Assistive Technology: Module 5 - Curriculum

As the AT Discovery Modules conclude, I think of the many hours put into the various exercises. If we hadn’t had to do this, I don’t think I would have learned a much.

Doing these exercises in March, and not October (Disability Awareness Month) made it difficult to do a whole lesson (teachers are busy with District Assessments and STAR test preparation). However, I had the art class in the LMC this past Thursday where there was a “teachable moment”. This class is taught by the MR teacher and 1/3 of the class are students with severe disabilities. The special ed students were dismissed before the general ed students allowing time to get to PE. The remaining students had not been the best behaved. The teacher and I started a discourse on the maturity and self-control of the special ed students, something the remaining students should model. One student spoke up in admiration for the special ed group. I think they got the point.

It’s difficult to think of just one thing when there was so much information. I was impressed with many of the websites that brought attention to the plight of the disabled. I was overwhelmed with the products available to the disabled and their supporters. I was humbled by the courage of the disabled. Most important, I was motivated by what I learned in these modules to be a proactive educator – seeking equality for all.

I believe Librarianship programs should make this a requirement. Although time consuming, you can’t put a price tag on the wealth of knowledge provided. In the Teacher Librarian role, I will continue to teach my teachers about servicing the disabled through modeling lesson plans, acquisition of software, hardware, furniture and equipment and through promoting literature that make us more sensitive to those with special needs (which I can do through many sources including LibraryThing).

Assistive Technology Module 4 - Basic Etiquette

The exercises in this module seemed to overlap with other modules, in that, many of these issues had been addressed through various investigations (e.g. reading articles from NFB, etc). In the quiz, my only wrong answer was the issue of offering my left hand to someone with prosthesis.

It was not possible to get an “official” person with disabilities to come speak at our school within the past week. However, our site has many students and staff who model courage and confidence with their specific disability. I believe their lives teach others not only sensitivity, but also to reinforce “ability”. One of my favorite classes that visit the library regularly is the MR (Mentally Retarded) Class. The students have varying disabilities (e.g. some in wheelchairs with minimal mental impairments) and are able to perform a wide range of functions. Their love for learning is something all students need (and perhaps should see more of)!

Over the past several weeks, I have spent hours researching Assistive Technology, mostly for ELIB assignments. This process has become my education of Universal Design and has enlightened me to what resources can impact the teaching and learning conditions for the entire school community.

Assistive Technology Module 3 - Software

Although I had set up the Discovery exercises in a table/rubric format, the "paste" function did not work for this Blog (I had to reformat it). I hope the hyperlinks also "copied" (we'll see in view format). Never-the-less, the following is the summation of my investigation.

Rubric: Assistive Technology – Software

Category: Learning Disability, Teacher Resource
Name: Inspiration
Comapny: Inspiration Software
Price: $69 – $899
Features: Emphasizes visual thinking and visual learning. Uses innovative software tools to inspire thinkers and learners to brainstorm, organize, plan and create
Positives: Can be used with multiple curriculum (e.g. ELA reading and writing, math, social studies and science)
Negatives: Cost

Category: Low Vision, Physical and Learning Disability, Language Learners
Name: Kurzweil 3000
Company: Kurzweill Educational Systems
Price: $1995 - $2695
Features: Can save user settings and files on a USB flash drive which enables students to have ready access to their important files regardless of what computer they are using.
Postives: Gives access w/o installing software via USB port; allows for comprehensive reading, writing and learning software solution for any struggling reader, including individuals with learning difficulties (e.g. dyslexia, attention deficit disorder) or those who are English Language Learners
Negatives: Costly

Category: Physical Disability, Low Vision
Name: Windows Vista Accessibility
Company: Microsoft and partners
Price: Varies by impairment
Features: Interfaces with many AT devices as well as integrated into existing software
Positives: Ease of use, makes computers easier to see, use of computer w/o a display, make keyboard easier to use, control w/o mouse or keyboard, use text or visual alternatives for sound, make it easier to focus on tasks, has windows speech recognition, make internet easier to use
Negatives: Works on MS platform

Category: Low Vision
Name: InfoEyes
Company: Non profit partners w OCLC
Price: free
Features: Access to participating Libraries
Positives: Allows for user to communicate w human Librarian
Negatives: Requires use of Talking Communities Software and QuestionPoint software) which can be costly.

Category: Deaf/Hard of Hearing, Physical & Learning Disability
Name: iCommunicator
Company: Interactive Solutions, Inc.
Price: $4999 - $6499 plus upgrade $1999-2499
Features: Speech to Text
Postives: Speech/Text to Video Sign-Language, speech/Text to Computer Generated Voice, makes effective two-way communication possible for persons who are deaf, hard-of-hearing or experience unique communication challenges
Negatives: Costly w/ Annual renewals

Although it was time consuming, I found this module a bit more interesting than the hardware. I particularly enjoyed the demonstration videos and facts regarding software I currently use (Microsoft) and plan to implement some of the accessibility features. I had used earlier versions of Inspiration in the classroom and found the newer version very enticing. It’s on my list of “must haves”. I also liked the fact that YouTube (e.g. iCommunicator) was a component reinforcing digital delivery.

My plan is to use the resources of this investigation for the Grant and Tech Plan/RFP assignments.

Assistive Technology - Module 2 Hardware

This week I went to visit classrooms specifically looking to see what AT was being used. The MR class, which also includes students with physical challenges, had nothing except headphones. I commend the teacher using what resources were available to her, but believe having access to current AT, this class would benefit from modified keyboards and mice.

As they often come to the LMC with their one-on-one adult aides, the ED class (consisting of 5 boys) could utilize a teacher DVD series resource Know the Code for students (with special needs, including Autism) to learn and reinforce appropriate behavior.

Along with current programs such as Read 180, the resource group with various learning abilities would benefit from programs such as Building Writing Skills which I could use collaboratively with the teachers.

Seeking funds via grants for these technologies and other support for the instructional program is a goal in progress.

The inquiry for this assignment revealed many devices that were previously unknown to me. I was inspired by information that showed so much progress in resources for low vision patrons (e.g. National Federation for the Blind) as well as other disabilities (e.g. Infogrip). With implications for my LMP, having access to the vast available resources could provide a more equitable learning environment for our special needs students and their families.

Assistive Technology - Module 1

Assistive Technology – Module 1

Reading various articles and perusing the National Federation for the Blind (NFB) took me back to my childhood. I was born with an optic nerve defect that put me into the hospital and consequential surgery the first few years of my life. I remember hearing my parents discuss having me learn Braille “just in case”. Thankfully, I didn’t have to learn Braille and made it through mainstream education fairly okay. But I remember how it felt to be different. In viewing today’s education processes for low vision students, I marveled how technology makes such a difference. The students don’t feel “deprived” of their vision, but accept it as part of who they are. Education is exciting (in particular, the Science project http://www.blindscience.org/ncbys/Default.asp) and supports not only curricular goals, but also building self-esteem. The Job Accommodation Network (JAN) provides resources not only for those with disabilities, but for employers and others to support inclusion into the mainstream of society.

As a new TL, one of my goals has been outreach to the special needs of the school community (in particular, the MR class, the resources classes, and language learners). These classes never came to the LMC prior to this year and now feel welcome and come often. Today, Dr. Seuss’s Birthday and Read Across America Day, I have four classes scheduled. I converted some YouTube Video’s into windows media files and plan to show them with some fun worksheets that teach vocabulary. I am always seeking lesson plan ideas and resources to engage these students (and teachers) and support the instructional goals of this special community. Let me know if you have any!