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Fall 2001

Volume XIV, Fall 2001

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Table of Contents

PACER's CRC now the Simon Technology Center!

Simon Technology Center The PACER Computer Resource Center has a new name: The Simon Technology Center. Dedicated Aug. 16, the Center continues its respected services and longtime mission.

The Simon Technology Center's mission is:

To provide a Minnesota center dedicated to making the benefits of technology more accessible to children and adults with disabilities, through a collaborated effort involving parents, professionals, and consumers with technology.

The Simon Technology Center offers:

  • Free information and referral on assistive technology
  • Free workshops for parents statewide
  • In-service training for professionals statewide
  • Free technology consultations for children and adults with disabilities
  • A software and device library
  • A computer lab with open hours to the community
  • Computer Monitor newsletter
  • An early childhood project, to train teacher and parents on technology in the early childhood setting
  • A used equipment referral service program

Dedication of the Simon Technology Center recognizes support to PACER Center by the Steve C. and Mary Sue Simon Family Foundation.

Music for Everyone! Part I

By Annette Cerreta, Assistive Technology Specialist

Music is a universal language that speaks to all people, transcending culture, age, and ability. Everyone has the potential to experience and benefit from music, whether it involves simply listening to a song on the radio or creating music. Nevertheless, when it comes to firsthand experience of music, people with physical limitations are often excluded. Fortunately, accessibility to music has increased dramatically in recent years, thanks to advances in technology. Now there are more opportunities than ever for people with different abilities and skills to enjoy and create music.

This article is the first in a two-part series that will introduce ideas, strategies, and tools for empowering people with physical disabilities to actively explore, create, compose, and perform music. Part I will discuss the benefits of music and offer low technology solutions for making musical equipment more accessible. Part II of the series will explore high technology music tools, including standard and adaptive computer software and hardware.

Children Love Music!

The universal benefits and appeal of music is undeniable, especially for children. Young children are motivated by musical activities, such as sing-alongs or musical chairs. Such activities provide pleasurable learning experiences that foster self-expression and positive social interactions. Music stimulates children at many levels and is often used by therapists and teachers as a tool for attaining goals in the classroom. Robin Blue, a music therapist from the West Tennessee Special Technology Access Resource Center comments, "Music is a great way to improve fine motor skills, increase motivation, and promote learning." She adds that music activities are very helpful for children with learning disabilities and can be useful in teaching concepts such as colors, numbers, and letters.

Adults also benefit from musical experiences. In addition to being a creative and social outlet, playing an instrument or listening to music can elevate emotional, mental, and physical functioning. At the Struther's Parkinson's Center in Golden Valley, Minnesota, music therapist Sandra Holten finds that rhythmically based musical activity, such as drumming, greatly enhances movement and self-awareness in many of her clients.

Adapting Musical Instruments

Adaptive Music Instruments Almost any musical activity can be easily adapted to a person's unique abilities and needs. Dave Kontak, an occupational therapist with the Colorado Assistive Technology Project, has a passion for designing adaptive musical instruments and offers many suggestions for low-tech, inexpensive adaptations. For instance, taping popsicle sticks to selected piano keys allows a person with limited motor skills to access individual piano keys. Other instruments, such as mallets and shakers, can be adapted for use by adding straps that attach to a hand, arm, or other body part. Ready-made adapted musical instruments are also available. For example, West Music (www.westmusic.com) sells a shaker egg with Velcro™ straps that attach to two fingers. The egg can either sit in the palm or on the back of the hand, enabling a person to shake out rhythms. The EZ Chord, another adaptive music device from West Music, enables individuals to play a variety of acoustic guitar chords with only one finger! For ideas on adapting musical instruments yourself, refer to Clinically Adapted Instruments for the Multiply Handicapped by Clark & Chadwick (this can be ordered from West Music).

Accessing your CD player, radio and more!

It is easy to take for granted the ability to flip on the stereo and listen to favorite songs, but for some people this everyday task can be very difficult or impossible to do without assistance.

Quite often, a simple technology solution, such as a switch, can provide all the help that is needed to do these tasks independently. A switch is an accessible device, much like the "on/off" button found on everyday appliances. It can be used to activate most appliances, such as a radio or CD player after they are adapted for switch use.

Switches are relatively inexpensive and are easy to set up and use. They come in a variety of sizes, shapes, and can be activated by any part of the body where a person has consistent movement. For example, a person with good foot control could turn on and off a battery-adapted CD player by activating a switch with a tap of their foot. Switches can also be used to control more complex appliances, such as a remote controlled CD player, computer-based media player, and even computer music software. However, additional equipment and software are usually required for setup.

With a little ingenuity and creativity, the possibilities for adapting musical instruments and devices are endless! Stay tuned for Part II of Music for Everyone that will explore high tech ideas for equal access to the world of music, including tips on making music soft-ware more accessible, software reviews, Internet resources, and more!

For more information on switch access to music and other electronic devices, contact the PACER Simon Technology Center at (800) 53PACER (toll-free in Minnesota) or (952) 838-9000.

Dear PACER:

Thanks to the PACER Center and a lot of hard work by many people, my six-year-old son Christian learned his alphabet letters! This may not sound like a major milestone to most - however, Christian has moderate cerebral palsy that involves all four limbs, and he is very distractible. Knowing that he was going to be mainstreamed in kindergarten this fall, the push was on to find a way for Christian to be motivated to focus on his letters. While certainly challenged, this special little boy has many special gifts too - of which one is his acute hearing and his love for music.

Lisa and George Adzick The PACER Computer Resource Center team suggested a particular music software by Microsoft that contained each instrument in the world, its sound, and musical pieces using that instrument. Christian was so enthralled with this software, we played on it every night. He soon memorized the name of each instrument and the sound it made. He even knew what a zither was! The team then took it a step further and made me a set of flashcards that had the picture of the instrument and the alphabet letter it started with. So then we would do flashcards and if he got it right he could listen to the music by that instrument. Bottom line - he learned his alphabet in 2 months! Thank you PACER Center! Now what are we going to do about his numbers? Keep up the great support!

Regards,
Lisa and George Adzick

Who's Listening Now? It's the Mac, Again!

By Janet Peters, Coordinator of the Simon Technology Center

The Apple Macintosh computer had an early and commanding lead in the speech recognition field. It was the first operating system to have a recognition feature built into the operating system. One of the premier products in the early 1990s was for the Mac. Apple's early dominance in voice recognition eroded greatly, however, and it's just now coming back with some useful products.

Voice recognition, also called speech recognition, enables the user to dictate or control computer functions by speaking. Voice recognition can create documents, give computer commands, such as opening application programs or pulling down menus, and editing work. Speech recognition can also be used to navigate the computer system or Web browser, communicate through e-mail and chat rooms, or for applications using numbers, such as math, database, and spreadsheet programs.

Speaking to your computer, rather than typing or using the mouse, works very well for some individuals with disabilities. It is a good alternative for people who have repetitive-stress injuries.

Persons with physical disabilities, who cannot use a standard keyboard and mouse, can use their voice to control computer commands and create documents. This technology is also very useful for individuals with learning disabilities, who have difficulty managing the cognitive demands of reading and writing. People with speech impairments may be able to improve vocal quality because they must speak clearly and consistently to be recognized by the system.

Since the early 1990s when speech recognition systems were introduced commercially, the technology has become more efficient and less expensive. In 1994, a premier product was PowerSecretary for the Macintosh by Articulate Systems. It cost several thousand dollars and was quite laborious to train, but it was a full-featured speech-recognition system that allowed dictation, command, and control. The program used discrete speech, which means the user needed a slight pause between each word. In contrast, most voice-recognition systems now use continuous speech. It permits the user to speak in phrases or short sentences. This allows the user to speak in a more natural, fluent, speaking style. It recognizes speech at up to 160 words per minute.

After a difficult financial period for the Apple Corporation, PowerSecretary was purchased by Dragon Systems. Dragon Systems produces voice-recognition software for the PC platform. Unfortunately, Dragon abandoned the PowerSecretary product to focus on its own continuous- speech product. This left the Macintosh without a speech-recognition system other than PlainTalk, which is command-only software that is built in as part of the operating system. There was an attempt to revive PowerSecretary by a European company. It was sold under the title Voice Power Pro, but is now "officially" discontinued.

The outlook for speech recognition on the Macintosh is looking better. There have been improvements to PlainTalk and a couple of full-functioning speech recognition systems are available. The following are voice programs currently available for the Macintosh platform:

PlainTalk

PlainTalk is command and control speech software included in the Mac operating system. It is free, but does not load automatically. To install PlainTalk, users must employ the system CD's Custom Install option. Users can operate it with the microphone that comes with the Mac, a headset microphone or even the built-in microphone (this option is less accurate). Once PlainTalk is installed, users can control the Apple menu and say commands such as "close all windows" or "restart the computer," and even "tell me a joke." In Mac OS 9 and higher, voice can control the dialog-box buttons and issue Web commands like "go back" or "page down."

ListenDo!

ListenDo! is an enhancement to PlainTalk that provides more features of voice control over Macintosh computers. ListenDo! was created by MacSpeech and is free for Macintosh users from www.macspeech.com/products/ListenDo.html. It also offers an easy-to-use method of creating new PlainTalk commands. Users can create text macros that will let them say a short command while the computer types a longer paragraph. For example, when the user speaks "address" the computer puts the full address into the open document. This is not true dictation, but it is a method to cut down on keystrokes necessary to enter repetitive text.

iListen

iListen is a fully functioning speech-recognition product by MacSpeech www.macspeech.com. With iListen you can do dictation, editing, formatting, and simple speech navigation with any application. It is available for Mac OS 9 or higher and costs about $139 without the headset microphone. iListen offers continuous speech, so no pause is necessary between words. There are robust text macro capabilities. Users can insert up to 32,000 characters with a single spoken phrase. iListen also allows multiple users to create speech profiles on the same computer; the number of users per machine is limited only by available disk space. MacSpeech offers only the dictation part of this product, iDictate, separately for about $100.

ViaVoice for Macintosh, Enhanced Edition

ViaVoice 2.0.1 for the Macintosh by IBM www-4.ibm.com/software/speech/mac/newmac offers continuous speech dictation with correction, editing, formatting, and some command and control capability. The recognition with the latest release of ViaVoice for the Macintosh is greatly improved. Users can now dictate into Microsoft Word 98/01, AppleWorks 6.0, Internet Explorer 4.5, or ViaVoice Speakpad. The command and control functions are useful for Web functions, but limited in other applications. There are specialized vocabularies such as chatter's jargon (for e-mail and Web specific language), cuisine, or business and finance. The cost is approximately $140 and requires Mac OS 9.0.4 or higher.

PACER's Simon Technology Center has voice-recognition products available for demonstration. It also conducts customized in-service trainings at off-site locations. Please contact the Simon Technology Center at (952) 838-9000 or e-mail at stc@pacer.org for more information.

Interesting Facts About the Simon Technology Center

  • 1987 - The Computer Resource Center, now the Simon Technology Center, began with help from Apple Computer Corporation and the Minnesota Special Education Department as one of the 11 charter members of the Alliance for Technology Access
  • 30,000+ pieces of software and assistive devices have been loaned by the Software Lending Library since 1989
  • 200+ parents and 40+ professionals have been served annually by the Software Lending Library since 1991
  • 120+ equals the number of software and assistive technology devices available for loan from the Software Lending Library during 1989, its first year
  • 1,700+ equals the number of software and assistive technology devices available for loan from the Software Lending Library in 2001
  • 1,500+ equals the number of people, including consumers, parents, and profes sionals who have attended a PACER technology consultation since 1994
  • 54+ equals the number of presentations on assistive technology done by Center staff in Minnesota and nationally this year
  • 400+ equals the number of presentation on assistive technology done in Minne sota and nationally since 1989
  • 15,000+ parents and professionals have attended PACER's technology presenta tions since 1989
  • 1,500+ equals the number of people who have contacted the Simon Technology Center to request information and/or referral services about assistive technology this year
  • 15,000+ equals number of hits at the Simon Technology Center's Web site this year
  • 8,000+ equals number of people on the Computer Monitor mailing list

Minnesota now has comprehensive guidelines for selecting assistive technology in schools. The guidelines were developed by the Department of Children, Families & Learning. PACER Simon Technology Center will be conducting trainings for parents throughout the state on these guidelines. Call PACER at (800) 537-2237 if you are interested in attending.

E-Texts: Are They the Future of Reading for People with Disabilities

By Perrine Dailey, Assistive Technology Specialist

Electronic on-line books called "e-texts" may revolutionize the future of reading, offering an alternative to traditional printed texts for many readers with disabilities. E-texts are books in electronic form that can be downloaded from the Internet onto a computer and read aloud to the user with text-to-speech software. "Text-to-speech" software reads text in a synthesized computer voice.

The combination of e-texts and text-to-speech tools can be invaluable for many individuals who have difficulty reading conventional texts. Spoken text helps individuals with a variety of disabilities obtain access to written materials. In the past, individuals may have had a parent, sibling, or aide read to them, which limits independence. Users now have the option of having the computer do the reading for them providing them with more control over their reading.

On-line books and the e-text revolution began in 1971 with Project Gutenberg, named for the inventor of the printing press. Since then, the availability of e-texts on the Internet has exploded. Thousands of electronic books are now available. The trick is to locate the ones the user needs and have the text-to-speech tools available to access these texts. Included in this article are links to sites with on-line e-texts and a list of some of the text-to-speech software programs currently available.

In the United States, any book published more than 75 years ago has an expired copyright and has entered the public domain. Therefore, many books that are considered "classics" are available on-line without copyright restrictions. Some books for children and excerpts from popular best-sellers are also available. One thing to keep in mind, due to the various sources, is some e-texts may not be an accurate transcription of the printed edition.

Free Text-To-Speech Software Programs

There are a variety of text-to-speech software programs available for use with e-texts. To use these programs, users must select text by highlighting it with their cursor and putting it into the text-to-speech program to have it read aloud. The Simon Technology Center also offers a list of commercial products that offer text-to-speech support. Please call (952) 838-9000 to request a copy of the handout on the information.

ReadPlease 2000 www.readplease.com

ReadPlease 2000 is a text-to-speech engine by MoneyTree Software Company. It will read any text file from the Internet or from any Windows application. It offers four realistic-sounding voices that can be customized with speed, pitch, and volume. It is easy to download and set up. There are several ways to customize the look of the text being read aloud.

HelpRead http://www.dyslexia.com/helpread.htm

HelpRead is a text-to-speech program developed by the Hawaii Education Literacy Project (HELP). This program requires Windows 3.1 or later, at least 4MB RAM, at least 2 MB hard disk space, and a sound card and speakers. This program uses a text-to-speech synthesizer and can read text files, Web pages, e-books, and text in the Windows clipboard. A variety of voices and characters are available.

E-Text Resources on the Internet

The following is a list of e-text resources for children, teens, and adults on the Internet. New sites are always being added. Use a Web search engine to search for more options.

  • Alex Catalogue of Electronic Texts http://www.infomotions.com/alex/ Contains a collection of public domain documents from American and English literature as well as Western philosophy.
  • On-Line Books Page http://digital.library.upenn.edu/books/ A directory of books that can be browsed by author, subject and title.
  • Books On-Line http://admin1.athens.tec.ga.us/ authors.html#f Offers hundreds of books on line - mostly classics and popular fiction for teens and adults.
  • Modern English Collection http://www.hti.umich.edu/english/pdmodeng/bibl.html Collection of modern classics that can be downloaded or read on line.
  • Project Gutenberg http://www.gutenberg.net/ The original e-text site.
  • ERIC Clearinghouse on Reading, English and Communication http://www.indiana.edu/~eric_rec/ Contains extensive information about literacy as well as selections of children's and adolescent literature.
  • Contemporary Writing for Children and Young Adults http://www.ucalgary.ca/~dkbrown/storcont.html Contains classic and brand-new stories designed for the slightly older reader.
  • Assistive Media http:// www.assistivemedia.org/ A nonprofit entity that produces on-line audio recordings of literary works for computer users with text-reading/access barriers free-of-charge.
  • Story Hour at the Internet Public Library http://www.ipl.org/youth/StoryHour/ Stories are presented in a variety of forms, including plain text, text with graphics and audio, and self-running programs.

To see a demonstration of e-text and text-to-speech software, call PACER Center for a private consultation at (952) 838-9000. You may also stop by during the Open Lab hours on Tuesdays noon to 8 p.m. or Saturdays 10 a.m. to 4 p.m.

Now is the time for a consultation!

The Simon Technology Center offers informal assistive technology evaluations for children or adults with a disability. The consultation at PACER is a way to explore educational software and assistive technology devices in a stress-free, collaborative environment. It's free. Call PACER if you interested.

Enhance Your Family Time with Simple Technology

By Jean Nelson, Coordinator of Project KITE

Many people believe in the importance of spending quality time together as a family. Activities that will be fun and inclusive to all members of the family, however, can be a challenge for parents of children who have a child with a disability. Participation in family activities, leisure, or work can increase self-esteem and foster development of age-appropriate attitudes for a child with a disability. Simple assistive technology makes it possible. Velcro™ straps, picture symbols, voice output communication aids, battery-operated toys, basic electronic aids to daily living, and a variety of switches are examples of such assistive technology.

When looking at technology as an effective tool for helping children to participate more fully in everyday home activities, it is important to look at already established routines and responsibilities. By adapting the tools used for certain jobs, a child with special needs could be given "chores" once the environment is set up for him or her. Assigning family members as partners during chores provides opportunity for sharing of stories and laughter, and it allows the child with special needs to obtain any needed assistance without feeling awkward. All family members need to be aware of their household chores, so posting a "chore list" on the refrigerator or in another very visible location may be helpful. An object schedule can be used with children with limited vision.

Families can arrange their houses to promote independence and active movement for the family member with special needs. Incorporating increased sensory stimulation (colors, textures, and sounds) and communication symbols make it easier. Also, an open floor plan offers safe independent mobility within the home environment. Technology can help foster that independence. Success in integrating technology into the home is achieved most often if family members are flexible and creative in trying new methods to achieve the same results. Here are some examples:

Meals/Snack time:

The kitchen is a great place to start using technology within the family schedule. A child could increase his or her independence in choosing food selections by using picture symbols or photographs attached by Velcro to the wall space. The child can make choices by simply pulling off the desired photo. The All Turn It Spinner by AbleNet allows a child with special needs to participate in choosing the family snack. Use of a simple switch activates the spinner. Overlays can be created to match the menu selections.

Cooking together as a family can be both fun and easy. A control unit allows a child to turn on an appliance through the activation of a single switch. With the use of a control unit, a child can participate in the cooking by activating all of the electrical appliances needed. An example of this might be using the control unit attached to an adapted electric knife to cut up apples or pears for snack time, attaching it to a blender for the child to help make fruity drinks. For a fun movie night, use the "timed minutes" mode for popping corn. The child can activate a switch to start the popper.

A Pouring Cup by Enabling Devices is another essential tool for children with special needs. When the switch is activated, the top cup pours liquid into the bottom cup. The top cup returns to the upright position when a second switch is activated. Children can help measure the ingredients needed to complete a recipe. Cleanup can be done with a hair dryer propped in a handmade holder directed at the dishes, using a control unit.

Chores:

Successfully completing home "chores" is important for children with special needs. It is a way to fully include them in family life. Children are able to develop the skills and sense of responsibility needed to transition successfully to other aspects of their lives. Cleaning tasks can be easily accomplished by plugging a control unit into a vacuum or electric broom. A feather duster or dusting glove (dust rag sewed onto a mitten) can enable a child with special needs the tools to dust independently or with a little help from a sibling to lift objects. Disposable dust mitts can also be purchased.

If recycling is important to the family, a child with special needs can use a simple augmentative communication device that allows for several prerecorded messages, or a photo board with pictures showing different steps involved with crushing cans for recycling. The communication device could describe tasks such as: taking tabs off the cans, rinsing the can in the bucket of water, placing it in the crusher, and putting the can in the recycling bin. Assign a sibling or friend to be a partner with the child with special needs for this chore. The child with the special needs can give the directions, and his or her sibling can follow the sequence of tasks.

In most families, children are expected to make their beds in the morning. Sew loops on the corners of the sheets, blankets, and comforter for a child with visual or motor disabilities to be able to independently pull up the bedding while making the beds.

Leisure and Hobbies:

Families can enjoy relaxed experiences together through leisure activities. Gardening can be accomplished as a fun-filled family activity by having mom or dad prepare the soil in large containers on the patio or deck. Siblings can plant the seeds. The child with special needs can use squirt bottles or a switch activated Water Pik to water the container garden.

Painting is a creative outlet for the family. The use of sponges adapted with glue stick handles, roller brushes, or a Paint 'N' Swirl by AbleNet adapted with a battery device adaptor can be used. Markers tied to a battery-operated robot can also be used for drawing fun.

Children with special needs will build positive self-esteem, independence, and creative problem-solving skills by inclusion into family activities. Simple technology makes it easy!

Q&A answers common questions people ask about assistive technology. The Q&A column appears in every issue of the Computer Monitor newsletter. Readers may submit a question via e-mail at stc@pacer.org. If we print your question, you'll win a prize!

Q: My son uses an Alphasmart 3000, and he is a experienced user. I would like him to use the Alphasmart as an accommodation for a writing test, but the teacher doesn't want him to have access to the spell checker during the test. Is there a way to shut off the spell checker temporarily?

A: Yes, you can shut off the Alphasmart spell checker temporarily, but you must call the company for a password. They do not print this password in the instruction manual. Alphasmart can be contacted toll free at (888) 274-0680, via e-mail at info@alphasmart.com, or on the Web site www.alphasmart.com

Q: A child in my class with mild retardation has Spanish as a first language. Her parents have access to a computer at home, and I would like to offer them software suggestions to work on basic math skills with her over the summer. It would be beneficial for her if the software were bilingual. Do you have any suggestions?

A: There are several math programs that contain are in Spanish and English. The following list is a starting point for such software:

  • Stickybear's Math Town By Optimum Resource www.stickybear.com Stickybear's town has various activities to gain proficiency in addition, subtraction, multiplication and division, and life-skills word problems, as well. Six unique Math Town locations serve as the background for math problems, and multiple levels of difficulty keep the activities challenging. The activities can be in English or Spanish.
  • MathKeys by The Learning Company www.learningcompanyschool.com The software uses traditional manipulative theory, such as money/coins, counters, base-ten blocks, and graphing charts. All of the computer activities and the accompanying guidebooks are in English and Spanish.
  • Millie's Math House by Edmark www.riverdeep.net/edmark Millie's Math House produces a Spanish version of the popular software program, but it must be purchased separately. Students explore fundamental math concepts, such as numbers, shapes, sizes, patterns, and sequencing. The CDROM has seven activities and features basic addition and subtraction skills.
  • MathMagic by Mindplay www.mindplay.com MathMagic is a fast-paced game that encourages confidence with elementary math. It reinforces counting, addition, and subtraction skills. This program is playable in English or Spanish.
  • Unifix by Didax www.didaxinc.com Unifix helps children make the connection between concrete hands-on experiences and abstract math concepts. Created for use by children with a wide variety of abilities, the software features built-in access for single switch users. Unifix software is a computerized version of the popular Unifix cubes (colored block manipulatives) commonly found in pre-K through fourth grade classes. The menus toggle between English and Spanish, but manual is English only.

Q: I was just added to the mailing list for the Computer Monitor. Do you have previous issues available for parents?

A: Yes! The Computer Monitor is available on our Web site in text format or as a PDF file to be read with Adobe Reader (free). The PACER Simon Technology Center's Web site is www.pacer.org/stc. Click on "Articles." You can also call PACER at (800) 53 PACER (toll-free in Minnesota) and we will mail you a copy.

It's a SUPER Service!

The SUPER (Still Useful Products and Equipment Referral) Service that connects buyers and sellers of assistive technology is going strong! Anyone who wishes to buy or sell adaptive equipment may use the free on-line service. Visit the Web site at www.pacer.org/stc to view current ads, or request a free printed report by calling PACER Center at (800) 537-2237 (toll-free in Minnesota).

Here are some of the "HOT" items recently posted...

  • Rifton Gait Trainer/Walker - $300
  • Everest Jennings Heavy Duty Wheelchair (extra wide) - $100
  • 1995 Ford Windstar Accessible Van w/Ramp - $7,500
  • INVACARE Storm Ranger X Power Wheelchair - $6,500
  • Hoyer Body Lift & Sling - $850
  • Bed Trapeze - $100

Project KITE Continues to Soar

Project Kite Project KITE (Kids Included through Technology are Enriched), developed at PACER Center in 1994, is a project funded by the U.S. Department of Education Office of Special Education (OSEP). It is designed to train parents, teachers, and service providers to more effectively include young children with disabilities in their homes and classrooms through assistive technology. The project focuses on children ages 3 through 8, from various socio-economic backgrounds and cultures.

During Project KITE's first three years, KITE developed its model, the training curriculum, and several helpful products while working with teams in the Twin Cities area. During the following years, Project KITE refined its training, published its curriculum, and continued to gather data. Simultaneously, KITE worked with teams in the Greater Minnesota communities of Pipestone, Duluth, White Earth, and Princeton. Project KITE has now trained over 30 school teams of parents, teachers and service providers.

During Project KITE training, children have access to technology that helps them be included and reach their potential. With Project KITE, children were exposed to computers, and teachers, parents, and other service providers were able to experiment with assistive devices and communication aids for children. The result: parents and professionals could find the best fit before seeking funding for assistive technology for individual children.

Gabe Johnson's story is an example of how KITE works. KITE staff met Gabe and his family last year while working in Duluth. Gabe is a four-year old in kindergarten. He has cerebral palsy and pervasive developmental delay. He cannot walk but is very active at home and school. Gabe's parents and teacher wanted to find assistive technology tools to allow him to use the computer independently and find communication tools to help him indicate his wants and needs.

Through Project KITE, Gabe's family received a computer at home during the six-month training, as well as a variety of assistive technology, including a switch and a switch-mounting arm. Gabe was introduced to a variety of early-childhood cause-and-effect switch programs. Through KITE, Gabe also experimented with a variety of communication devices. Finding the appropriate communication technology was a lengthy process. Eventually Gabe used his device with voice output to request a drink from his 5-year-old brother. This was the first time Gabe had initiated communication with his brother-a major breakthrough for Gabe and his family.

Gabe, like many other children who participated in Project KITE, is soaring with the use of assistive technology. For more information about Project KITE call Jean Nelson at (952) 838-9000.

Staff Profile: Kari Jaehnert

Kari Jaehnert Kari Jaehnert joined the Simon Technology Center staff in September 2000 as an assistive technology specialist. Kari has a degree in communication disorders from the University of Wisconsin - Eau Claire.

Kari has extensive experience in working with children with disabilities. As part of her degree program, she completed a clinical practicum in speech therapy and worked at a summer camp for children with autism. Kari has also tutored children with learning disabilities in reading and math.

Kari provides consultations to families who have a child with a speech and language disorder. She also provides workshops on a variety of technology topics, including "Introduction to Alternative and Augmentative Communication." Kari researches and writes articles about technology for the Computer Monitor newsletter.

Kari said that she was attracted to the dedication at PACER Center to helping families. "I am still taken aback by the PACER vision and leadership as a family-centered organization. It is a wonderful feeling to be part of PACER and to have the opportunity to make a difference in peoples lives every day."

Kari's favorite part of the job is working directly with the families and children and seeing them succeed and have fun with technology. "I also really enjoy keeping current with the field of assistive technology. I think the greatest part of this job is being able to apply my knowledge about children and disabilities with what I am learning about assistive technology. It is very exciting to use technology to open doors for children and adults with disabilities."

Looking for Computer Fun?

This fall is a great time to take advantage of PACER's Simon Technology Center! Families are welcome to stop in and use the Center during open hours to try new equipment and software and to hang out in the Center! (Please remember, children must be under adult supervision at all times during your visits.) Please use the entrance on the north side of the building. The Center has expanded its Software Lending Library hours!
New hours are:
Noon to 8 p.m. on Tuesdays
10 a.m. to 4 p.m. on Saturdays
The library is closed on major holidays.

How to Contact Us

Write

PACER Simon Technology Center
8161 Normandale Boulevard
Minneapolis, MN 55437-1044

E-mail

pacer@pacer.org (e-mail)
www.pacer.org (web page)

Fax

(952) 838-0199

Call

(952) 838-9000 (voice)
(952) 838-0190 (TTY)
(800) 537-2237 (in MN)

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