Access Tomorrow:
Using E-Mentoring, Web-based and assistive
technologies for increasing achievement
and transition outcomes
Presented by:
Margo Vreeburg Izzo, PhD
Kelly P Dillon, MA
The Ohio State University Nisonger Center
http://nisonger.osu.edu/Transition/EMentoring.htm
U.S. Department of Education
Office of Special Education Programs
Steppingstones in Technology Phase I Project
1
Presentation Overview
•
•
•
Need For The Project:
• Transition Skills & Assistive Technology (AT)
Access Tomorrow Project Components
• Electronic Mentoring Model and Replication
Guide
• E-Mentoring Curriculum
• SmartDrive to launch open source AT
Preliminary Data Analysis
2
Realities for Youth with Disabilities
NLTS2 and OLTS
The National Longitudinal Transition Study 2 (2004) and
Ohio Longitudinal Transition Study (2004) show:
• A large gap between what youth with disabilities say
they want and what they actually experience after high
school remains.
• SwD attend and remain at post-secondary institutions
at much lower rates than their non-disabled peers.
Questions:
• How can we improve the high school curriculum to
assist students in transition?
• How can mentoring help?
3
Need for Assistive
Technology Skills
• IDEA of 2004 Mandates IEP considers AT
services and devices.
• Widespread use of computers in schools.
• Compensates for skill deficits in reading, writing,
and information processing.
• Enhances classroom participation and access to
the general curriculum.
• 21st Century Workplace demands.
4
Need for free and portable
Assistive Technology
• Cost prohibitive for school districts.
• Lack of trained support in classrooms.
• Inability to customize controls (or remain
customized on site licenses).
• Hardware incompatibility.
• No portability between classroom, home, library,
college.
Access Tomorrow:
Steppingstones Phase 1
Mentoring & Guide
Curriculum
SmartDrive
Access Tomorrow: Steppingstones
Phase 1 Development Project Goals
• Develop the E-Mentoring product that delivers IT skills
and self-directed transition plans with the support of ementors.
• Develop SmartDrive Infrastructure and documentation
that supports the E-Mentoring program.
• Pilot the E-Mentoring program and SmartDrive
technology to test the feasibility for use with students
with disabilities.
• Evaluate the effects of the E-Mentoring program with
the SmartDrive technological supports on achievement
and transition outcomes.
7
Transition Curricula
EnvisionIT and E-Mentoring Curricula
• Teach information technology skills.
• Help students build a self-directed Transition Plan.
• Match students’ interests, abilities, personality traits and
learning styles to career goals.
• Incorporates UDL Supports for all learners.
• Use the open source, fully accessible course
management system, ATutor.
• Aligned with National and Ohio Academic and
Transition Assessment Standards.
• Allow students to become more engaged and invested in
their learning by using material that is relevant to their
lives.
8
Transition Gains Made through
the EnvisionIT Curriculum*
Knowledge of Finding Jobs
• Experimental students with and without disabilities had significant
gains in knowledge in finding jobs post-test compared to control
students with and without disabilities.
Mean
Lower 95%
Upper 95%
Students without Disabilities
Experimental
.2747
.0402
.5093
Control
.1558
-.1073
.4189
Students with Disabilities
Experimental
.3226
.0149
.6303
Control
.2632
-.1105
.6368
*Preliminary data analysis from EnvisionIT Experimental Study, results presented at OSEP Poster Session
July 21, 2008.
Transition Gains Made through
the EnvisionIT Curriculum*
Finding information about colleges
• Compared to control students with disabilities, experimental
students with disabilities had greater gains in reported ability to
find college information.
Mean
Lower 95%
Upper 95%
Students with disabilities
Experimental
.4677
.1307
.8048
Control
.3333
-.0594
.7260
*Preliminary data analysis from EnvisionIT Experimental Study, results presented at OSEP Poster Session
July 21, 2008.
E-Mentoring Curriculum
Adjustments
The E-Mentoring Curriculum was redesigned
from the EnvisionIT curriculum by:
• Supporting students through the transition
process with a mentor.
• Embedding mentor prompts into curriculum.
• Written at 4th grade reading level (EnvisionIT is
at 6th grade reading level).
Sample E-Mentoring Objectives
Information Technology Objectives
1. Learn rules for communicating online known as
“netiquette.”
2. How to search the Internet effectively.
3. Practice using different software.
Career Development Objectives
1. Identify your personality traits through online assessments.
2. Identify and compare career choices that best match your
personality.
3. Interview a professional in the career field of your choice.
12
Transition Portfolio
Students in the E-Mentoring Curriculum create a
self-directed Transition Portfolio that includes:
1.
2.
3.
4.
5.
6.
7.
8.
9.
PowerPoint Presentation
Job or College Comparison Chart
Career Narrative
Resume
Cover Letter
Job or College Application
Interview with a Professional
Job or College Checklist
Bookmarks of websites visited in career search
Student Comments on
E-Mentoring Curriculum
• “Before E-Mentoring, I had no idea what I
wanted to do, I was interested in so many
different things. It helped me decide what
careers best suited my skills.”
• “E-Mentoring allows me to have some flexibility
to change my mind in the future.”
• “Before I wasn’t searching the Internet in the
right way, but E-Mentoring taught me how to
search differently.”
14
Mentoring Works
Youth involved in mentoring are:
•
•
•
•
•
•
46% less likely to begin drug use
27% less likely to begin alcohol use
52% less likely to skip school
33% less likely to hit someone
59% get better grades
73% raise their goals
- Why Mentor? brochure, Mentoring Center of Central Ohio
15
Who is a Mentor?
• A caring and responsible adult who serves as a
coach, a guide, and an advocate to:
• Challenge mentees to think critically about their future.
• Motivate mentees in school and work.
• Provide encouragement and guidance.
• A committed individual who can be a positive
role model.
16
What is Electronic Mentoring?
• Uses technology to connect mentors and
mentees through the Internet.
• Allows mentors and mentees to communicate
weekly through one of three methods:
• Group listserv
• One-to-one e-mail
• Online conferencing
17
Group Listserv
• All participants communicate through the
electronic listserv.
• Students post messages to the listserv.
• Any mentor or student can respond to the
message.
• Mentor, mentee, site-coordinator, teachers all
see all the messages posted.
18
One-to-One E-mail
• Individual matched mentor/mentee pairs
communicate using a secure e-mail system.
• Weekly communication encouraged.
• Project Coordinators/teachers monitor
communications for security.
• Quarterly face-to-face social opportunities to
build mentoring relationships.
19
Online Conferencing
• Mentor participants use online conferencing to
talk in “real time.”
• Builds successful relationships.
• Can be recorded.
• Is fully accessible for hearing impaired
individuals and reduces need for interpreters.
20
Which Method of E-Mentoring?
Method is dependent on:
•Technology at site
•Administration infrastructure
•Availability of mentors
In all forms:
•Weekly contact
•Quarterly face-to-face social opportunities
•Course/curriculum discussions
•Advantages and disadvantages
21
Student – Mentor Pairs
WABC/WSYX News Special Feature
•Mike Newell
– Class of 2008
•Jill McQuaid
– Mike’s Mentor
•Jake Kaplan
– Class of 2008
•Sarah Priest
– Jake’s Mentor
Mentee – To Mentor Case Study
I am Daniel, a former graduate of OSSB. I am
currently attending Columbus State
Community College where I am studying
business. I am in my third quarter at CSCC,
and I had an extremely successful transition
from high school to college. I am taking three
classes: math 102, English 101 and freshman
seminar. Eventually I will transfer to Ohio
State to finish my bachelors in business.
Mentees that are going to college, it is different
than high school. Individuals in college are
expected to be more independent.
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Daniel’s Plans for Employment
Not only am I going to school but in June I am
possibly taking a job with Verizon Wireless in their
technical support department. I will be assisting customers
with their wireless internet problems. I have a customer
service certification that allows me to work in a call center
setting.
I like working with people and computers. I have
received all of your e-mails and have been reading over
them and all of you have excellent plans for what you want
to do in the future. If any of you have any questions for me
please e-mail and I would be pleased to answer any
questions and give any advice.
- Sent 4/7/07 to the OSSB listserv
24
Nate’s Case Study
• E-mentoring communication expanded
to Online Conferencing via the Internet.
• Both mentor and mentee had similar
career interests – computer
programming.
• Relationship continues to be strong, as
evidenced by daily communication.
25
Student Quotes about
E-Mentoring:
Student Mentees said:
• “I like having a mentor who understands me.”
• “My mentor gave me motivation, I learned
about college.”
• “We taught each other things.”
• “It is helpful to be encouraged.”
• “My mentor gives me helpful feedback on my
coursework.”
26
Mentor Quotes about
E-Mentoring
Mentors said:
• “Being blind growing up, without any blind/VI
mentors around, I really felt like I wanted to
contribute in some way. I think this program is
great and I hope it continues.”
• “The mentor role is rewarding.”
• “Teachers are reporting gains in student
progress in school and other areas.”
27
SmartDrive Introduction
• Removes barriers to AT such as cost, installation on
local drives, firewalls, stigma.
• Developed by Steve Jacobs, CEO of IDEAL Group,
Inc with support of the Technical Development Team
(TDT).
• Completely portable.
• Completely customizable for user.
• Easy to learn and use.
• Remote training available.
• Compatible with MS Office software, PCs, public
computers.
SmartDrive TDT Process
The TDT provides advisement on the following:
• The type of AT delivery being considered for the project (U3 vs.
web-based vs. standard flash drive).
• The various operating systems that support the SmartDrive
applications.
• Student AT evaluation tools.
• AT applications ability to support specific disability groups
identified in grant, especially the high incidence populations.
• Configuration of remote IT support.
• Implementation of AT pilot projects.
• Technical Assistance.
• The measures used to confirm the relevance and quality of the
SmartDrive product.
SmartDrive Current Applications
• CLiCk,Speak: Text-to-speech program for Internet and online
documents. Includes screen magnification, font and color
manipulation, and voice customization.
• LetMeType: A word prediction program that suggests and
learns words as you type. Allows customization and importing
text from existing documents.
• Nextalk: Text conversation in real time that allows 2 or more
users to converse simultaneously and uninterrupted.
• NVDA: Screen reader for navigating on entire computer
mimicking characteristics similar to JAWS.
• i-Zoom: Magnifies entire computer screen, customizable.
• Balabolka: Text-to-speech program for word processing
documents that are off-line.
2007 – 2008 Access Tomorrow
Pilot Sites
• Ohio State School for the Blind (OSSB).
• Southwestern Career Academy (SWCA).
• Columbus Public Schools Hearing Impaired
Program (CHIP).
• Pickaway-Ross Career Technology Center
(PRCTC).
• Goodwill Columbus.
Access Tomorrow &
Reading Ability
• AIMSweb administered pre/post test at SWCA
and CHIPS
• Students placed in 1 of 3 categories:
– Benchmark: Reading independently at 8th grade level.
• 5 students were categorized as strategic pretest.
• 6 students were categorized as intensive pretest.
• All students participated in E-Mentoring
curriculum and used the SmartDrive applications
such as CLiCk,Speak, LetMeType, and Nexalk.
Reading Ability Results
•
•
•
•
6 9th graders from CHIP, 5 12th graders from SWCA
8 of the 11 students moved at least 1 classification posttest.
3 of the 11 students moved from intensive to benchmark.
The range of improvement was 5% to 44%.
100%
90%
80%
% Correct
70%
60%
Correct Pre
Correct Post
50%
40%
30%
20%
10%
0%
1
2
3
4
5
6
7
8
9
10
11
SmartDrive Single Subject Study
• 6 students with ID/MD identified ages 16-18.
• Examined effect of AT and Guided Notes on
academic achievement and on-task behavior.
• ABCBCD and ACBCBD design with a
discontinuous momentary time sampling.
SmartDrive Single Subject
TH Results
Baseline
Unit 3
AT Unit 4
GN Unit 5
AT Unit 6
GN Unit 7
GN+AT Unit 8
Percentage of engagement and correct response
100
90
80
70
60
50
40
30
20
TH
10
0
1
3
5
7
9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61
Sessions
SmartDrive Single Subject
DM Results
GN Unit 4
Baseline
unit 3
AT Unit 5
GN Uint 6
AT Unit 7
GN + AT Unit 8
Percentage of engagement and correct response
100
90
80
70
60
50
40
30
20
10
DM
0
1
3
5
7
9
11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55
Sessions
SmartDrive
Single Subject Results
• Most students increased on-task behavior when
using assistive technology.
• AT improved academic achievement in some
students, though not consistently.
• The combination of AT and Guided Notes was
the best intervention of 5 of 6 students.
• Students reported enjoying using the
SmartDrive and wanted to use in other classes.
SmartDrive User Satisfaction Surveys
This application helps me PRODUCE BETTER work on the computer.
N
Strongly
Agree
iZoom
5
2
LetMeType
5
4
1
NVDA
5
0
3
1
CLiCk, Speak
14
8
5
1
NexTalk
6
1
4
1
Balabolka
1
1
Application
Somewhat
Agree
Neither Agree or
Disagree
Somewhat
Disagree
Strongly
Disagree
3
1
I get BETTER GRADES when I use this application.
N
Strongly
Agree
iZoom
5
1
LetMeType
5
1
NVDA
5
CLiCk, Speak
14
NexTalk
Balabolka
Application
Somewhat
Agree
Neither Agree or
Disagree
Somewhat
Disagree
4
3
1
1
2
11
2
1
6
1
1
3
1
1
2
1
Strongly
Disagree
SmartDrive User Satisfaction Surveys
I think this application was EASY TO LEARN HOW TO USE.
N
Strongly
Agree
Somewhat
Agree
iZoom
5
3
2
LetMeType
5
NVDA
5
4
1
CLiCk, Speak
14
8
3
NexTalk
6
2
4
Balabolka
1
1
Application
Neither Agree or
Disagree
Somewhat
Disagree
Strongly
Disagree
5
3
I would RECOMMEND the SmartDrive with the applications I use to a friend.
N
Strongly
Agree
iZoom
5
5
LetMeType
5
4
1
NVDA
5
3
2
CLiCk, Speak
14
13
NexTalk
6
2
Balabolka
1
1
Application
Somewhat
Agree
Neither Agree or
Disagree
Somewhat
Disagree
Strongly
Disagree
1*
3
1
Student Comments on
SmartDrive
• “Since my fine motor control is mildly affected by CP,
this application made it easier to type long words.”
• “This application allows for better comprehension of
difficult web material. It was extremely easy to use.”
• “I found a setting on i-Zoom that makes my visual
impairment oblivious. What I mean is the settings
helped me find a good vibrant color, a large pointer, a
thicker curser, and enlarged enough text for me to see
far back.”
• “I LOVED it. I used it in 4 different locations. It’s
easy to access, it’s portable and very easy to use.”
Discussion
• Project Replication: feasibility, methods
• E-Mentoring: Reasonable expectations
for mentors.
• Open Source Assistive Technology:
keys to success, supports needed, selfsustainability.
• Next Steps
Access Tomorrow Partners
• OSEP Steppingstones of Technology
• Ohio Rehabilitation Services Commission
www.rsc.ohio.gov
• Steve Jacobs, CEO, IDEAL Group, Inc.
www.ideal-group.com
• Dr. Lynne Anderson-Inman, National Center
for Supported E-Text
www.ncset.uoregon.edu
Presentation Information
For more information about electronic mentoring or
open source assistive technology please visit:
http://nisonger.osu.edu/Transition/EMentoring.htm
http://wac.osu.edu/conferences/emrc08/free_at.html
or contact:
Margaretha Vreeburg Izzo, PhD
Principal Investigator
The Ohio State University Nisonger Center
614.292.9218
izzo.1@osu.edu