April, 2024
AI Tools for Inclusive Schools; Fellow Disjecta; Post-Art; The Glass House
Contents:
Introduction to this edition
Collective Imagination: AI and Neurodiversity
Fellow Disjecta, Oh Sunny Danger Time
Sovereignty is an Artificial Soul
The Glass House
Alto Cache Variations
Introduction
April is the month the United Nations designates for World Autism Awareness Day, which, as we well know, is now named in an abundant version of variations to more clearly get to the heart of the intention of the day: not awareness but acceptance, or perhaps understanding, as some organisations are increasingly opting for World Autism Understanding Day. And, no doubt, other nouns will follow; such is the beauty and necessity of language evolving as it runs through our fingers.
In this April edition of my journal, I hit on a range of topics using the widest possible aesthetic scope: I start with a straight-forward informative piece about the utility of AI in inclusive education, focusing on my Universal Sandpit platform as well as the opportunity to create CustomGPTs.
Then, I share a novella I finished this past week that I’ve been working on since October. It’s called ‘Fellow Disjecta, Oh Sunny Danger Time’, and it is all about memory, nostalgia, technology, time and solar punk. I feel like it’s a good summation of my recent thinking. You can read it here and you can listen to an unabridged audiobook version here.
I also wrote an idiosyncratic and wild essay on similar themes, particularly the impact that AI might have on the creative arts and what I feel could be an ethical trajectory for artists in a post-art culture. The essay is called ‘Sovereignty is an Artificial Soul’ and can be read here or listened to in its entirety here (when I share audiobooks and audio recordings of my prose here, you might like to know that the recordings are using my voice, but they are generated using voice cloning software, so while it is technically my voice, I’m not actually reading the words aloud, software is).
As well, because I’ve been thinking about the nature of time so much lately (and received a letter from one of my literary heroes, Gerald Murnane, discussing the same), I also wrote a piece about a greenhouse called The Glass House that sits, for now, in my local park in Hamilton. I’ve created a three-dimensional photogrammetry model of the building, but in my essay I wonder if foreverist ventures like this are really the best way of valueing the present and the soon-to-be past.
You can read that essay here and listen to it (with accompanying videos) here.
And finally, I recorded some new music a couple of weeks ago. My wife recently spent almost two weeks in hospital. Late in the afternoons, over a couple of days, while my children were resting in the house, I sat on the back deck and tinkered and sang. Some of these tunes I'd started previously across the summer, and some came together in a matter of hours. Fortunately my wife is home now and doing well, and these songs (Alto Cache Variations EP) are a record to that uncertain period.
And now, let’s get on with it. Let’s talk AI and inclusive education.
Collective Imagination: AI and Neurodiversity.
I’ve been here before, but never quite like this. When Interactive Whiteboards replaced blackboards in classrooms and gave us new avenues for representing content through multimedia; when the iPad delivered a revolutionary educational practice that meant accessibility could travel with you, anywhere; and now, with the emergence of practical, everyday access to GPT artificial intelligence. What we have before us, with AI, is a unique moment for our collective imagination, and the momentum is surging.
Here are a few things that have occurred recently in my sphere to give a brief window into this momentum:
in dialogue with the wellbeing coordinator of a school, we’ve designed and implemented a chatbot designed to assist students in self-regulation. The tool acts as a calming, non-judgmental companion to support students in managing their emotions;
pre-service teachers whom I tutor at university are readily using ChatGPT and Claude to help plan their lessons and create rubrics for assessment tasks. They are now going into schools with a high level of proficiency in incorporating this technology into their daily teaching practice;
schools and education conferences are dedicating professional development sessions and research increasingly to artificial intelligence and neurodiversity: a school in Hong Kong, and a research conference in India, have both used my Universal Sandpit tools in the last couple of months to teach about this space, and correspondence is mounting regarding the use and development of tools like these.
I thought it might be useful to give an overview here of my Universal Sandpit ‘AI Tools for Inclusive Schools’ collection, and to explain my process for using ChatGPT to develop solutions for neurodiverse educational outcomes so that you can approach this in your own way. Following on from the release of the Australian Framework for Generative Artificial Intelligence (AI) in Schools, we’re primed to implement unique applications of AI throughout the wide of range of educational spaces we work in.
My goal here is to open up the dialogue and to ensure that the lived experiences of neurodiverse individuals are given full access to the design process of creating AI-driven solutions so they reflect the most expansive gambit of neuroaffirming conditions possible. We want AI not just to be a ‘problem-solving’ device but a creative tool that enhances and celebrates our human potential.
The Universal Sandpit: AI Tools for Inclusive Schools
The eight tools on my Universal Sandpit page are web-based applications that use custom ChatGPT code to provide simple solutions to frequent inclusive educational needs. They are things that can absolutely be done in ChatGPT, but the value of them being hosted on a page like mine is that the user doesn’t need to log in for access.
I provide them all free of charge for the purpose of placing this revolutionary technology in the hands of as many people as possible, and also to teach and build capacity for others to create similar tools for their own purposes.
You can access The Universal Sandpit here: https://theuniversalsandpit.org
I’ll explain what each of the eight tools are and how they operate:
Using Interests
Interest-based learning is one of the best ways to excite student imagination and help them focus on new learning experiences. The way this tool works is that you provide it with an interest a student has and also a class topic you are teaching. AI will then take those two things and generate ten ways of incorporating the student’s interest into the curriculum area.
Here is an example. Say a student is interested in surfing and the class topic is numeracy / geometry. The tool will generate ideas including measuring distance between a surfer and the shore; exploring symmetry when looking at the design of surfboards; analysing the shape of wave patterns; creating maps of surf spots using geometrical topography; and more.
Visual Teaching
Visual teaching has long been a passion of mine. The visualising of concepts is so powerful when trying to transmit new information, and yet it isn’t always intuitive how to visualise certain ideas, especially as they become more abstract. The way this tool works is that you input a lesson you are going to teach and the age of the student that the lesson is for. AI will then provide ten ways of visualising that topic in ways that are suitable to the age of the student.
Here is an example. Say the lesson topic is magnetism and the age of the students is five. The tool will generate ideas such as creating a poster that displays materials that are, and are not, attracted to magnets; this poster could be created using a magnetic object hunt in which students explore the classroom and playground with a magnet for objects are are and are not attracted; photos of naturally occuring magnetic phenomena, such as lodestones or migrating birds using Earth's magnetic field, can be displayed around the classroom; and more.
Differentiation
This is one that my pre-service teachers taught me. The tool will take any topic you provide it, along with the age of the students in the class the lesson is for, and AI will generate a rubric of five differentiated levels of assessment, ranging from basic understanding through to mastery.
For example, if you input the topic Roman History and set the age at thirteen, the tool will generate a rubric (I’m summarising the results here) that sets basic understanding as “Roman History is about the time period in ancient Rome, which was a powerful civilisation that existed thousands of years ago. The Romans were known for their great military, engineering, and conquests” through to master understanding as “The study of Roman History is essential to understanding the foundations of Western civilisation. The Romans were masters of conquest, diplomacy, and organisation, and their legacy can still be seen today in everything from language and literature to law and government.”
Assignments
This is a new favourite of mine. I developed this recently to assist my daughter with a high-school assignment. It’s deceptively simple but actually does a lot of cool work in the background: all you need to do is provide the tool with instructions for an assignment you want to deliver. You can be as detailed or brief as you want. Then, the tool will structure and scaffold your assignment in a way that I feel is supportive of the executive functioning needs of students.
It will give the assignment a title; will explain to students what the assignment to asking them to do; will provide a list of required resources; and then will give a step-by-step guide as to how to complete the assignment, with an estimated time for completion of each step.
For example, giving students the following assignment, “Students should sketch the night sky from their yards or somewhere outside. They should focus on the phases of the moon and the Southern Cross constellation. Students should sketch at least eight nights across the following two weeks. Sketches should be as detailed as possible.” will yield the following (again, I’ve heavily summarised the results):
Title: Sketching the Night Sky
Intention: The purpose of this assignment is to help students develop their observational skills and deepen their understanding of the night sky.
By sketching the moon phases and the Southern Cross constellation over a period of two weeks, students will be able to track changes and patterns in the night sky and develop an appreciation for the beauty and complexity of the universe.
Resources Required: .
Drawing materials (pencils, erasers, colored pencils, etc.)
Paper or sketchbook.
Access to a yard or outdoor space with a clear view of the night sky.
Smartphone or a star map app (optional)
Step-by-Step Guide:
Day 1: Estimated time duration: 30 minutes.
Read through the provided overview of the moon phases and the Southern Cross constellation. Identify a spot outside of your house to make the observations from of an evening. Ensure you select nights that you are not busy with other activities such as sport of social commitments.
Days 2-8: Estimated time duration: 30 minutes per day .
Gather your art resources and go outside to observe the night sky. Ensure you are as consistent as possible with going out at the same time each night and observing from the same position each night so your illustrations reflect this consistency.
…and so on!
Explain to Me
Explaining concepts in a way that is suitable and accessible to different ages is a remarkable skill. We all know how to do it with a few concepts we understand well, but there are many others that can be difficult to spontaneously scale up or scale down. The way this tool works is that it takes a concept you’d like to explain and then the age of the student it is for, and AI will write out a suitable explanation.
Let’s compare two results: we’ll ask the tool to explain “photosynthesis” to a five-year-old and to a fifteen-year-old:
Five-year-old:
Photosynthesis is how plants make their food. Just like we need food to grow and be healthy, plants also need food to grow big and strong. But instead of going to the store to buy their food like we do, plants make their own food right in their leaves!
Fifteen-year-old:
Photosynthesis is the process by which plants use sunlight to make their own food. They do this by absorbing sunlight through their leaves and using it to convert water and carbon dioxide into glucose (sugar) and oxygen. This process not only helps plants grow, but it also releases oxygen into the atmosphere, which is important for all living things.
Social Skill Script Generator
How many hours, over the years, have I spent writing narratives to help explain nuanced social skills to my students (and loved every minute of it). This tool can help with this very purpose: you give is a social skill that you’d like to help a student to understand and AI will write a script, in a suitable style. You can then copy the text into a word processor and add visuals as you’d like. I’ve had students tell me that they have used this tool themselves, to help reflect on their own social understanding.
It’s quite remarkable to see how the tool scripts a narrative to match any social skill you input, no matter how subtle or idiosyncratic. Here is part of a response for the social skill ‘How to help someone who is too embarrassed to ask for help’:
One day, Lucy noticed her friend Emily struggling with some dance moves. Emily looked embarrassed and unsure of what to do. Lucy remembered how she felt when she was in the same situation and knew she had to do something to help Emily.
Lucy approached her with a kind and understanding attitude. She said, "Hey Emily, I noticed you're having a hard time with that dance move. I had trouble with it too. Would you like me to show you how I learned it?"
Emily was relieved and grateful. Together, they worked on the dance move and Emily was able to perform it perfectly. Emily thanked Lucy for her help and they continued to practice the routine together.
Lucy's kind gesture didn't go unnoticed. Her coach saw how she helped her classmates and praised her for being a good teammate and friend. Lucy realised that sometimes, people are too embarrassed to ask for help, but that doesn't mean they don't need it. She also learned that helping others is a wonderful way to make new friends and be a better person.
Task Analysis
One of the most valuable skills in and out of the classroom is being able to break a task down into simple steps. It is arguably the cornerstone of inclusive education. To use this tool, you input a task you’d like broken down into smaller steps. It could be absolutely anything, from how to make toast to how to travel through time.
How to make toast starts like this:
Step 1. Gather ingredients and materials: bread, toaster, butter or spread, knife, plate.
Step 2. Plug in the toaster and turn it on.
Step 3. Decide on the desired level of toastiness and adjust the toast settings accordingly (usually indicated by a numbered dial or buttons).
…and so on. Now, let’s learn how to travel through time:
Step 1: Understand the concept of time: Before attempting to travel through time, it is important to have a basic understanding of what time is and how it is measured.
Step 2: Choose a method of time travel: There are various theories and methods proposed for time travel, such as wormholes, time machines, and the use of cosmic strings. Choose the method that is most suitable for you.
…right through to the final step:
Step 10: Consider safety precautions: Time travel can be dangerous, so make sure to take proper safety precautions and be aware of any potential risks or consequences.
Good advice!
Universal Design for Learning
The way this tool works is to take your lesson objectives, the year level the lesson is for and any specific learning needs or accessibility requirements of your students, and from those details it will provide you with a formatted ‘UDL Guide’ that presents you with ideas for each of the three key UDL domains. You can see what I mean below - say we are going to teach a lesson about different Australian inventions to a Year 7 class containing students who are autistic, students with literacy difficulties and students with vision impairments, the UDL Guide might be something like this:
Universal Design for Learning (UDL) Guidelines:
1. Multiple means of Engagement:
a. Create a hands-on activity where students can physically interact with Australian inventions, such as building a model or participating in a role-play scenario.
b. Use visual aids, such as pictures or videos, to engage students with dyslexia and vision impairments.
c. Incorporate games, songs, or other interactive elements to make the lesson more engaging and fun for all students.
2. Multiple means of Representation:
a. Use both text-based and visual resources to present information about Australian inventions, allowing students with dyslexia and vision impairments to access the information in a format that works best for them.
b. Provide audio recordings or use text-to-speech software to make the lesson accessible for all students.
c. Use examples of diverse Australian inventors to provide a more inclusive representation of inventions in Australia.
3. Multiple means of Action and Expression:
a. Allow students to choose from a variety of options for demonstrating their understanding, such as written essays, oral presentations, drawings, or multimedia projects.
b. Provide extra time for students with dyslexia or vision impairments to complete tasks or assessments.
c. Break down complex tasks into smaller, more manageable chunks for autistic students to reduce overwhelm and promote successful completion.
Creating Your Own Solutions
Resources like my Universal Sandpit tools are easy to use: you just open the website, choose your tool and generate a response. There are terrific other sites too that do similar, most notably the wonderful Goblin Tools. But perhaps you’d like to create your own solution for something that isn’t available yet. It’s time to get into an AI platform like ChatGPT or Claude.
The best way to get your head around ChatGPT or Claude is just to use them (there are other AI tools out there too, like Google Gemini and Microsoft Copilot, but I favourite ChatGPT and Claude for my purposes). You talk with them, ask them questions, throw ideas at them, and have a discussion.
But, it can also be useful to think this through approach in a systematic manner. I’ll share with you how I’ve gone about creating a new solution to an inclusive education need I’ve been thinking about for a while, to do with sensory preperation.
Here is how my conversation with ChatGPT went (when I say conversation, I mean that quite literally, I was talking with it as I walked around my neighbourhood):
Craig: I was thinking I could build an AI solution that allows you to input a physical environment you're going to be working in with students. It could be a classroom, it could be a library, it could be a swimming pool, it could be going to the shops, for example. And then you also input the student's unique sensory profile. Like, do they have sensitivities to sound? Do they have sensitivities to visual stimuli? Do they have particular sensitivities to physical proximity or smell and so on? And then, perhaps what the system could do, is take those things and say, okay, well, here are the sort of considerations that you should keep in mind for when you're going to the shops or when you're going to the library because here are some of the common environmental features of that setting that might interact with the sensitivities of that young person. That might be quite interesting.
ChatGPT: Craig, your idea for building an AI tool using the ChatGPT API that integrates environmental settings with a student's sensory profile is so interesting. Here's a rough outline of how the tool might work, which you could expand upon or refine:
Tool Concept: Sensory-Adaptive Environment Planner
Step 1: Environment Input
Users input the type of environment or setting the student will be entering (e.g., classroom, library, swimming pool, shops).
The system could offer a predefined list of environments for easier selection and consistency.
Step 2: Sensory Profile Input
Users provide details about the student's sensory sensitivities, such as aversions to loud noises, bright lights, crowded spaces, specific textures, or scents.
This could be structured as a checklist or a series of sliders to gauge sensitivity levels.
Step 3: Analysis and Recommendations
The AI analyses the environment in conjunction with the sensory profile to identify potential challenges or stressors specific to that setting.
It generates a tailored list of considerations and recommendations to mitigate sensory discomfort. This might include suggestions for noise-cancelling headphones in noisy environments, sunglasses or hats in brightly lit areas, or strategies for managing crowded spaces.
Okay, so that’s very cool. Then, I asked ChatGPT to help me test it out:
Craig: Ok, let's try this - I'm going to the library today. My main sensory sensitivity is auditory, to people eating crunchy food like chips or rustling packets of lollies; also, I'm sensitive to bright flickering lights, strong perfumes and people sitting too close to me.
ChatGPT: Sensory-Adaptive Plan for the Library Visit
Environment: Library
Select a Quiet Corner: Choose a secluded spot or a quiet study area away from busy sections where people might snack on crunchy foods. Corners or private study rooms, if available, can offer a quieter environment.
Avoid Flickering Lights: Before settling down, take a moment to find an area where the lighting is steady and gentle. Libraries often have different sections with varied lighting, so look for areas with natural light or well-maintained fixtures.
Personal Space: If possible, find a seat with fewer chairs around it or a more open area where you can maintain a comfortable distance from others. During less busy hours, such as early mornings or late afternoons on weekdays, you’ll likely find it easier to secure a spot that respects your personal space.
Mitigate Sensory Inputs:
Earplugs or Noise-Cancelling Headphones: These can be invaluable for blocking out the sounds of people eating or rustling packets. Even if you're not listening to music, the noise cancellation can create a peaceful bubble for you.
Sunglasses or Light-Filtering Glasses: To protect against bright or flickering lights, consider wearing sunglasses or glasses with a light-filtering tint. Some libraries might also offer desk lamps that you can adjust to your comfort.
Scarf or Essential Oils: Since strong perfumes can be overwhelming, carrying a scarf imbued with a subtle, calming scent can help. Alternatively, a small vial of essential oil can offer a quick olfactory escape.
Recommendations:
Pre-Visit Preparation: Consider visiting the library at a time when it’s less likely to be crowded. Exploring the library’s layout online might also help you identify the ideal spot before you arrive.
Communicate with Library Staff: If you need assistance finding a suitable area or have concerns about lighting, don’t hesitate to ask the library staff. They're usually more than willing to accommodate your needs.
Have a Plan B: If the library environment becomes uncomfortable, having a backup plan can ease anxiety. This might include a quiet café, a park, or another serene spot where you can read and relax.
Now that’s a pretty terrific resource we’ve developed, and all we did was have a brief chat with ChatGPT about the requirements for the solution and it helped do the rest. We came up with an idea, iterated and then tested it out. We could refine it further, in dialogue with ChatGPT if we’d like, but for our purposes here we’ll just keep it as is.
So what now? You don’t have to develop it into a web tool like I’ve done with The Universal Sandpit: of course, you can do that, but for most of us (without wanting to go deep into the technical process here) it’s enough to just have this solution on hand within ChatGPT. You can copy and paste your instructions into a document or an e-mail if you’d like, and share with others or save it for yourself to use again later.
Or, if you are paying for a Plus version of ChatGPT, you could create your own custom GPT within the system that provides access to your process / solution anytime you want it.
Custom GPTs
In the last two minutes I’ve just done exactly this: I took my idea for a ‘sensory planner’ and created a custom GPT within ChatGPT to make it a tool. A CustomGPT is essentially a personalised ChatGPT resource that you can instruct to do exactly what you’d like. This is what it looks like when you’re making one:
Then, you can test it out:
Craig: I'm going to the beach later today
ChatGPT: Visiting the beach sounds like a lovely plan! If you're considering the sensory environment for someone with sensitivities, the beach offers a unique set of sensory experiences that can be both enjoyable and overwhelming. Would you like some advice on making the beach visit more comfortable for someone with sensory sensitivities? If so, could you share some details about the specific sensitivities we're planning for?
Craig: I'm sensitive to slimy textures like sunscreen, but also to feeling dirty with grains of sand sticking to me, and hot sand. I want to go to the beach with friends though. What can I do?
ChatGPT: It's great that you want to enjoy the beach with your friends while also considering your sensory sensitivities. Here are some tailored recommendations to help you navigate the sensory challenges you mentioned:
Slimy Textures (Sunscreen)
Consider Sunscreen Alternatives: Look for sunscreen in different forms, such as sunscreen sticks or spray sunscreens, which might not feel as slimy on your skin. There are also sun-protective clothing options that can minimize the amount of sunscreen you need to apply.
Apply Before Arrival: If you can tolerate the sunscreen for a short period, consider applying it before you get to the beach. This way, it has time to absorb into your skin, and you might not notice it as much once you're engaged in other activities.
Feeling Dirty with Sand
Use a Beach Blanket: Bring a large, smooth beach blanket to provide a sand-free zone where you can relax. Look for blankets designed to repel sand more easily.
Portable Water Spray: Pack a small spray bottle or a portable shower device filled with fresh water. You can use this to lightly rinse off any sand that sticks to you, which might help reduce the sensation of feeling dirty.
Hot Sand
Wear Foot Protection: Bring water shoes or sandals that are comfortable and can be easily cleaned. This will protect your feet from hot sand as you move around the beach.
Timing Your Visit: Consider visiting the beach earlier in the morning or later in the afternoon when the sand is not as hot. These times also tend to be less crowded, which might provide a more relaxing experience.
Additional Tips
Personal Comfort Kit: Pack a small kit with items that help you manage sensory discomfort, such as wet wipes, a small towel, or even a change of clothes if you feel too uncomfortable.
Plan for Shade: Use an umbrella or a tent to create a shaded area. This can provide a retreat from the sensory intensity of the sun and heat.
Remember, it's okay to take breaks and communicate your needs with your friends. Most importantly, try to focus on the aspects of the beach experience you enjoy. If you need to step away or take a moment for yourself, that's perfectly fine. Enjoying the beach is about the experience as a whole, including the company of friends and the beautiful surroundings.
How about that? You can try it out here:
https://chat.openai.com/g/g-Jvot4bZBT-sensory-planner
It’s important to recognise though that for people to use your CustomGPT tool, they need to have a Plus account on ChatGPT. This isn’t a problem if you create it as a web tool on a website like my Universal Sandpit, because it’s a different process (and more technically involved) for setting it all up - but as a quick way to iterate an AI solution and share it with other paid users, CustomGPTs are a very efficient strategy.
This is also the way I created a Calm Companion tool for students to use in the classroom for self-regulation purposes:
This a tool that can be used by students at school, either through verbal conversation or through typed text. You can try it here:
https://chat.openai.com/g/g-CKKALjTnu-calm-companion
This mode of AI tools that students directly interact with will be very interesting to see further develop in time as more students have the opportunity to use them. Of course, privacy and ethical considerations such as outlined across the Australian Framework for Generative Artificial Intelligence (AI) in Schools are critical to consider here, but the opportunities for innovative applications here are immense.
I’ll share a CustomGPT with you that I just found today: it’s called Clean Up Together - Tidy Rooms. You upload a photo of your untidy room and it gives specific guidance about where to start to clean up. I’ll show you an example - so I don’t breach the privacy of my family, I won’t use a photo of my own home, so I’ve generated an image of an untidy room using ChatGPT:
Now, I’ll load that into the GPT, and this is what it recommends:
Alright, let's tackle this room together! We'll start with categorising items to make this process smooth.
Clothes: Separate clothes into what needs to be put away and what might need laundering.
Books: Stack them neatly or place them onto a shelf.
Shoes: Pair them up and place them on a shoe rack or in a designated shoe area.
Let's start with the clothes on the bed:
Pick up each item and decide if it's clean (put it away) or not (set aside for laundry).
Once the bed is clear, make the bed neatly; it'll instantly make the room look tidier.
After you've done that, upload a new picture and we'll move on to the next step together!
That’s brilliant. Such a clever executive functioning support. And, as you can see, it encourages you to upload an updated photo of your room after you pick up the clothes from the bed, and it’ll guide you as to what to work on next. It almost gamifys the experience of tidying up, with explicit guidance. So good.
Future Possibilities
One of the incredible things about where AI technology is at, and trying to anticipate where it is going, is that almost everything you can imagine is possible in some form, right now. I’ve been thinking about situations and experiences that neurodivergent friends have shared with me recently.
For example, a friend was taking their autistic son to the emergency room of a hospital they hadn’t been to before, and they were hurriedly going onto Google Images to find photos of an emergency room to then create a social script for, to help explain the environment and the processes to follow once they arrived.
I thought about what AI could do in this space: imagine if you just typed in where you were going, like the emergency room, and the program created an image of an emergency room for you and then listed all the sensory and process considerations associated with the environment. That would be pretty useful.
And then, I thought, why not just make it right now - so that’s what I just did:
https://chat.openai.com/g/g-gEevmJMuH-location-preparation
Hospital Emergency Room:
The image represents a typical hospital emergency room environment, designed to give you a sense of what to expect when visiting. Emergency rooms are vital areas in hospitals, catering to urgent health concerns, and the environment can be quite dynamic and sensory-rich.
Sensory Considerations
Visual: Emergency rooms are well-lit, often with bright fluorescent lights, which can be intense. You might also notice the movement of healthcare professionals and patients, which can be visually stimulating. There may be various signs and screens displaying information.
Auditory: This environment can be noisy. You might hear beeping from medical equipment, conversations between staff and patients, announcements over the intercom, and the general buzz of a busy area. Bringing noise-canceling headphones or earplugs could help manage this.
Olfactory: There can be a mix of smells, from antiseptics and medications to food and different people. It's a clean environment, but the array of scents can sometimes be overwhelming.
Spatial: Emergency rooms can feel crowded, especially during peak hours. While there are clear paths and areas designated for waiting, the space can still feel tight, especially with wheelchairs and stretchers moving around.
General Processes
Check-in: Upon arrival, you'll likely need to check in at the reception desk. You might have to provide personal details and brief information about your medical concern.
Waiting: After checking in, you'll wait in the designated area until called. Wait times can vary significantly based on the severity of cases ahead of you.
Examination and Treatment: Once called, a healthcare professional will guide you to a private area for examination. They'll ask questions about your health and perform necessary examinations or treatments.
Tips for a Comfortable Visit
Preparation: Bringing a small, familiar object or a stress-relief item can help manage stress or sensory overload.
Communication: If you're sensitive to sensory inputs, inform the staff. They might accommodate your needs by offering a quieter space or dimming the lights during examination if possible.
Timing: Visiting during off-peak hours, if your situation allows, might result in a quieter and less crowded experience.
Remember, emergency room staff are trained to handle various situations sensitively. Don't hesitate to express your needs or concerns; their primary goal is to make your visit as comfortable and efficient as possible while addressing your health concerns.
I was also thinking about how cool it would be to have someone’s favourite character talk them through a social situation. Like, say, if a student liked Bluey, you could ask Bluey to help talk you through something like getting ready to go to a swimming lesson. It could be in Bluey’s voice with Bluey’s personality. A website like ElevenLabs could do this perfectly, but of course there is the copyright element to consider, and so we won’t go ahead and do this one (even though it’s technically possible, right now). But, what if Bluey’s copyright holders were prepared to lend her voice to a project like this… that would be awesome.
I just asked ChatGPT to generate some dialogue that might fit the scene, and it gave me this:
Swimming with Bluey
It's me, Bluey, and today I'm going to tell you all about my first ever swimming lesson! I was a bit nervous, but also super excited to make a big splash!
When we got to the swimming pool, it was bigger than I imagined. So many kids were there, splashing around and having fun. I was a bit nervous, but I also wanted to give it go and get in the water.
Dad said, "Bluey, it's okay to feel a bit wobbly on your flippers. Everyone's here to learn and have a good time, just like you!"
My swimming teacher was really kind and reminded me of Bandit when he's teaching me new games. She said, "Today, we're all going to learn how to be safe in the water and make some new friends."
First, we started with something easy – blowing bubbles in the water. I pretended I was a fish, blowing the biggest bubbles I could. It was so much fun!
Then, we practiced kicking our legs. I imagined I was a powerful mer-dog, chasing after pirate treasure under the sea. Before I knew it, I was actually floating! It felt like flying, but in water!
At the end of the lesson, our teacher gave us all high-fives and said we were amazing swimmers. I felt so proud and couldn't wait to tell Bingo and all my friends about my adventure.
So, if you're feeling a bit nervous about your first swimming lesson, remember, it's all about having fun and trying your best. And who knows? You might just discover a new game you love playing – in the water!
*
Now, imagine that being read out loud by Bluey (or, whatever character resonates with a student), in headphones connected to their mobile device. I can see potential there.
Symphony of Voices
I have more ideas to share on future potentials here (like AI in the Augmentative and Alternative Communication space, creating user interfaces that are adaptive to time of day, contextual cues, and so on), but let’s pause here until next time.
What I really hope happens, from here, isn’t so much about technical innovation, as it is about social connectivity. I hope that neurodiverse voices across all social spaces are able to contribute democratically to the AI conversation, co-designing and co-authoring tools based on lived experiences that can inform the next iterations of AI solutions. And, too, I don’t want this to just be about solutions to challenges - I want AI to provide opportunities for affirmation, to celebrate and enhance creativity in unparalleled ways.
As I mentioned in my January post when I discussed Walking with AI, the utility of ChatGPT in my life as a daily companion to talk and compose prose and music with has been a revolutionary experience. I hope that others can experience the same and more in their own lives, elevated across the rich diversity of our human paths.
Thank you for reading this April edition of The Universal Sandpit Quarterly.
Remember, the other pieces linked in this edition are as follows:
See you in July, warmest -
Craig
I like the all tools for inclusive schools, got a nice ring to it too! ;-)