AT NEWSLETTER: VOLUME 1, NO. 3
Assistive Technology
Plain & Simple
News from the Arizona Technology Access Program
Volume 1, No. 3 * Fall 2001
This edition of Plain & Simple is devoted to Assistive Technology in Education
AzTAP and Education-Related Assistive Technology
A significant number of school-aged children have some type of disability which limits participation in academic and other school-related activities. The Individuals with Disabilities Education Act (IDEA) mandates that assistive technology be considered for all students in special education programs. When carefully selected and appropriately implemented, assistive technology can be a critical factor in enhancing student performance and fostering classroom achievement at all age levels. However, successful outcomes of assistive technology use in the classroom are dependent on the knowledge and skills of the persons serving the students.
Accordingly, AzTAP has been working closely with the Arizona Department of Education, Exceptional Student Services (ADE/ESS) to provide opportunities for teachers, related services personnel, administrators and parents to increase their knowledge base about assistive technology—in terms of assessment, classroom application and the service delivery process. In July, AzTAP co-sponsored the 4th Annual Assistive Technology Summer Institute, Assistive Technology: Accessing the Curriculum and Meeting Academic Needs for ALL Students. The conference was held in Flagstaff and was attended by 130 persons. We had more people wanting to register than we could accommodate. In addition to breakout sessions presented by Arizona experts and vendors, we had two nationally recognized keynote speakers. The feedback we received from participants was very positive, and planning for an even bigger conference for next year is already underway. Hats off to the conference planning committee: Cheryl Belitsky, Randy Collins, froma Cummings, Caroline Musselwhite, Cindy Spitler; Zaida Lopez and Pamela Alcala provided invaluable administrative support. Thank you all for a job well done!
The Arizona Technology Access Project (AzTAP), Southwest Human Development (SWHD), the Institute for Human Development (IHD), and the Northern Arizona University Social Research Lab are conducting a survey of assistive technology practices in schools in Arizona. This survey is being completed as part of a contract with the Arizona Department of Education administered by the Assistive Technology Training Project of Southwest Human Development and is intended to provide information about the types and level of assistive technology training school districts need, the effectiveness of past and present training about assistive technology, and the need for additional training efforts in the area of assistive technology devices and services for students with disabilities.
Special education administrators and other interested individuals will have an opportunity to hear more about assistive technology big picture issues at the October 2001 Director’s Institute sponsored by the Arizona Department of Education. I will be presenting a session entitled Assistive Technology: Quality Indicators for Effective Service Delivery.
AzTAP and ADE/ESS are also collaborating on an assistive technology mini-grant program for schools districts. Six to 10 school districts that propose innovative assistive technology programs will be awarded small grants to enhance their assistive technology services. Information about the grants is available on the AzTAP website.
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On another note...congratulations to Ed Myers, Chris Geanious, and ATAB Chairperson Denise Thompson. All three (along with the other members of The Arizona Interagency Accessible Website Work Group) received certificates from Governor Hull recognizing their dedicated efforts in establishing the Web Accessibility Standards of Arizona. The Standards, based on the federal requirements in Section 508, are designed to enable state agencies in Arizona to ensure that their websites are accessible to persons with and without disabilities. This just goes to show that hard work, perseverance, and collaboration can result in effective policy changes.
Computer Based Reading Programs
Janis Doneski-Nicol, Institute for Human Development
A common question, which has been asked by many parents and assistive technology consumers, is "What computer based reading programs are available for students (of all ages)?" During my adventure at the CSUN assistive technology conference last March, one of my objectives was to identify and explore the reading programs available.
Intellitools Reading: Balanced Literacy, an accessible reading program was released at the CSUN conference. This reading program supports the five unifying themes that Intellitools strives to achieve: universal access, multisensory support, student assessment, authoring and customization, and integrated tools. The reading program includes 9 full-color original storybooks, a Balanced Literacy CD with over 500 activities, over 100 electronic books, 46 overlays to support Intellikeys users, a comprehensive teacher’s guide, and a demonstration version of Intellitalk II. The technical portions of the reading program will run on both the Macintosh and Windows platforms. The price for a single copy of this program is $299.00.
Intellitools Reading: Balanced Literacy is based on a first grade reading level. Each unit uses an animal theme to reinforce guided reading, comprehension, phonics instruction, and writing. Students are guided through a sequence of activities to include: introduction to sight vocabulary, songs, phonemic awareness, decoding skills, common phrases, structured writing activities, and review of student understanding. Additionally access for low vision students is provided through font size adjustment options. Access for switch users is also provided. And for teachers, you can monitor your student’s progress as they work through each unit in the Intellitools Reading: Balanced Literacy program.
Other reading and literacy programs at the CSUN conference included the Edmark Reading Program, Laureate’s Sentence Master, and Don Johnston’s Simon series of reading activities. Brief overviews of these programs follow.
The Edmark Reading Program teaches 150 words chosen from the Dolch Word List and first-grade readers, as well as “-s”, “-ed”, and “-ing” endings. The program sequences through a pre-reading lesson, word recognition lessons, a direction card lesson, and picture/phrase lessons. There are a total of 227 lessons with management tools for teachers. Additionally this program allows access through built-in scanning for single switch users. The program is sold for two users at a cost of $450.00. For a 30-day free trial of this program contact Edmark.
Laureate’s Sentence Master, also available in Macintosh and Windows platforms, is a four level program. Each level of the program teaches 40-70 new words, has eight animated computer stories, and eight story booklets with writing and comprehension exercises. Similar to other programs, Sentence Master sequences students through activities specific to word recognition, sequential recognition, spelling, and sentence completion. Students are also prompted to complete writing activities using pencil and paper or the computer. The cost of the four level program is $1,485 or $495 for a single level. Laureate is also currently offering buy one get one free purchases.
Don Johnston’s Simon series is less of a step-by-step reading program. However, spelling and phonics are taught using the Simon character. Simon Spells, a $59 program, is based upon 1,000 Dolch sight words and basic spelling patterns. The program is recommended for grades 1-2. Simon Sounds It Out, also a $59 program, teaches letter-sound connections. The program is recommended for grades 1-3. Both of these programs have built in switch scanning capabilities.
For more information on these products, contact the vendor directly or contact your local Regional Resource Center. Regional Resource Centers may also have other ideas in implementing a reading program that is technology based. Talking word processors as well as books on CD-ROM can be excellent tools for reading instruction. Selection of a reading program or supplements to a current reading program should be individualized; the features of the programs discussed above may or may not meet the needs of an individual struggling reader. Trying a reading program, prior to purchase, is strongly recommended to assess accessibility as well as a high level of interest and motivation for your reader.
Intellitools: (800) 899-6687
Edmark: (800) 362-2890
Laureate: (800) 562-6801
Don Johnston: (800) 999-4660
The Web Geanious
Web-based Resources
for Assistive Technology in Education
Chris Geanious, AzTAP Systems Analyst
In this issue I would like to focus on web-based resources which may be of value to you in your quest for information and/or services regarding Assistive Technology in Education. Various laws and congressional acts including The Individuals with Disabilities Education Act (IDEA), Section 504, and The Americans With Disabilities Act (ADA) have dramatically affected the rights to and availability of assistive technology in the classroom. As one might expect, the World Wide Web houses an exhaustive (and exhausting!) collection of sites on the subject. I have attempted to separate the wheat from the chaff and present a couple of jumping off points for your own web journey.
A great place to start is EASI’s K to 12 Education Technology Centre at http://www.rit.edu/~easi/ak12/k12.html. EASI is the Rochester Institute of Technology Equal Access to Software and Information site. Their K to 12 site is very well designed and easy to navigate.
The main page directs you to eight linked pages. The first is The BASICS of Assistive Technology that provides links to sites presenting a nice overview of AT. A glossary of AT terms is included.
The next main section takes a closer look at AT and Education.
This portion of the web site goes into much more depth regarding adaptive
technology and software evaluations, funding methods, IEP’s and other
legal documents that address the technology and services delivery. These
first two areas give a very well rounded look at the connection between
AT and Education, but wait, there’s more!
The remaining six links touch on more peripheral aspects of AT in Education:
- Department of Education Support for Adaptive Technology
- EASI’s K-12 Science Engineering and Math Resources
- Just For Kids!
- Internet Resources for Parents
- Resources for Teachers
- General Internet Resources
The EASI site is large and comprehensive. A must visit.
Another site I would like to share with you is the Assistive and Adaptive Computing Technology In Special Education site at http://at-advocacy.phillynews.com/index.shtml. This is a no nonsense web space specializing in resources and advocacy information concerning Information Technology and Special Ed. It starts with a link to a downloadable/printable copy of the entire IDEA Regulations (over 250 pages).
The first three links from the homepage are based upon a survey the site has conducted for the last 4 years concerning Special Ed violations of the IDEA:
- See Which States Have The Highest Self-Reported Special Ed Violations!
- Are Your Student’s SPED Rights Being Violated? Report the Violations HERE!
- Review the Suspected Violations Already Reported!
While not a scientific survey of the nation, it is a revealing look at Special Ed in the US.
Like the EASI site, this Special Ed site is large and comprehensive. The remainder of the site is divided into the following categories:
- Legal Definitions, Laws, and Information
- Advocacy
- AT & Special Ed.: Curriculum Integration and Services
- IEP’s
- Assessments
- AT Selection and Services
- Programming, Implementation and Curriculum Integration
- Assistive & Adaptive Computing Technology Library
- And more…
While this site covers a lot of ground, it does so in a very clear and organized manner.
The World Wide Web provides a myriad of sources to inform on the subject of AT in Education. I hope that these two will helpguide you in your search.
Dollar$ and $ense
Student Rights to Assistive Technology
Ed Myers, Funding and Policy Coordinator
Almost every parent of a child with a disability is aware that special education can be a significant funding source for assistive technology (AT). Unfortunately, obtaining the necessary IEP team agreement for the funding of AT can be an overwhelming task for the child and the parent. Often it seems as if the system designed to provide a “free and appropriate public education” (FAPE) is the actual barrier to providing the technology. Many parents and students are unaware of their rights to assistive technology devices and services under the Individuals with Disabilities Act of 1997 (IDEA). Developing an understanding of a child’s rights to AT devices and services can help guide the family through the bureaucratic chaos and achieve an appropriate AT device and service in a timely fashion.
The Individuals with Disabilities Education Act broadly defines assistive technology devices as “any item,. . . . that is used to increase, maintain, or improve the functional capabilities of a child with a disability”. An AT service “is any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive device”. AT servicescan include, acquisition, coordinating therapies, and training for the child, teacher and even the parent in the use and maintenance of the device.
Assistive Technology can be very simple and inexpensive, such as a calculator1, large print books and adapted spoons2. Assistive Technology can also include more complex devices such as an auditory FM trainer3, a personal computer4, and a closed circuit TV.5
Each school district is to ensure that assistive technology devices or assistive technology services, or both, are made available to a child with a disability if required as a part of the child’s: (1) Special Education; (2) Related Services or (3) Supplementary Aids and Services6. The need for assistive technology must be determined on a case by case basis, considering the unique needs of the child.7 The basic standard to be met is whether the student needs the AT to receive a Free and Appropriate Public Education8 (FAPE).
IDEA requires that the Individual Education Plan (IEP) team consider special factors related to each child. The IEP team must consider whether the child needs assistive technology devices and services to implement FAPE.9 The IEP team must also consider AT devices and services in relation to the communication needs of a child who is hearing impaired or deaf and the braille needs of a child who is visually impaired or blind10.
A parent has the right to an independent AT evaluation, at school expense, if the parent disagrees with the evaluation obtained by the school, and the school fails to demonstrate that it's evaluation was appropriate.11
On a case-by-case basis, the use of school-purchased assistive technology devices in a child’s home or in other settings is required if the child’s IEP team determines that the child needs access to those devices in order to receive FAPE.12
Due to the size limitations of this article, these are just some of the issues parents routinely encounter. Other issues include Medicaid and private insurance, ownership and AT transfer when moving from district to district. To obtain more information and a list of resources please check our website at http://www.nau.edu/new/ihd/aztap/index.shtml.
- OSEP Policy Letter to C. Lambert, 18IDELR 1039 (4/24/92)
- OSEP Policy Letter to Hon. W. Teague, 20 IDELR 1462 (2/15/94)
- OSEP Policy Letter to Anonymous, 18 IDELR 1037 (4\6\92)
- OSEP Policy Letter to Anonymous, 29 IDELR 1089 (11\6\97)
- OSEP Policy Letter to Anonymous, 18 IDELR 627 (11\21\91)
- 34 CFR §300.308(a)
- OSEP Policy Letter to Anonymous, 29 IDELR 1089
- OSEP Policy Letter to S. Goodman, 16 Education for the Handicapped Law (EHLR) 1317(8/10/90)
- 34 CFR §300.346(a)(2)(v)
- 34 CFR §300.346(a)(2)(iv);34 CFR §300.346(a)(2)(iii)
- OSEP Policy Letter to J. Fisher, 23 IDELR 565 (12/4/95)
- 34 CFR §300.308(b)
Reaching Out
Computer Access Realtime Translation
Randy Collins, Outreach/Training Coordinator
Several months ago a mom called me and left a message on my answering machine. Her son is deaf and he recently had a successful cochlear implant, but the mom wanted more for her son. Someone had given her my number. Her message said someone told her that I might be able to help her obtain Computer Access Realtime Translation (CART) for her son in his classes at school.
CART is real time captioning. Basically it is a system where a skilled court stenographer listens to what is being spoken and, just like in a courtroom, types the words through a special keyboard. Unlike in court, the real time captioner’s work is projected onto a computer screen, a television screen or in some cases, on a picture screen. A deaf or hard of hearing person is then able to read everything that is being said almost as soon as it is spoken. You can imagine the advantages of CART for a deaf or hard or hearing child. CART is not cheap. Sometimes assistive technology isn’t cheap.
I emailed the mom with some suggestions and also provided her with a number of contacts who might be able to help her. I also cautioned her that it was going to be an uphill battle. No such system exists like that in any district school system in Arizona.
In my years of working with parents of children with disabilities, I know a couple of truths, well maybe three. The one common denominator I have seen among all super student achievers has always been a parent who is supportive and one who simply doesn’t give up. For them “No” is a word you hear on the way to “Yes.” Those parents are involved with their child’s education. They learn assistive technology (AT) backwards and forwards and they know who can help them and their child. Those parents know what particular device is not enough and they know how to get more. They learn the IEP process and they attend the meetings fully prepared to ask for and to document their child’s specific AT needs. A mother of a blind child once told me her philosophy - “If you can’t be a big wheel be a squeaky one.” Secondly, I have learned that most schools want to help. Schools don’t want to say no to every request. Many parents give up too soon perhaps. The last truth is that we as professionals on the other side of the equation often underestimate the will and the knowledge of motivated parents. Sometimes I am still a little guilty of that.
It’s hard to not be realistic at times, and I didn’t want to dampen this mom’s spirit when she asked me about getting CART for her son. She wanted to accomplish her objective in less than 90 days. I winced and told her that it was possible but that it would likely take years. “If you are persistent”, I said, “you’ll win the battle.”
About two weeks ago, the mom sent me an email telling me that she had won the AT battle. Her son’s school had agreed to provide CART for 6 hours a day! I don’t know how she did it. One day I’ll ask her. I would have said her odds of getting that kind of AT approved for her son in less than a year was next to impossible. This mom did her homework, she knew what additional AT would benefit her son in school and how and she found someone in the school who would listen. I have no doubt that someone quickly discovered that this mom knew what she was talking about. Sometimes it makes all the difference in the world.
What’s New to View at the RRC’ s
Assistive Technology in the Classroom
Cheryl Belitsky, Southwest Human Development
Assistive Technology (AT) can be described as a system of tools and strategies which enables a student with disabilities to function to his/her maximum potential not only educationally, but also vocationally, socially, and in daily living activities. Assistive technology is one of the methods that can provide a student equal access opportunities in the educational process. Educators in a variety of settings are developing creative ways of using AT tools to help students accomplish goals identified in their Individual Education Plan (IEP). Remember the goal is not to just use the AT tool, but rather to accomplish the educational task. So how do teachers and other educators use AT tools in the classroom?
Here are a few examples of functional activities that incorporate an AT tool or strategy into the student’s educational program.
- Mary, a high school student who has difficulty writing her name, can use a name stamp to save time when starting a worksheet or other class assignment.
- Sam, who is included with typical peers, but not able to do grade level work, can participate in the class activity by using a spinner with a switch to choose the next student who will read or answer the question.
- Peter, who cannot physically choose a book from the book corner shelf, can have the book choices (pictures or symbols) on a choice board so that he can pick the book that he wants to read.
- Reading material is accessible on the computer through use of screen reading programs for Jimmy who cannot read due to a significant visual impairment. Sue, who has a learning disability in reading, also uses a screen reading program to read grade level materials.
- Josie, who is unable to speak, can read her part in the read-aloud story when her teacher programs the selection(s) into her communication device.
There are many resources available that offer suggestions and give ideas for incorporating assistive technology into a student’s educational program and into the classroom/school environment. Contact the AT staff at Southwest Human Development (SWHD) for information about these resources. The Assistive Technology Training Project (ATTP) is a collaborative effort between SWHD and the Arizona Department of Education, Exceptional Student Services. The ATTP provides opportunities for teachers and other educators to learn about AT and how to effectively use it in the classroom. We offer scheduled classes and individual training programs throughout Arizona. For more information contact SWHD at 602-266-5976 or email us at cherylb@swhd.org.
Southwest Human Development
Contact: Cheryl Belitsky
202 E. Earll Drive, Suite 140
Phoenix, AZ 85012
Voice/TTY: (602) 266-5976
E-mail: cherylb@swhd.org.
What’s Happening?
October
10/30/01 Arizona Technology Advisory Board Meeting
1:00 PM - 4:00 PM
Contact: Pamela Alcala, AzTAP
(602) 728-9534
AzTAP Office
4105 N. 20th Street, Suite 260
Phoenix, AZ
November
11/1-3/01 5th Annual Rocky Mountain Collaborative Conference
Achieving New Heights with Assistive Technology
Aurora, CO
Contact: The Colorado Assistive Technology Project
(303) 315-1280
Website: www.uchsc.edu/atp
or contact Jill Sherman-Pleasant, AzTAP Director
(602) 728-9534
11/03/01 Youth Day Stuttering Workshop
9:00 AM - 3:30 PM
Contact: Lynn, NSA
(602) 296-0521
Website: www.nsastutter.org
11/12/01 Self-Advocacy Training - Learn how to advocate
9:00 AM - 4:00 PM
Contact: David Carey, ABIL
(602) 296-0523 or davidc@abil.org
1229 E. Washington St.
Phoenix, AZ
* Bring Lunch
11/21/01 Social Security Work Incentives Workshop
9:00 AM - 4:00 PM
Contact: David Carey, ABIL
(602) 296-0523 or davidc@abil.org
1229 E. Washington St.
Phoenix, AZ
11/28/01 Disability Liberation Workshop
10:00 AM - 4:00 PM
Contact: David Carey, ABIL
(602) 296-0523 or davidc@abil.org
225 E. 1st Street
Mesa, AZ
In the Spotlight
Assistive Technology Helps Young Student Across the Border
Cheryl Belitsky, Southwest Human Development (SWHD)
University students and professionals are volunteering to help students with disabilities at a monthly clinic in Puerto Penasco (Rocky Point), Sonora, Mexico. The volunteers offer advice on home programs, suggestions for adaptations, and bring donations of equipment. Recently Deanna Wagner, a speech pathologist from SWHD, Gretchen Hanser, an occupational therapist, and students from the Arizona School of Health Sciences provided clients at the clinic with assistive technology tools. Here is the letter from the coordinator in Mexico:
“A few months ago, we had been alerted to the fact that there was a 4 year old boy with cerebral palsy living at the orphanage.
Emy and I drove out and picked him up for evaluation. This boy (named Jesus) looked more like an 8-12 month old child, no responses and no movement (floppy body) and VERY small for his age. Recently, Jesus was moved to Casa Hogar, (a nursing home in Puerto Penasco) where he has a home full of Grandpas and Grandmas, all providing him with lots of attention. The Sisters of Casa Hogar fill him with all the love that he has lacked for so many years. One special Sister brought him to the July clinic and we stood there in amazement to see the transformation that love and stimulation has brought about. He is now the size of a 4-year-old, he smiles, he laughs, his legs make dancing movements to his favorite songs. The typical orphanage diagnosis ”failure to thrive “is fast disappearing for him. He received a thorough medical exam, then a new wheelchair designed just for him and finally the full attention of Deanna and friends who donated a multitude of communication tools specifically set up for the Sister to use with Jesus. I know that I can hardly wait to see his progress at the next clinic.”
Announcing....
Arizona Loans for Assistive Technology (AzLAT)
AzTAP has been awarded a grant from NIDRR to establish an affordable financial loan program for qualified consumers who want to buy assistive technology. If you would like more information, please contact the AzTAP office at (602) 776-4670.
Arizona Technology Access Program
Institute for Human Development
Northern Arizona University
2400 N. Central Avenue, Suite 300
Phoenix, AZ 85004
Phone: (602) 728-9534 or (800) 477-9921;
TTY: (602) 728-9536
FAX: (602) 728-9535
Website: www.nau.edu/ihd/aztap
(602) 728-9532 Jill Sherman-Pleasant, Director
(602) 728-9533 Randy Collins, Outreach/Training Coordinator
(602) 776-4699 Edward Myers, Funding and Policy Coordinator
(928) 523-7050 Chris Geanious, Systems Analyst
(602) 776-4670 Pamela Alcala, Administrative Assistant
NAU is an Equal Opportunity/Affirmative Action Institution. This document is available in alternative formats by calling (602) 728-9534, and on the world wide web at www.nau.edu/ihd/aztap
Assistive Technology Plain & Simple is published three times a year by the Arizona Technology Access Program (AzTAP). This document was developed by the Arizona Technology Access Program. Funding is provided by the U.S. Department of Education, National Institute on Disability and Rehabilitation Research (NIDRR) Grant #H224A40002. The contents of this publication do not necessarily reflect the views of NIDRR, or the U.S. Department of Education, and do not imply endorsement by the U.S. Government.
