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You are in: Home > News > The new Traxsys Inclusive Scan4

The new Traxsys Inclusive Scan4

Scan4

A review by Trish Davidson

I was delighted when the scanning 4talk4 - the Scan4 - came on the market. Four single message devices in one go, a tool to develop an understanding of scanning, auditory scanning and two switch access - all together in one device. The leap from the use of a single message device was too huge before. Now we have the next stage.

'But were the lights going to be bright enough?' was my first question. Yes they are, and you can reinforce the scan with the use of auditory scanning. I work with many pupils who have been using two BIGmack single message devices to develop an understanding of choice. I have been using the Scan4 to move pupils on to the next step, to use as a tool to develop scanning skills.

4pic4

This is not the only means to learn scanning: it should be used in conjunction with simple scanning software on the computer as well as a symbol book where the educator scans the symbols/photographs, reading out the names and allowing the learner to indicate when to stop.

The 4pic4 binder of plastic inserts for use with the Scan4 is also useful for introducing a parent to the use of symbols or to practice your communications skills by finding the right symbol or photograph.

As well as developing the use of a switch and scanning skills, the Scan4 allows direct access - just press a button and hear the message. Four levels allow you to store four sets of messages for use throughout the day. If you have the symbols ready, it is very easy to record new messages. I would often suggest to schools that the device is used at the same time every day to increase the confidence of the adult using it and to build it in to supporting the curriculum. Real voices, music and sound effects can make it a fun tool to use to develop skills. It is up to the imagination!

I really like this device as it allows users to build up an understanding of scanning in a practical activity, whether it is by joining in with a story by saying a repeated line, reporting an event that has taken place, carrying a message, joining in with a school play, singing a song in assembly or all of those inspiring things that are done on a single message device but with more scope.

Trish Davidson, Team Leader, CENMAC/London CAP
www.cenmac.com

CENMAC is a team of advisory teachers with backgrounds in special schools and mainstream inclusion. They work in the Greater London area, with children aged 3 to 19 who have a physical disability that prevents them communicating in writing. All their pupils have a physical disability. Some of them are able to use a keyboard while others may need switches to give them a means of recording, communicating or controlling their environment. CENMAC is able to assess need, loan appropriate equipment and monitor progress.

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