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Home / Newsletters / Computer Monitor / Fall 2004

Computer Monitor

Fall 2004

Volume XVIX, Fall 2004

See the PDF version of this newsletter.

You Are Invited to the Simon Technology Center Open House!

PACER's Simon Technology Center (STC) plans its annual Open House for Saturday, October 2, from 10 a.m. to 3 p.m at PACER. The popular festivity for families and professionals will have demonstrations of assistive technology and educational software, resources, and interactive games for children.

The family event will include screening of the new movie, "Freedom Machines," as well as software and device demonstration in the STC. The Creation Station will also be open for children to make crafts and art projects. The Open House is free, but participants must pre-register by calling PACER at (952) 838-9000 to attend.

The STC Open House offers many opportunities to sample assistive technology and to learn more about assistive technology issues. The 50-minute movie will be shown at 10 a.m. and again at 1 p.m. followed by panel discussions.

STC Workshops and Events

Technology Just for Girls

Monday, September 27, 2004
Forensic Science

Monday, January 10, 2005
Engineering

Monday, March 21, 2005
Famous Women in Math & Science

PACER Center
5:30 p.m. to 8:30 p.m.
Pre-registration is required.

Targeted to middle school girls with disabilities, this free workshop is led by women employed in technical fields at IBM. Hands-on group activities illustrate the importance of math, science, and creative problem solving. Various topics will be covered at each session, including forensic science, engineering, and women in math and science.

How to Find and Fund AT in MN

Tuesday, September 28, 2004
Gaylord, MN
6:30 p.m. to 9 p.m

Looking for assistive technology (AT) resources in Minnesota? This workshop will provide a brief overview of AT and how it can improve the lives of people with disabilities. Participants will learn about a number of statewide resources to help people of all ages acquire needed AT, as well as who are the assessment and consultation providers in Minnesota. Presenters will review Minnesota loan programs and ways to find and purchase used AT.

Assistive Technology and Early Intervention

Monday, October 27, 2004
PACER Center
6:30 p.m. to 9 p.m

This workshop answers questions about the Early Intervention Evaluation process and how parents and professionals can be more informed about the benefits of assistive technology. Participants will leave the workshop with an increased knowledge of current terminology, written and Web-based resources, and hand-made "low tech" materials to use with young children with disabilities.

IBM Web Adaptation Technology

Monday, October 18, 2004
Monday, December 6, 2004
Monday, February 7, 2005
PACER Center
6 p.m. to 8 p.m.

This workshop offers a hands-on demonstration of Web software that dynamically manipulates Web content to make Web sites more accessible to individuals with disabilities. The software tool was developed by IBM and is being piloted by the PACER Simon Technology Center.

Project KITE-Strand B

Saturday, September 18, 2004
Introduction to Assistive Technology and Inclusion

Saturday, November 20, 2004
Using Multimedia to Support Early Learning

PACER Center
9 a.m. to Noon

These sessions offer hands-on training to early childhood parents and educators. Individuals may participate in selected training modules. Trainings are held bi-monthly at PACER, beginning in September 2004. Participants may attend any or all trainings free of charge. For KITE certification, individuals must participate in all five training sessions. Priority registration will be given to former KITE participants interested in keeping current with trends in assistive technology usage. (See KITE article on page 13 for details on the Strand B trainings.)

Really Useful Technology for Students with Learning Disabilities

Tuesday, December 7, 2004
Red Wing
6:30 p.m. to 9 p.m

Demonstrations include a variety of software and devices to assist students with learning disabilities. The technology will focus on reading and writing skills to increase students' self-esteem by allowing them to complete work independently.

Call the STC at (952) 838-9000 with questions or to pre-register for workshops.

PBS will air 'Freedom Machines' in September

The Simon Technology Center (STC) is pleased to announce that "Freedom Machines, "the acclaimed documentary, will be shown at the STC Open House on Saturday, October 2, 2004. The documentary aired on Sunday, September 19, on the Minnesota Public Broadcasting Stations.

Freedom Machines, a documentary for public television, looks at the commonly-held beliefs about people with disabilities through the lens of assistive technology. The program explores how human experience and technological innovations are outpacing social policies-and the perceptions that have guided these beliefs.

In Freedom Machines, viewers will meet a cross-section of America's population-a few of the 54 million Americans with disabilities-whose lives are being transformed, with the help of new assistive technologies.

Despite the promise assistive technology holds, statistics indicate that fewer than 25 percent of people with disabilities who could be helped by assistive technology are using it. A 1999 study, commissioned by The California Endowment and conducted by the Alliance for Technology Access (ATA), found that people with disabilities "make do" without vital technology, either because they are not aware that it is available to them, or because they don't know how to obtain it.

Staff Highlight-Wendy Tuominen

Wendy Tuominen joined the Simon Technology Center staff in January 2004. She is an assistive technology (AT) specialist whose primary responsibilities are to facilitate AT training for teams of parents and professionals through Project KITE.

Wendy provides technical assistance with the IBM Web adaptation software workshops, researches and writes articles for the Computer Monitor and other PACER Center publications. Wendy also presents workshops, across Minnesota and nationally, on various early childhood and assistive technology issues.

Wendy is a former Early Childhood Family Education and Early Intervention Teacher. She has more than 19 years of teaching experience in public school and at North Metro Developmental Achievement Center (DAC). She also holds a masters degree in special education from the University of Minnesota.

Wendy is the parent of a son who has a learning disability. Over the years she has received information, resources and parent advocacy assistance from other projects at PACER Center.

"I've depended upon PACER as a parent and professional," said Wendy. "I'm delighted to now, in a staff position, share PACER's great resources with others who need them."

Student Overcomes Classroom Barriers with Cued Speech and C-Print® Captioning

By Annette Cerreta, Assistive Technology Specialist, OTR, ATP

Like many young adults her age, Marja, a 17-year-old teenager, enjoys socializing and communicating with her friends. She participates in several school sports, has won awards for her diving talents, and is the captain of her school diving team. Marja is also profoundly deaf. Assistive technology has made a difference for her.

Marja was first diagnosed with a hearing loss at 12 months of age. Since then, she has been receiving special education services from the schools she attended. Marja has a cochlear implant placed in her left ear to help her pick up sounds and some spoken language. She has learned how to use American Sign Language (ASL) to communicate with her teachers, peers, and her family. Marja's mother Janet and other family members also learned ASL so they could communicate with Marja.

Although Janet wanted Marja to use American Sign Language (ASL), she was concerned that Marja wasn't developing the English language skills she needed to read because she wasn't learning spoken English.

Accommodations In The Classroom

Janet looked into alternative communication methods for Marja and learned about a phonemic system called cued speech. With cued speech, Marja could lip read the words of the transliterator (a person that uses verbal and hand cues to communicate with a hearing impaired person)" with the help of hand cues that represented the sound of the words visually.

In combination with her cochlear implant, this could improve her auditory comprehension of spoken language significantly. Because her English language and reading skills also improved significantly, opportunities arose for Marja to take advantage of new assistive technology.

For example, when Marja was in 5th grade, she and her mother took a trip to Arkansas to attend the Alexander Graham Bell Conference. At this conference, they saw a demonstration of a new technology called C-Print®. C-Print is a speech-to-text system, developed by the Rochester Institute of Technology (RIT), as an access service option for some students who are deaf or hard-of-hearing to improve the classroom experience.

The basis of C-Print is printed text of spoken English displayed in real time on a laptop computer positioned on a student's desk. A trained operator, called a C-Print captionist, produces text of the spoken information on a networked laptop computer using special software. The text can be displayed simultaneously to one or more students in different ways, including additional computers (laptops) or display monitors. After class, the text can be provided in paper or electronic format for the student to use as notes.

Both Marja and Janet thought that captioning would be a wonderful alternative for Marja to use in the classroom. Marja and Janet approached her Individualized Education Program (IEP) team about C-print and Marja expressed a strong interest in using it. The school decided to give it a trial run, and Marja began using it for her history class in the 7th grade.

By 11th grade Marja was using the C-Print speech-to-text system in almost every class, except for gym and other sports activities for which she preferred ASL.

Funding Marja's Assistive Technology

Depending upon the item, costs for assistive technology vary, and so do the funding sources. The school covers the cost of Marja's captioning and interpreter services. Marja's family pays for some assistive technology themselves, such as a vibrating alarm clock to wake Marja up in the morning. The family rents a TTY phone (text telephone) from the phone company on a monthly basis for a small fee. Their medical insurance covered about 80 percent of her behind-the-ear hearing aid device that connects to her cochlear implant.

Janet contends that her success with obtaining the assistive technology and services for Marja was largely due to the time she invested learning about assistive technologies.

Over the years, Janet attended several technology conferences, read many books, networked with support organizations and, perhaps most importantly, connected with other families who have children who are deaf.

Janet suggests that parents make the effort to keep up with new developments in technology and to seek out opportunities, such as technology conferences, to learn about the latest products. It also helps, she adds, to talk to other people who use the technology themselves to really learn about how well something works.

She strongly encourages parents to gain the necessary skills to diplomatically advocate for their child with the IEP team. Janet emphasized that parents need to "work with the IEP team" and respect the IEP process. In order to get assistive technology at the right time, she suggest that parents prepare well in advance. For example, start planning for future technology needs for high school and college while your child is in grade school.

Marja is now an independent teenager who has taken charge of her own IEP process. "She decides and determines what types of accommodations she needs and when," says Janet. "My goal was always to let her have the most possible options available and let Marja decide what she wants and needs."

Teleconference Proceedings On-line

On September 23, 2004, the PACER Simon Technology Center hosted a teleconference exploring state and national initiatives to provide accessible instructional materials for students with print disabilities. The guest speakers were Steve Noble of the Kentucky Assistive Technology Service Network, Skip Stahl of the Center for Applied Special Technology, and Linnie Lee of the Kentucky Department of Education.

Students with disabilities may have difficulty accessing hard print textbooks for a variety of reasons. For instance, a student with a motor impairment may not be able to hold a text book and turn the pages. A student with a visual impairment or blindness cannot see the print or images on a page. A standard textbook would also be inaccessible to students with reading disabilities who need additional supports, such as text-to-speech or audio tapes. Although students may have different disabilities, the barrier is the same-inflexible textbooks and instructional materials

Because of the need for better accessibility to multiple textbook formats, such as electronic text that can be accessed by the computer or Braille displays, several states have passed legislation that requires publishers to provide instructional materials in alternative formats that students with print disabilities can more readily access. The teleconference discussed laws that require that textbook publishers to provide schools with accessible formats of instructional materials, such as digital text, for use by students with disabilities who need access to standard print alternatives. The audio and transcripts are available at www.pacer.org/stc/ under "Educational Universal Design"

The PACER Simon Technology Center seeks to improve accessibility of educational technology for all students, in particular students with disabilities. These efforts are supported in part by the Great Lakes ADA & Accessible IT Center.

The New, Improved Simon Technology Center Library Serves Local Community Needs

By Kristi Hansen, Assistive Technology Specialist

As technology has improved over the past 15 years, so has the Simon Technology Center's lending library. Evolving from 30 pieces of software in 1989 when the library opened, to housing more than 2,200 pieces of educational software and hardware products, the center provides a comfortable environment for professionals and families of children with disability.

Library History

Building from small funding blocks with the help of the MAHADH Foundation and The Saint Paul Foundation, the software lending library opened its doors under the supervision of Dan Berks on November 1, 1989.

In a recent phone interview, he remembers back to the Software Lending Library as "originally only being a sideline to the Computer Resource Center," now called the Simon Technology Center (STC).

At that time, the main services of the PACER computer center included workshops and consultations. Data showed that many of the families who were using services had low incomes, and "that's when we realized there was a need," Berks recalls.

"We knew that if these families had a rare chance of gaining access to a computer, they would then have limited access to software, especially that for special needs."

Paula Goldberg, founding Co-director and current Executive Director, began search for ways to support the library's future. She recalls "We were excited to develop a library with educational software and the parents were thrilled"

Hardware collections were not available to lend, but parents could come into the center to see a demonstration. Within one year, the library was home to more than 300 programs, most of which ran on the "cutting edge" Apple IIe computers.

The library acquired 150 members throughout the state of Minnesota within the first six months, and within six years another 75 members were added.

"We thought we'd tack in another service to the computer resource center," Berks commented, "and by the time I left, I was amazed by the growth."

Today's Library

Since then, the lending library, a project of the PACER Simon Technology Center has seen even more growth. Hardware and software products for all ages and disabilities are maintained within the library shelves. The selection includes an array of educational and independent living computer programs, communication aids, alternative access devices, and a variety of keyboards. Within the past year, more than 1,000 items have been loaned to library members, including parents, professionals, and individuals with disabilities, across the state.

Janet Peters, coordinator of the Simon Technology Center, notes that the community still needs a place to preview assistive technology (AT) products before purchasing them.

"Because there has been a proliferation of assistive technologies available, it's as important now as ever to provide this service to the community" says Janet.

The Library Continues To Improve

As the development continues, the library has adopted a new name, The Software Lending Library is now the Simon Technology Center Library. This transformation exhibits the relation of the Simon Technology Center and its library, as well as acting as a milestone to the many new changes taking place.

The most noticeable modification is the appearance of the library. New organization and design welcomes families during open hours. Accessible for all individuals, the library will offer seven stations to preview materials, including new state-of-the-art computers, obtained through an IBM donation.

The new improved, library catalogs feature easy-to-read descriptions, reviews of products, and straightforward categories to assist members in locating what they need. An electronic version will be available by December 2004.

There are other new additions to the STC Library, including books, videos, and adapted toys for parents and professionals. These supplementary resource methods will provide access to detailed AT information.

Library Memberships

Members will also see logistical changes in the policies and borrowing expectations. The Simon Technology Center will need to raise the membership fee to continue the high quality service. Membership to the library will increase to $50.00 a year for families or consumers. It is $100.00 per year for professionals. All items will still be loaned on a four-week basis. There are a limited number of scholarships for families available.

There will be a policy of billing for late or lost items. The accounting department will bill a minimum of $50.00 charge per lost item. In addition, any loan items that cost more than $500.00 will require a credit card deposit. Membership and policy documents are available on-line at www.pacer.org/stc/. Parents and professionals can also call the PACER Simon Technology Center at (952) 838-9000 or e-mail the STC at stc@pacer.org for information or to offer comments.

We hope individuals with disabilities, families, and professionals, will continue to benefit from the opportunities the Library offers for years to come.

Assistive Technology Encourages Playfulness for Young Children

By Wendy Tuominen, Assistive Technology Specialist, MEd.

Educators are continually looking for ideas and suggestions to promote play in young children with disabilities. Many resourceful ideas can be found in current research on technology and play.

"Let's Play!" is a federal project funded to identify ways to help families promote play in their young children with disabilities. In Let's Play!, the keys are in promoting play through access to play materials and by using assistive technology (AT) to give the children this critical access.

Parents and professionals then work to develop solutions that capitalize on child and family strengths and address barriers to play. Typical AT solutions involve "low-tech" assistive technology. "Low-tech" is broadly defined to include "family friendly" items that are readily available, inexpensive, and do not require extensive training to use.

The emphasis on using assistive technology with young children goes beyond matching the devices and services to the child's abilities and disabilities. In addition, it reflects the family's goals: helping the child to grow and develop independence, strengthening the family, and reducing family stress. Through assistive technology, children with disabilities can participate in natural learning opportunities within daily routines to a greater extent.

Natural learning opportunities occur in natural environments "...settings that are natural or normal for an eligible child's age peers who have no disabilities, including the home and community settings in which children without disabilities participate," according to Federal Register (Sept. 2000).

Children participate in their common routines in three primary ways through

• movement
• communication, and
• interaction with materials.

Movement is body positioning and mobility. Communication between children and caregivers starts much earlier than the onset of a child's speech and is critical to the development of speech. Children with a disability may need assistance to recognize and respond appropriately to communication cues. Interaction with materials involves seeing, hearing, touching, holding, tasting, smelling and moving things in the environment.

When done appropriately, AT for young children with disabilities

• engages all learning styles
• provides support for independence
• develops and expands social skills
• promotes active learning and inclusion
• can be fun!

Assistive technology devices, materials, and strategies are intended to help:

• ensure the child's safety,
• maximize the child's growth and learning opportunities, and
• facilitate the child's ability to enjoy and participate in the activity by addressing the needs he or she may have with respect to movement/positioning, communication and/or interacting with materials.

Low-Tech Options

There may be different reasons for taking a low-tech approach to play, according to Susan Mistreet, Director of Let's Play!.

• Many parents of young children with disabilities may not be "ready" for highly adaptive equipment. Adapting what the general population uses helps to normalize the family's environment and de-emphasizes the disability.
• Many families today are "on the move." Options for positioning and play must be lightweight, portable, and durable; those that can be used across environments.
• Low-tech options are often less expensive and can be more flexible in meeting the needs of the child/family across environments.

There are simple ways to make a toy easier to manipulate for a child with a disability.

Positioning

Families want ease of use, items that can be easily transported and can be used in more than one environment i.e., pillows, stuffed animals, blankets, and rolled up towels.

Mobility

Walkers, low-to-the-floor, rocking and riding toys, easy-to-use climbing and sliding toys, and push toys with added weight are important for mobility.

Switches

Commercial switches, which can be purchased from a company, or adapted switches for battery operated toys and other household items such as a radio can activate toys.

Computer

When using a computer, have appropriate software and keep positioning and ergonomics in mind.

Communication

A communication device or simple communication symbols can increase or expand communication for young children,

AT items that can be used to support play include:

• adaptations to commercially available toys, making them easier to activate or access
• commercially available positioning items that make it easier for the child to sit alone, or lay on his/her tummy or back and still be able to reach the toys
• items that help a child move about in his environment
• specially adapted toys and appropriate interfaces and switches
• communication aids to enhance playful interactions

PACER Simon Technology Center has developed a new handout called the "Toy Handout" with helpful tips and resource on using toys with young children who have a disability.

Please call (952) 838-9000 to order one. The $3 handout is free to parents or children with disabilities in Minnesota.

Communication Technology Later in Life

By Kari Jaehnert, Assistive Technology Specialist

Two years ago Julie suffered a stroke, which limited her ability to move the left side of her body. The stroke also left Julie unable to communicate verbally, with the exception of being able to nod her head "yes."

Julie knows what she wants to say, she just can't speak in a way that others are able to understand. Julie has a large family and has many things that she would like to talk about. She has a strong desire to communicate, but after months of therapy, she is still unable to talk like she used to. Together with her speech-language pathologist, Julie is a wonderful candidate to try various Augmentative and Alternative Communication devices (AAC).

Assistive technology can be helpful for children with developmental disabilities, as well as for individuals who acquire injuries or impairments later in life. Adults who suffer from injuries such as strokes, traumatic brain injuries, or other acquired injuries will have different needs than a child who is developmentally delayed or non-verbal.

When considering technology for adults with acquired injuries, it is important to consider both their cognitive and physical abilities and needs.

When Julie first began looking at AAC options, her therapist gave her a piece of paper with the alphabet displayed on it, much like a keyboard. Julie did very well with the alphabet board, but often became frustrated if she couldn't remember how to spell a word. This left her very fatigued by the end of the day. Julie's therapist realized that the alphabet board, while valuable, was too cumbersome and was not meeting the needs of Julie or her family. If a person wasn't looking over Julie's shoulder, they wouldn't know what she had to say. Julie was also unable to talk on the telephone to her family and friends who lived far away. When she did use the telephone, she was limited to short conversations because it took her so long to "type."

Julie decided to try AAC with voice output-this allowed her to type on the board using a device that would speak the words out loud for her. Voice output allowed Julie to attract the attention of friends and family when they were in another room and gave her a new "voice."

To address the concerns with spelling and the time it took to type words correctly, Julie's therapist gave her a device with word prediction. This feature allows the user to type the first letter of a word and the computer will attempt to guess what the user is trying to say. For example, if Julie wanted to say "hello" she would type the letter "h" and the device comes up with a list of words starting with "h." If "hello" is the third choice, Julie can type the number three and the device will say "hello." If the word is not on the list, Julie can continue to type the word and then it will be entered into the computer's memory as a frequently used word. The word prediction feature is beneficial for both individuals who have difficulty spelling but can identify words and for those that have fatigue.

Adults with acquired injuries may not be as open to using assistive technology, such as AAC, to compensate for a loss. It is often difficult for them to come to terms with the significant change in their lifestyle, and it is important to understanding their feelings. Some devices appear child-like and may be embarrassing for adults to use. Therefore, it is important to not only take the needs of the user into consideration, but also to consider the features of the computer device and think about how the individual will adjust to this new addition to their life.

The PACER Simon Technology Center (STC) has several communication devices available in its library for individuals to sample. Library hours are: Tuesdays, noon to 6 p.m., and Saturdays, 10 a.m. to 4 p.m. The STC also has a handout, "Opening the Doors to Communication," which contains feature details for over 100 AAC devices. The Minnesota Assistive Technology Loan Network (MATLN) is also a resource for borrowing AAC devices. The MATLN program is administered through United Cerebral Palsy of Minnesota, at 800-328-4827.

New Assistive Technology Resource Available

Computer Resources for People with Disabilities: A Guide to Assistive Technology, Tools and Resources for People of All Ages

Fully Revised 4th Edition by The Alliance For Technology

Two Chapters edited by Simon Technology Center Staff

The new edition of this award-winning book will show you how today's technology is redefining human potential and what it means to have a disability.

Current computer hardware and software can give people with any kind of disability new ways to interact with the world. In this book, the Alliance for Technology Access brings together user-friendly support, information, and up-to-date answers to all your questions.

The book is available in paperback: $24.95 and spiral bound: $31.95
Call PACER Center (952) 838-9000 to order.

Fall is Great Time for a Consultation

Children and adults have the opportunity to come to the Simon Technology Center for an individualized technology consultation to experiment and learn about assistive technology that is available.

Consultations are a starting point to identify technology that may help a person with disabilities find the approriate technology. If interested, please submit the on-line consultation form at www.pacer.org/stc/, or call PACER at (952) 838-9000.

Project KITE Announces New Training Formats for Parents and Teachers

By Brad Buelow, Assistive Technology Specialist

For the past 10 years, Project KITE (Kids Included through Technology are Enriched) has trained hundreds of families and teachers to improve the lives of their young children and students through assistive technology.

The "focus" children (the children whose parents and teachers participated in the training) were able to participate in group activities with classmates at school because of Project KITE training and the resources provided.

Parents often learn about how technology can open the doors at home and at school, but one of the most important benefits of KITE training has been with the collaborative effort with professionals to develop advocacy skills for their child. "Because I was empowered to advocate for my child ... Kobe now gets to appreciate a better quality of life." said Josine who participated in KITE last winter.

Teachers have found immediate ways to apply what they learned during Project KITE training. For example, Maria took KITE curriculum to a higher level by incorporating digital video into her classroom. With Project KITE computers, her school's video camera, and the help of some budding actors in her classroom, Maria was able to produce a video for all the children to access and share, stressing the importance of proper behavior.

Project KITE has long-term impact as well. Teachers have reported using more technology in their classroom years after receiving KITE training, and many keep working toward the ultimate goal of active participation of the students with disabilities in their class. For parents, Project KITE introduces the power of assistive technology and provides hope for the future.

Project KITE announces additional opportunities for parents and educators to benefit from the highly successful KITE training model. Beginning this fall, Project KITE will offer two new formats. Strand A is an intensive, half-year training program in which parents and professionals participate as a team. Strand B is modularized version of the KITE model, available to individuals on a bi-monthly basis. With the new options, Project KITE will now be more readily available to all early childhood professionals and parents throughout Minnesota.

Project KITE Strand A

Strand A offers teams of educators and parents an extended opportunity to obtain and learn about assistive technology. In addition to structured trainings, Project KITE staff will collaborate with participants to use technology in the curriculum at school and at home, and to promote inclusion strategies that are easy to implement.

Teachers and parents must participate in Strand A as a team. Teams consist of the parent of a young child, the classroom teacher, and other service providers. Three teams participate at a time, but the focus children must be in separate classrooms. Strand A trainings are conducted twice per year, during the Fall and Spring semesters. Applications to participate will be accepted year-round.

Project KITE - Strand B

Strand B provides modularized trainings of the KITE model. It is intended for individual parents and educators to use throughout the year. Strand B serves individuals who are unable to participating in team-based trainings. Trainings for Strand B are conducted on third Saturdays, every other month beginning in September. KITE certification will be awarded to individuals attending all five trainings in Strand B. Interested individuals can register by calling Project KITE, at (952) 838-9000, or register online at www.pacer.org/stc/kite/.

Participants completing both Strand A and B of Project KITE will receive 15 clock hours of training. KITE certification will be awarded to all participants in Strand A or individuals attending all five modularized trainings in Strand B.

Project KITE is free and available statewide through generous support from the Minnesota Department of Education, the Yahoo Foundation, and the Mitsubishi Foundation. For more information, or to participate in Project KITE, visit the PACER Web site at www.pacer.org/stc/kite/.

With Project KITE's strong history of effective, collaborative trainings, and two new opportunities for learning, the future is bright for parents like Josine, educators like Maria, and children all across Minnesota, regardless of their ability.

Project KITE Certification

There are many benefits to KITE certification, including: advance registration for future KITE workshops, free limited-time memberships to the Simon Technology Center Library, free advance copies of Project KITE's upcoming Inclusion Resource Guide, and a wealth of resources to ensure that assistive technology will continue to be used both at home and at school

Applications are being accepted now. Don't miss out on this incredible opportunity.

STC Tech Tips: Troubleshooting

Printers, digital cameras, scanners, touch windows, and track balls are all peripheral devices. They are those add-on products that enhance a computer's function and accessibility. Many can be found in local computer stores. Others, like some of those used in the Simon Technology Center (STC), are specialized.

With so many peripheral options and new technologies, it can be difficult to keep a computer working smoothly. The more peripherals on a computer, the more opportunity for "glitches." The following steps for identifying technical issues can eliminate much of the "guess work" when troubleshooting a computer and can lead to faster resolution.

Peripheral Issues

Is the device plugged in?

This seems like an obvious question, but it is worth answering. Be sure cables are plugged in appropriately to the device, the computer, and a power outlet.

Is it turned on?

After ensuring that the device is receiving power, be sure that the device is turned on. Devices often indicate their status with a small Light Emitting Device (LED).

Finally, if everything is plugged in and is still not working, try plugging the device into another port. There is always a chance that one port is either not functioning or configured incorrectly.

While these questions may seem simplistic or obvious to some, the easiest solution is always worth trying first.

Computer Issues

Is the device compatible?

Newer devices usually work with the latest versions operating systems, but it is worth checking compatibility on your computer. Product Web sites often list compatibility requirements as well as software upgrades or "fixes" for their devices. STC Library devices have labels describing their system requirements and library catalogues are organized by operating system as well.

Is the software loaded?

Some peripherals require that "drivers" be installed on the computer. A device driver tells a computer how to communicate with a device. Drivers are usually included on a CD-ROM. If you have tried the previous steps and the device is still not functioning, check to see if a driver is needed.

Other peripherals come with additional software that facilitate printing, scanning, or setting up a device. The software may also guide the user through the troubleshooting process. If possible, use software to fix problems. As a last resort, uninstall and reinstall the drivers for the device.

Is the computer "seeing" the device?

"Control Panels" (Windows & MacOS 9.x) and "System Preferences" (Mac OSX) can show if the computer recognizes the connected peripheral. Control Panels can be accessed via the Start button in Windows, while Macintosh users can look under the Apple menu. In OSX, System Preferences are located in the Applications folder.

Individual settings are different for each device. While the variety is too great to be outlined here, they often hold the answer to some of the toughest problems with peripherals. These settings are not for novice computer users. They control the function of the computer and can cause drastic changes in its behavior. Use caution when changing these settings, and consider writing down the original settings should you wish to change them back.

Were there more instructions?

Always read the instructions and dialogue boxes on the screen during installation. This information explains what will be installed and where. It also describes errors occurring in installation.

Who Should You Contact for Additional Help?

Product manufacturers offer the most comprehensive support for their products and can help with very specific problems. Many computer stores offer technical support for a fee. If the computer itself is not functioning properly, having a professional work with the computer is another solution. For questions about STC Library items, the STC staff is available by telephone at (952) 838-9000 during regular Library hours on Tuesdays noon to 6 p.m. and Saturdays 10 a.m. to 4 p.m.

If calling the manufacturer, have the following information ready: a description of the specific problem, the steps taken to resolve any issues, and any error messages received. This information is important and will make the support call more effective.

Simon Technology Center Q&A

Q: "Our school has limited staff time to scan textbooks for students who use text readers. Do you know where we can obtain textbooks and other reading materials that are already scanned or available in digital formats?"

A: Most schools don't have the staff time or other resources necessary to scan textbooks and other materials for students. The following table provides a number of sources for digitized text. Some of the sources provide digitized text that can be read on a computer screen by a screen reader. Other digitized text is available in audio format only, which means that it can be listened to but not seen and read in a visual format. Some of the digital audio files must be accessed with a specially authorized software program or device that protects the copyrighted material.

The school or family will need to provide documented proof of the student's disability to use most of these resources. Some of the digital text resources are free, while others, such as www.bookshare.org/web/, charge a fee. Contact the specific programs listed in the chart below to learn more about their specific requirements and offerings.

Schools and families can also contact the book publisher directly to request an accessible format of the textbook or reading material.

Q: I am a teacher and interested in compiling a list of organizations that conduct "independent evaluations for assistive technology" for parents to use. Does the PACER Simon Technology Center do assistive technology evaluations?

A: The Simon Technology Center (STC) provides free consultations to families and individuals with disabilities. The consultation includes a letter of suggestions and a demonstration of assistive technology. However, an STC consultation is a "starting point" to learn more about available technology and does not qualify as an independent evaluation for assistive technology.

The STC Web site at www.pacer.org/stc/ has more information about consultations and the necessary forms to make an appointment.

The STC has compiled a list of organizations that conduct independent evaluations in specific areas of assistive technology. The list is not exhaustive and PACER does not endorse any agency. You can e-mail us at the stc@pacer.org if you would like a copy of the list. In addition, many school Web sites will list staff expertise and titles, including assistive technology specialists.

Accessible Text Resources
Source	Available Formats	Contact Information
Book Publisher	Text files	Contact individual publisher of each book
Accessible Materials and APH File Repository	Text files, Braille Files	www.aph.org
National Library for the Blind and Physically Handicapped (NLS)	Audio files, Braille Files, Some large print	www.loc.gov/nls/
Recordings for the Blind and Dyslexic	Digital audio files	www.rfbd.org
Bookshare.org	Scanned text files	www.bookshare.org/web/