Generating Assistive Technology
Systemically
Where powerful, long-term, systemic
changes in teacher education are
stimulated!
http://genasys.usm.maine.edu
E-mail: genasys@usm.maine.edu
1
Bridging the Gap
Bridging the Gap: General Education
and Students with Disabilities
Designers:
Cynthia Curry
ccurry@usm.maine.edu
Walter Kimball, Ph.D.
wkimball@usm.maine.edu
Production Coordinator: Doug Kahill
dkahill@usm.maine.edu
2
Your Designers
Cynthia Curry
Walter Kimball
3
Welcome!
The purpose of this module is to increase
awareness and knowledge of how general
educators can use assistive technology to
improve the PreK-12 experience of
students with disabilities. It is designed as
both a presentation during a course or
workshop, or for independent viewing.
4
Outcomes
• Identify assistive technology solutions
for students with disabilities in the
general education classroom
• Describe the role of the general
education teacher in the achievement of
students with disabilities
• Apply the principles of universal design
in curriculum
5
Learning Opportunities
Viewers will be able to
– See a variety of educational assistive
technology applications
– Engage in the concepts of universal design
and how they apply to general education
– Participate in and create classroom scenarios
in which students face obstacles and rely on
the skills of their teachers for assistive
technology solutions
– Explore online resources for learning more
about technology that enables teachers to
bridge the gap between the general education
curriculum and students with special needs
6
What is Assistive Technology
• “…any item, piece of equipment, or product
system, whether acquired commercially off
the shelf, modified, or customized, that is
used to increase, maintain, or improve
functional capabilities of individuals with
disabilities.”
(IDEA Amendments of 1997, 20USC 1401[1],
Sec.300.5)
7
Assistive Technology
Application
Antonio is a high school freshman who
has a reading disability. On the first day
of school, his teachers distribute several
handouts regarding class policies,
guidelines, and syllabi. None of these
are in a format that Antonio can read.
With technology in mind, Antonio, his
classroom teachers, and his special
education teacher create a solution.
8
Assistive Technology, cont’d
Antonio and each of his teachers have
access to a desktop computer and email accounts. They devise a system
by which all handouts are e-mailed to
Antonio, allowing him to use specialized
software, such as text-to-speech, to
assist his reading. They soon realize
that assignments can also be mailed to
Antonio electronically, who submits
them by e-mail after completion.
9
Module Overview
Part 1:
Using Technology to Enable Universal Design in
Curriculum
Part 2:
Including Assistive Technology
Part 3:
Demonstrations and Simulation I
Part 4:
Demonstrations and Simulation II
Part 5:
Read All About It! Online Resources
10
Welcome to Part 1
Using Technology to Enable Universal
Design in Curriculum
11
In Part 1, We Will
• Explore how the concepts of universal
design apply to learning and curriculum
• Be introduced to technology that allows
flexibility and built-in accommodations
for a variety of learners
12
What is Universal Design?
“…an approach to creating
environments and products that are
usable by all people to the greatest
extent possible.”
-Adaptive Environments, 1995 (p. 1)
13
Concepts of Universal Design
• Involves environmental needs of all
users
• Re-establishes an important goal of
good design
• Suggests solutions that are capable of
being adjusted or modified to meet
varied requirements
• Promotes cost effectiveness
• Applies to everyone
– Adaptive Environments, 1995
14
Universal Design in
Curriculum
Includes:
• flexible curricular materials
• built-in alternatives for activities and
materials
• assistive technology that enables the
participation of the widest population of
students possible
15
How Can Teachers Practice
Universal Design?
Provide:
• multiple representations of the
information being presented
• multiple or modifiable means of
expression and control
• multiple or modifiable means of
motivating and engaging students
– Center for Applied Special Technology (CAST)
http://www.cast.org
16
Example: Universal Access to
Text
Electronic versions of text material (i.e.,
scanned, World Wide Web) are usable
by students with a wide range of
abilities when accompanied by software
that provides flexible reading supports,
such as added spoken voice and visual
highlighting of the text.
17
Universal Access to Text,
cont’d
See how these software programs
promote universal design principles by
visiting their makers online:
http://www.lhsl.com
http://www.cast.org
18
Universal Design and
Technology Go Hand-in-Hand
National technology standards include all
students
http://www.iste.org
http://www.ncate.org
19
Universal Design and Federal
Mandates
• Section 504 of Rehabilitation Act of
1973
– Prohibits exclusion of individuals with
disabilities in programs and activities
receiving Federal financial assistance
• http://www.dol.gov/dol/oasam/public/regs/statut
es/sec504.htm
20
Universal Design and Federal
Mandates
• Americans with Disabilities Act of 1990
– Prohibits discrimination on the basis of
disability
• http://www.dinf.org/ada-home.html
• Individuals with Disabilities Education
Act Amendments of 1997
– Ensures a free appropriate public
education to all children with disabilities
• http://www.ed.gov/offices/OSERS/the_law.html
21
Universal Design and Federal
Mandates, cont’d
• Section 508 of the Rehabilitation Act
(1998)
– Prohibits Federal agencies from procuring,
developing, maintaining, or using electronic
and information technology that is
inaccessible to people with disabilities
• http://www.usdoj.gov/crt/508/508home.html
22
A Parent’s Perspective
“The computer has enabled my
daughter to do the same writing
assignments as her classmates and
allowed her to be proud of her work and
her efforts. For Rachel, the computer is
not a luxury, but rather a necessity. I
am grateful that the technology
exists.…”

Margaret Simons, PhD, from “A Computer is Not a
Luxury” http://www.ataccess.org/AboutUs/atastories3.html
23
A Professor’s Perspective
“Inclusion is based on the belief that
people/adults work in inclusive communities,
work with people of different races, religions,
aspirations, disabilities. In the same vein,
children of all ages should learn and grow in
environments that resemble the environments
they will eventually work in.”

Dr. Susan Etscheidt, Professor of Special Education, University of
Northern Iowa
http://www.uni.edu/coe/inclusion/philosophy/philosophy.html
24
A Teacher’s Perspective
“I was very nervous at first about having
all students in my room. How could I
pick material that they all could
understand and connect with? I’ve
found out that creating questions that all
students can answer is the key. When I
did a unit on slavery and the Civil War,
we used the question, ‘What does it
mean to be free?’”

High School Social Studies Teacher (Jorgensen,
1997)
25
A Student’s Perspective
“I really like school…everyone accepts
me here and I really like challenging
myself for the academics.”

15 year-old high school student with hearing loss
(Microsoft, 1999)
26
Welcome to Part 2
Including Assistive Technology
27
In Part 2, We Will
• Meet two students with disabilities who
are participating in and contributing to
the general education classroom with
the support of AT
• Be introduced to specific examples of
AT for the classroom
28
Assistive Technology (AT) and
Students with Disabilities
View the following video segment,
provided by Microsoft’s Enable: People
with Disabilities and Computers, and
see how two teenagers with disabilities
are learning in the general education
classroom with the support of AT.
Click here to view the video.
29
Appropriate AT is a Key to
Meeting a Range of Learning
Needs
• Used by students with disabilities to
conduct the same tasks as other
students
• Provides students with access, control,
independence, and confidence
• Enables students with and without
disabilities to succeed
30
The AT Continuum
Adapted Computer
High-tech
Generally more
Screen reader software
expensive
Requires more training
Customized keyboard
to use
Greater sophistication
Audio books
Broader utility
Pencil grip
Requires little training to use
Velcro
Generally inexpensive
Low-tech
31
Examples of Low-tech AT for
the Classroom
For a student with:
Low muscle tone
– Velcro on the pages of a book for page-turning
– Pencil grip
32
Examples of Low-tech AT for
the Classroom, cont’d
For a student with:
A visual disability
– Magnifying lens
– Highlighting pen or tape to change background
color
33
Examples of Low-tech AT for
the Classroom, cont’d
For a student with:
A writing disability
– Tape recorder for lecture notes
A reading disability
– Textbooks on audio tape
34
Examples of Low-tech AT for
the Classroom, cont’d
For a student with:
A learning disability
– Number line
– Graph paper for aligning numbers
35
Examples of High-tech AT for
the Classroom
For a student with:
Limited range of motion, physical, or
learning disabilities
– Alternative input devices (touch screen,
trackball, customized keyboard)
36
Examples of High-tech AT for
the Classroom, cont’d
For a student with:
Low vision
– Screen reading software
– Closed-circuit television for magnifying
reading material
37
Examples of High-tech AT for
the Classroom, cont’d
For a student with:
A writing disability
– Spell and grammar check software
– Word prediction computer software
38
Examples of High-tech AT for
the Classroom, cont’d
For a student with:
A learning disability in mathematics
– Specialized computer software, such as
talking math worksheets
39
Examples of High-tech AT for
the Classroom, cont’d
For a student with:
A reading disability:
– Text-to-speech software (in addition to
eReader and Kurzweil 3000)
40
More AT products can be seen
online at:
• Don Johnston, Inc
http://www.donjohnston.com/catalog/catalog.htm
• Mayer-Johnson, Inc
http://www.mayer-johnson.com
• RJ Cooper & Associates
http://rjcooper.com/site-map/
• Dragon Systems, Inc
http://www.dragonsys.com/products/index.html
41
More AT products can be seen
online at:
• Laureate
http://www.laureatelearning.com/webpros/llsmain/lls
home/prodindex.html
• Assistive Technology, Inc
http://www.assistivetech.com/prod-index.htm
• AbleNet, Inc
http://www.ablenetinc.com/web/homesite.nst?open
• textHELP Systems Ltd
http://www.texthelp.com
42
Welcome to Part 3
Demonstrations and Simulation I
43
In Part 3, We Will
• Be presented with scenarios that
students with disabilities in general
education classrooms face each day
• Learn the strategies that teachers can
implement, using AT, to keep students
with disabilities included in the same
activities as those without disabilities
44
Demonstrations of Inclusive
Education
In the next two parts, we will explore
how AT is used to enable students with
disabilities in the general education
classroom. In both parts, we will first
view a segment of video provided by the
University of Washington’s DO-IT
program (Disabilities, Opportunities,
Internetworking, and Technology).
45
Demonstrations of Inclusive
Education, cont’d
Following the video, we will be
introduced to a series of five students
with disabilities from grades PreK to 12.
Each student encounters an obstacle in
the general education classroom and
the teacher, working with school
specialists, implement AT solutions to
maintain the student’s participation in
class activities.
46
DO-IT Video, Part 1
AT Designed for:
– Low Vision
– Blindness
– Hearing and Speech Impairment
Click here to view the video
47
Scenario 1: Story Time
Mr. Hawkes is reading “Make Way for
Ducklings” to a group of first graders.
Students orally respond to questions
posed by Mr. Hawkes. Carrie, a student
who is nonverbal, uses pointing and
utterances to answer a question about
the story. Her attempts to express her
ideas are briefly acknowledged by Mr.
Hawkes before he moves on to another
student.
48
Intervention for Scenario 1:
(Story Time)
After consulting with Carrie’s special
education teacher, Mr. Hawkes uses
augmentative communication and
interactive story extensions in the form
of communication boards and felt and
Velcro boards. With this AT, Carrie
expresses her ideas about the story
more clearly during the next story time.
49
Intervention for Scenario 1:
(Story Time)
This is an example
of an augmentative
communication
board that Carrie
might use. Specific
messages can be
saved in the board
by a parent, teacher
or student.
50
Scenario 2: Chemistry Lab
Juan, a student with low vision, is
following a lab procedure that states,
“Add 20 milliliters of distilled water to a
beaker.” He needs to distinguish which
flask contains the distilled water and
then monitor its volume as it is added to
the clear glass beaker.
51
Intervention: Scenario 2
(Chemistry Lab)
Juan’s science teacher distinguishes
the flasks using color-coded labels.
She also equips a beaker with a liquid
level tone indicator so Juan knows
when the volume of distilled water
reaches the 20 milliliter mark.
52
Intervention: Scenario 2
(Chemistry Lab)
This is an example
of a liquid level
indicator that Juan
might use. When
the liquid reaches
the prongs, a tone
oscillates.
53
Scenario 3: Written
Composition
In language arts class, Amy, an eighth
grader with Attention Deficit
Hyperactivity Disorder (ADHD), is
searching the World Wide Web for a
research project. She is having
difficulty focusing due to the activities
and discussions of her classmates.
54
Intervention: Scenario 3
(Written Composition)
Amy’s teacher presents her with a
headset and suggests that she open a
text-to-speech software program that
has a synthetic voice to read the text on
the screen. This allows Amy to work
productively as the pages she is viewing
are read to her. Meanwhile, her
classmates are able to continue to
discuss research and conduct activities
around the room.
55
Intervention: Scenario 3
(Written Composition)
This headset
connects directly to
the computer.
Combined with textto-speech software,
Amy can more
successfully search
the Web.
56
Scenario 4: Computer Class
Pedro, a sixth grader with fine motor
difficulties, has just learned that his
computer class is going to begin
keyboarding lessons tomorrow. Due to
his disability, Pedro is concerned that he
won’t meet the standards that Mrs.
Smith presented in class.
57
Intervention: Scenario 4
(Computer Class)
Mr. Wu, Pedro’s special education teacher,
and Mrs. Smith adapt a computer in the
classroom with an onscreen keyboard, a
technology developed for those who cannot
type but are able to point or use a mouse.
Mr. Wu arranges a meeting with Mrs. Smith
to discuss ways that Pedro can meet the
technology standards, such as typing fewer
words per minute.
58
Intervention: Scenario 4
(Computer Class)
Pedro might use this
onscreen keyboard
by touching the
onscreen keys or by
using a mouse or
trackball to click on
the keys.
59
Scenario 5: Note-taking
Assignment
Maria, a sophomore in high school with
a writing disability, has been asked to
read and outline Chapter 3 of her social
studies text for homework.
60
Intervention: Scenario 5
(Note-taking Assignment)
Mr. Brogan, Maria’s teacher,
encourages her to complete the outline
using concept mapping software that
enables her to organize her thoughts
and outline the chapter efficiently using
a computer.
61
Intervention: Scenario 5
(Note-taking Assignment)
Inspiration™ is an
example of concept
mapping software.
Outlines can be
created in both
diagram and outline
views.
62
Welcome to Part 4
Demonstrations and Simulation II
63
In Part 4, We Will
• Continue with video from the DO-IT
program
• Encounter five additional students,
their teachers, and AT solutions
64
Review
• In Part 3, we viewed Part 1 of the DO-IT
video (AT designed for disabilities in the
areas of vision, hearing, and speech) and
met five students and the professionals who
work with them.
• In Part 4, we will view Part 2 of the DO-IT
video (AT designed for disabilities in the
areas of learning and mobility) and then
return to the general education classroom
to meet five additional students.
65
DO-IT Video, Part 2
AT designed for:
– Learning disabilities
– Mobility impairments
Click here to view the video
66
Scenario 6: Online Research
It is September and Ms. Lindquist, a
new teacher, plans to bring her
sophomore biology class to the
computer room to conduct online
research of a current biotechnology
event. Beth, a student in her class, has
low vision and informs Ms. Lindquist
that she cannot read from a computer
screen.
67
Intervention: Scenario 6
(Online Research)
Ms. Lindquist coordinates an effort with
special education and the technology
department to adapt a computer for
Beth. Access to AT is added to Beth’s
IEP. Text-to-speech software is ordered
and Beth and Ms. Lindquist learn how to
enlarge text and graphics within the
computer’s operating system.
68
Intervention: Scenario 6
(Online Research)
On a PC, text and
graphics can be
enlarged by
choosing
Start/Programs/Accessories/Magnifier.
On a Mac, choose
Control Panels/
CloseView.
69
Scenario 7: Mouse
Maneuvers
Mr. Kaneko, a second grade teacher,
observes his student Jeanne making
several unsuccessful attempts to
“double click” on the mouse of a
classroom computer.
70
Intervention: Scenario 7
(Mouse Maneuvers)
Mr. Kaneko works with the school’s
occupational therapist and introduces
Jeanne to a trackball. Jeanne likes
being able to navigate programs with a
single click. Several of Jeanne’s
classmates also enjoy the features of
this mouse alternative.
71
Intervention: Scenario 7
(Mouse Maneuvers)
Features of
trackballs:
• One of the buttons
launches programs
with a single click
• A “lock” button
keeps pull-down
menus open while
the user makes a
selection
72
Scenario 8: Web Accessibility
Galit, an eighth grader with a hearing
disability, is new to Springfield. Before
her first day of school, Galit logs on to
her school’s Web site for an
introduction. At the site, video provides
interviews with faculty and students.
However, Galit does not have access
because the video is not captioned.
73
Intervention: Scenario 8
(Web Accessibility)
Galit and her parents meet with the
school’s technology coordinator, Mrs.
Perez, to notify her of the access issue
with the site. Mrs. Perez works with her
student team, not only to add captions
and verbal descriptions to the video, but
also to add alternative text to images for
visitors with visual disabilities.
74
Intervention: Scenario 8
(Web Accessibility)
More information and resources on Web
accessibility are available at:
http://genasys.usm.maine.edu/access.htm
75
Scenario 9: Text to Speech
Tim is a ninth grader with a reading
disability. In elementary and middle
schools, worksheets and handouts were
read to him. As Tim enters high school,
he is seeking more independence.
76
Intervention: Scenario 9
(Text to Speech)
Miss Stanley, Tim’s science teacher,
advocates to have Tim’s reading
assignments scanned and read aloud to
him by a text-to-speech software
program.
77
Scenario 10: Language Arts
Lucia, a seventh grader with a writing
disability, recently joined Mr.
Francesco’s language arts class. Her
first assignment is to write an essay on
the person she admires most. She is
having difficulty with word recall and has
frequent spelling and grammar errors.
78
Intervention: Scenario 10
(Language Arts)
After assessing Lucia’s paper, Mr.
Francesco consults with her special
education teacher, who suggests a word
prediction program and spelling and
grammar check software. Mr.
Francesco recognizes the value of this
technology and introduces it to all of his
students.
79
Intervention: Scenario 10
(Language Arts)
This is an example
of a word prediction
program Lucia might
use. Notice that as
the first letter is
typed, the program
predicts words for
users to select from.
80
Summary
As the scenarios presented in Parts 3
and 4 have demonstrated, students
have individualized learning needs. To
meet these needs, students rely on the
collaboration of parents and
professionals who are knowledgeable
about the availability of assistive
technology, specialized software, Web
accessibility, and universal design in
curriculum.
81
Welcome to Part 5
Read All About It! Online Resources
82
In Part 5, We Will
– Present five online articles and seven
organizations. It is suggested that you
visit these sites, review, and consider
the information as it relates to your PT3
project.
83
Online Article 1
Assistive Technology and Inclusion
http://www.pgh.auhs.edu/CFSP/brochure/asstech.htm
Follow Joey, a student with cerebral palsy,
as he experiences school from
kindergarten to middle school. See the
difference that AT makes in his life, as well
as the lives of his teachers and
classmates.
84
Online Article 2
Assistive Technology for Students with
Mild Disabilities
http://at-advocacy.phillynews.com/docs/ericatmilddis.html
Read more on how AT can be applied in
instruction of organization, note-taking,
writing, productivity, and more.
85
Online Article 3
Everyone’s Classroom: An environment
designed to invite and facilitate active
participation
http://www.isc.rit.edu/~easi/ak12/k12/k12atinclusion.html
Explore an early childhood classroom that
has been created with the needs of a diverse
community of learners in mind, from low-tech
adapted scissors to high-tech software.
86
Online Article 4
The Student-Computer Dialogue: Writing
Help for Students with LD
http://suite101.com/article.cfm/assistive_technology/18352
For more information on voice recognition and
text-to-speech software, visit this article.
87
Online Article 5
Technology for ‘Ritin’ ‘Rithmatic
http://suite101.com/article.cfm/assistive_technology/27499
If your interest is in mathematics, learn about
two programs on the market that give students
an opportunity to work through addition,
subtraction, multiplication, and division
problems on the computer screen.
88
Organizations to Visit Online
• Barrier-free Education
http://barrier-free.arch.gatech.edu
• Center for Applied Special Technology
(CAST)
http://www.cast.org/index.html
• Closing the Gap, Inc
http://www.closingthegap.com
89
More Organizations to Visit
Online
• Disabilities, Opportunities, Internetworking,
Technology (DO-IT)
http://www.washington.edu/doit/
• Equal Access to Software and Information
(EASI)
http://www.rit.edu/~easi
• Generating Assistive Technology Systemically
(GENASYS)
http://genasys.usm.maine.edu
• LD OnLine
http://ldonline.org
90
Summary of Bridging the Gap
• Due to national standards and legal
bases, general educators need to be
prepared to teach a diverse group of
learners
• Successful inclusion requires supportive
collaboration between general and
special educators and the consideration
of AT
91
Summary, cont’d
• When meeting the needs of students
with disabilities, educators can choose
from an array of high- and low-tech AT
• Universal design in curriculum is the
foundation of a sound learning
environment
• Online resources are available!
92
About Our Modules
Our workshops are designed to provide a
barrier-free learning environment:
•
•
•
•
High contrast between text and background
Font type that can be easily read if magnified
Alternative text transcriptions for audio
Text descriptions of photos and graphics
93