the figures that appear.

To ensure that this stage is successfully completed, we use the Inclusive Games application to check the user’s gaze points and visual path. It’s an essential tool for professional diagnosis.

CAUSE AND EFFECT

In this stage the student will have conscious interaction with the device and discover that their ocular movements correspond to the movement on the screen, triggering concrete facts (which will be pleasant and fun). Above all, however, it will help you understand Irisbond in a simple and playful way.

The first step in controlling the computer with a gaze is to make the user understand that when looking at the screen, merely looking has results. In other words: when the user looks at the screen, something exciting happens.

COMMUNICATION

After successfully passing the previous steps, the user should now recognise the device and its function. Now you must teach them their communicative value by assessing their competences, abilities, cognitive level, etc.
Choose the type of communicator and the number of pictograms it uses. It is preferable to start with the simplest communicator and gradually discover new pictograms with the user.
The communicator will grow with the child, without losing its initial image or changing its functions. The communication panels will gradually increase and will be personalised by adjusting the pictograms to the skills and needs of the end-user.

COMPUTER ACCESS

In this phase, and after much practise, you will have managed to write in the communicator, be precise with your choices and have the full capacity to carry out the computer activities that are the most motivating: surfing the Internet, interacting on social media, using office automation, etc.
With access to the computer and the Internet, we can carry out any type of activity.

COMPLETE INCLUSION AND EMPLOYMENT

Using a gaze to access our day to day is already internalised and any activity can be performed with the eyes. Motivation and enthusiasm are at their fullest and the only limits are those set by the user.

VISUAL STIMULATION

In the initial stage, the user will not have conscious interaction with the device. They will only look at the computer screen, where images are reproduced that will help with visual stimulation and the ocular monitoring of the figures that appear.

To ensure that this stage is successfully completed, we use the Inclusive Games application to check the user’s gaze points and visual path. It’s an essential tool for professional diagnosis.

CAUSE AND EFFECT

In this stage the student will have conscious interaction with the device and discover that their ocular movements correspond to the movement on the screen, triggering concrete facts (which will be pleasant and fun). Above all, however, it will help you understand Irisbond in a simple and playful way.

The first step in controlling the computer with a gaze is to make the user understand that when looking at the screen, merely looking has results. In other words: when the user looks at the screen, something exciting happens.

COMMUNICATION

After successfully passing the previous steps, the user should now recognise the device and its function. Now you must teach them their communicative value by assessing their competences, abilities, cognitive level, etc.
Choose the type of communicator and the number of pictograms it uses. It is preferable to start with the simplest communicator and gradually discover new pictograms with the user.
The communicator will grow with the child, without losing its initial image or changing its functions. The communication panels will gradually increase and will be personalised by adjusting the pictograms to the skills and needs of the end-user.

COMPUTER ACCESS

In this phase, and after much practise, you will have managed to write in the communicator, be precise with your choices and have the full capacity to carry out the computer activities that are the most motivating: surfing the Internet, interacting on social media, using office automation, etc.
With access to the computer and the Internet, we can carry out any type of activity.

COMPLETE INCLUSION AND EMPLOYMENT

Using a gaze to access our day to day is already internalised and any activity can be performed with the eyes. Motivation and enthusiasm are at their fullest and the only limits are those set by the user.

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