Information Access Tools and Techniques: Teaching
Students with Visual
Impairments to Effectively
Use Digital Audio and
Electronic Text
Pennsylvania Low Incidence Institute
Brenda Loughrey
Lynn Fox
August 9 –10, 2007
Thursday

Overall Learning Objectives
 Participants will employ reading and studying strategies using digital audio and electronic information.
 Participants will compare and contrast features of technologies for digital audio and electronic access.
 Participants will explore strategies for teaching students to effectively use these tools and techniques and for integrating independent information access in to the daily routine.
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 A great deal of information is learned through listening everyday
 Conversations, radio, TV, lectures, etc.
 We are rarely taught formal listening skills
 Our students need to be taught formal listening skills in all areas
 Need to specifically teach how to listen to audio books
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 Test your listening skills!
 Listen to the following short segment from and audio book
 Take notes as though you were preparing for an open notes exam
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Pre-Workshop Exercise

 TVIs evolving role
 Teach advanced skills to secondary students
 Move from braille teacher to facilitator and transcriber of braille material
 Students need access beyond braille
 Need solid braille reading and writing skills for literacy foundation
 Post-secondary endeavors require access to a wide variety of information using many different tools and techniques
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 Increased Reading Speed
Access to information increases due to media change
 Reduced Size and Weight
Audio books provided on CD – more portable
 Ease of Navigation
Able to search by chapters, pages, user definable bookmarks
 Output Options
Customize personal settings: speech, rate, tone, etc.
 Availability
DAISY formats
(See Handout 01: Why Digital Audio Books)
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Digital Accessible Information System
“A Better Way to Read, A Better Way to Publish”
Mission Statement
To develop, integrate and promote international
DAISY standards, technologies and implementation strategies to enable global access by people with print disabilities to information provided by mainstream publishers, governments, and libraries in a way which will also be of benefit to the wider community.
(See Handout 02: DAISY)
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A worldwide organization which offers
"full" or "associate" membership for libraries, colleges, and nonprofit organizations serving persons who are blind or who have other print disabilities.
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National Information Standards Organization
A non-profit association accredited by the
American National Standards Institute (ANSI), identifies, develops, maintains, and publishes technical standards to manage information in our changing and ever-more digital environment.
NISO standards apply both traditional and new technologies to the full range of informationrelated needs, including retrieval, re-purposing, storage, metadata, and preservation.
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Where Can I Find Audio and
Digital Audio Materials?
 NLS - National Library Service for the
Blind and Physically Handicapped
 RFB&D - Recording for the Blind and
Dyslexic
 Benetech Bookshare.org
 Audible.com
 NFB-Newsline
(See Handout 03: Common Sources)
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An Academic Audio Textbook Library for Students of All Ages!

 National nonprofit
 World’s largest lending library of audio textbooks
 Over 37,000 digitally recorded volumes
 All grade levels, all subject areas – includes academic and technical/vocational content
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 To create opportunities for individual success by providing, and promoting the effective use of accessible educational materials
 Vision: for ALL people to have access to the printed word!
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 Membership open to any individual with a print-related disability
 Blind and visually impaired – 28,257
 Learning disabilities – 112,489
 Physical disabilities – 4,434
* Statistics from 2006
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 A member may be either an individual student or an institution
 Potential members submit a library member application with appropriate documentation and payment for subscription fee
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 Individual members $35 per year; registration fee of $65 applies the first year
 Institutional Membership Packages
Level 1: $350 – 25 books
Level 2: $500 – 50 books
Level 3: $950 - 100 books
All institutional memberships include technical support and training materials
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 Access to the RFB&D library – audio books on
CD – free delivery by mail
 Online catalog and ordering services
 Reference library staff available for research assistance
 Toll free Member Services number
 Multi media support and training materials for school use; teacher training available via webinars
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 You need a specialized CD player or software to play RFB&D CD books
 Hardware – portable and desktop players
 Software – for PCs and Macs
 Specialized player features allow immediate access to pages, chapters and book sections, book marking, speed control and note-taking capability on some software
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 Website : www.learningthroughlistening.org
 Contains detailed information and lesson plans for using audio books – by and for teachers!
 Information specific by educational level and subject area
 Research articles about use and effectiveness of audio books
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 RFB&D office and recording studio located in King of Prussia, PA
 Contact :
Ginger Murphy
Educational Outreach Director
(610) 265-8090 Ext 21 gmurphy@rfbd.org
 RFB&D Website: www.rfbd.org
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What Technology Do I Need to Read Digital Audio Books?
 Hardware Options
 Victor Classic + and Victor Classic X+
 Plextalk PTR2 (Plextor)
 Plextor PTN1 Pro
 Victor Reader Vibe
 Victor Reader Wave
 Victor Reader Stream (NEW! – not on chart)
 Software Options
 Victor Reader Soft and Victor Reader Soft for Mac
 eClipseReader
 EaseReader
 FS Reader (Not on chart)
(See Handout 04: Product Comparison)
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 Guided introduction and navigation to
Victor Reader Software
 Launching and Opening Books
 User Interface
 Basic Commands
 Navigation Commands
 Complete Exercise 01: Victor Reader
Software Quick Reference form
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 Launch Victor Reader
 Windows Key+M - minimize all applications and move focus to Desktop
 Press V repeatedly until you highlight the Victor
Reader icon
 Press Enter to launch the application
 Open a Book
 If “Open Book” dialog does not open automatically, press Control+O
 Tab to Bookshelf List
 Use Up/Down Arrow keys to select “Around the
World in 80 Days.”
 Press Enter to open the book.
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 Title Bar
 Top Line of Victor Reader Window
 Displays the application name and the currently open book
 Menu Bar
 Located just below the Title Bar
 Can be navigated using standard Windows keyboard commands
 Book | Edit | Navigation | Annotations | Settings |
Help
 Toolbar
 Icons can be accessed with the mouse or by using keyboard shortcuts.
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Divided into three views
 Global Navigation View
Located on the left
 Text View
Located on the right
 Information View
Located below the first two views
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 Global Navigation View ( Control+N )
 Displays the book’s tree structure.
 Up/Down Arrows to select item level.
 Left/Right Arrows to jump to Previous/Next
Item at selected level.
 Control+N hides/displays this pane to maximize Text View area.
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 Scrolls to display text in book
 Text displayed according to synchronized
Global Navigation View
 Navigates by headings and paragraphs
 Up/Down Arrows to scroll additionally
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 Information View ( Control+I )
 Displays user’s commands, data, and Victor
Reader feedback.
 Control+I hides/Displays pane to maximize
Text View area.
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 Open Book
 Tool Bar Icon: An open folder
 Allows you to open a book or to update the contents of your Bookshelf
 Keyboard Shortcut: Control+O
 Insert Bookmark
 Tool Bar Icon: An opened book with a pencil and a red checkmark
 Inserts a bookmark at the current location.
 Keyboard Shortcut: Control+B
 Previous & Next Bookmark
 Tool Bar Icon: red left and right arrows
 Jumps to the previous or next bookmark in the text
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 Insert Text Note
 Tool Bar Icon: an opened book with a pen and a blue letter T
 Allows you to insert a text note at the current location.
 Keyboard Shortcut: Control+T
 Previous & Next Text Note
 Tool Bar Icon: blue left and right arrows
 Jumps to the previous or next text note you have placed in the book.
 Keyboard Shortcut: Control+T 32

 Go To Page
 Tool Bar Icon: an opened book with a yellow right arrow
 Lets you jump to a specific page in the text.
 Keyboard Shortcut: G, type page #, Enter
 Find
 Tool Bar Icon: a sheet of paper with a magnifying glass
 Lets you search for selected text.
 Keyboard Shortcut: Control+F
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 Play/Stop: Spacebar
 Rewind: Press and hold R key
 Fast Forward: Press and hold F key
 Increase/Decrease Volume: V / Shift+V
 Increase/Decrease Speed: S / Shift+S
 Info: 0 or I
 Close Victor Reader (saves position in current book and speech settings):
Alt+F4
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 Go To Beginning of Book:
Control+Home
 Go To End of Book: Control+End
 Go To Page #: G
 Set Quick Bookmark: Control+Q
 Go To Quick Bookmark: Q
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 Elements are logical sections in a book
 Chapters, pages, and phrases
 Victor Reader also allows the user to jump forward by specific time increments
 To navigate by elements
 Select from menus: Navigation\Navigation
Element
 Tab to the Global Navigation View
 Up/Down Arrow to select level
 Left/Right Arrows to move to item at selected level
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 Level Structure
 Level 1 is used to mark chapters or units
 Level 2 for sections or chapters
 Levels progress – phrase being the smallest element
 Elements varies from book to book depending on the book structure and the
DAISY book developers design for navigation
 Can have up to 6 levels
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 Victor Reader – Scavenger Hunts
 Let’s apply your skills through guided practice
 Follow the verbal prompts to complete the
Scavenger Hunts
 Refer to your Quick Reference Sheet to utilize Key Commands for mouse-less navigation
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 Open the book “Technology: Shaping Our World”
 Use the Info key to learn about the book
 Move to Chapter 5
 Place a Quick Bookmark here
 Move to chapter 7
 Navigate to the Summary section
 Use Quick Bookmark to go back to chapter 5
 Go to page 100
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 Open the book “Geography”
 Use the Info key to learn about the book
 Move to Unit 2
 Go to Article 11
 Place Bookmark 1
 Go to page 130
 Place Bookmark 2
 Go to Bookmark 1
 Go to Bookmark 2
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 There are many effective study and note taking strategies for the general student population
 Examples include:
 Text highlighting
 Graphic organizers
 Flash cards
 Text outlining
(See Handout 05: Take Note!)
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 Visual impairment impacts the speed and accuracy of note taking
 Need to be explicitly taught how to write clear, concise, and searchable notes
 Necessary to develop good writing skills early to lead to good note taking ability
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 Initially teach basic note taking skills with younger students
 Accomplish through use low-tech tools
 Examples include: Perkins Braillewriters, 20/20 pens, and bold lined paper
 Introduce more advanced note taking skills as quickly as possible
 Accomplish through use of hi-tech tools
 Examples include: Electronic note taking devices, adapted PDAs, and adapted computer systems
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 Proficient typing skills for speed and accuracy
 A working knowledge of basic operating system features and commands
 The ability to open, create, and save files
 The ability to enter and edit text, and to carry out simple cut-and-paste operations
 The ability to review information in a file
 The ability to effectively use “find” commands
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Highlighting
 Record read or paraphrase information
 Teach to identify main ideas, important terms, etc.
 Develop notes from tape playback
 Write key terms in a vertical list during initial read to define during second read
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T-Notes and Other Graphical Organizers
 Change focus from visual dependency of organizer
 Use specific symbols to indicate terms and definitions
 Input each entry (concept, fact, term) as a single paragraph, left justified
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Flashcards
 Utilize the “Find” feature to search for term symbols in study notes
 Develop “New Term Definition” indicator
 Use unique symbol not likely to be found in rest of study notes
 Place before term
 Search for specific definitions using preceding symbol
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Outlining
 Accomplish similarly by eliminating spatial formatting
 Left justified
 Ordered Paragraphs
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Five Traits of Strategic
Readers
 Construct meaning by using information in the text and connecting it to information they know
 Monitor their own comprehension and thoughts while reading
 Know and use a repertoire of strategies to understand the text and make connections
 Use strategies before, during, and after reading
 Stop to reflect, think ahead, and know when to resume reading
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Before Reading
 Access or build prior knowledge
 Establish a purpose for reading
 Focus attention on appropriate and important information
During Reading
 Encourage active reading
 Provide format to take organized notes on essential information
 Provide opportunities for the use of higher-order thinking skills
After Reading
 Provide a summary
 Promote self-questioning
 Evaluate comprehension of important information
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 Let’s look at adapting examples of three types of graphic organizers
 Pull out the following handouts:
 Handout 06: Story Facts
 Handout 07: Story Elements
 Handout 08: KWL
 Guided Discussion: Consider ways to adapt the presented graphic organizers
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Guided notes are teacher-made handouts:
 Provide a structured format for students to take notes
 Follow the sequence of the lesson content
 Enable students to capture the information the teacher wants them to learn
 Apply to any instructional delivery method including lecture, reading of the text, and video presentations
(See Handout 09: Guided Notes)
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Go to Exercise 02: Guided Notes to complete the following simulation:
 Read the specified pages using Victor
Reader
 Answer the Guided Questions provided below the directions
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 Their are many types of organizational patterns used to structure information
 Students need to:
 Identify common patterns that they are most likely to find in their reading
 Learn to actively listen for and use text structure in order to make sense of audio textbooks
 Examples of Text Structure patterns:
 Cause/Effect
 Compare/Contrast
 Time Order
 Simple List
(See Handout 10: Text Structure)
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Text Pattern Signal Words Example
Cause/Effect Because, since, therefore, consequently, as a result, this led to, so that, nevertheless, accordingly, if…then, thus
The car slipped into the ditch because of the torrential rains.
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Text Pattern Signal Words
Compare/
Contrast
Example
However, but as well as, on the other hand, not only…but also, either…or, while, although, unless, of the
Presidents were from the
South. similarly, yet
Similarly , both
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Text Pattern Signal Words
Time Order On (date), not long after, now,
Example
After you place the plug into as before, after, when the VCR, adjust the channel to three or four.
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Text Pattern Signal Words
Simple List To begin with, first, secondly, next, then, finally
Example
Finally , the process begins to unfold.
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Go to Exercise 03: TEXT STRUCTURE to complete the following two simulations:
 Part A: Print Practice Exercise
 Underline each of the signal words in the following paragraphs
 Identify the text structure(s) being used
 Part B: Listening Practice Exercise
 Listen to the introductory paragraphs as directed
 List signal words
 Develop a summery sentence based on passage
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 Complete Exercise 04: Independent
Practice
 Review Handout 11: Character Map
 Apply adaptive graphic organizer strategies to the Character Map
 Create a character map for the main character from Around the World in 80 Days
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