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Spring 2006
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of this newsletter.
EX.I.T.E. is Expanding Opportunities
By Amelia Hansa, AmeriCorps Member
Deadline Fast Approaching!
The 2006 EXITE Camp for middle school girls will be all day on July 24, 26, 28, Aug. 1 and 3. Applications will be accepted until May 15. For more information about the camp or EXITE internship program, please call 952-838-9000 or visit www.pacer.org/stc/exite/.
The EX.I.T.E. (EXploring Interests in Technology and Engineering) Camp encourages middle school girls with disabilities to become interested in the fields of math, science, and engineering. This learning experience is taught through hands-on activities, motivational speakers, and a visit to IBM in Rochester.
Last summer, the EX.I.T.E. program added an internship program to provide high school girls an opportunity to act as leaders to middle school campers. The older girls are involved in camp activities, meet periodically over the school year to learn about postsecondary options and careers, and participate in a job-shadowing experience with Twin Cities businesses.
Maria Gaston was an EX.I.T.E. camper in 2003 and is currently an EX.I.T.E. intern. “I guess I would see myself as a role model showing [middle school campers] how much fun it is,” Maria said. Her advice to others interested in EX.I.T.E. Camp: “This is a good experience to learn about science, technology, and just go for it!”
Assistive Technology Accommodations in Higher Education
By Annette Cerreta and Katrina Weibel, Assistive Technology Specialists
Students and parents are often surprised to learn that the process of obtaining accommodations, such as assistive technology, in college and other postsecondary programs is very different than in K-12 public schools. This is because the legal requirements are different.
When a student leaves the K-12 setting and moves on to higher education, the Individuals with Disabilities Education Act (IDEA) no longer applies. Instead, civil rights laws for people with disabilities, including the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, regulate how postsecondary programs must accommodate the needs of students with disabilities.
In higher education, the student is responsible for contacting the appropriate program at the school to identify themselves as a student with a disability and to request necessary accommodations. The student must also provide paperwork that documents his or her disability. If the student does not identify him or herself as a student with a disability in need of accommodations, the college is not obligated to provide accommodations to the student.
Usually the school’s disability support office can help students through the process of arranging necessary accommodations. To ensure that colleges provide reasonable and appropriate accommodations, the student may be asked to supply the school with documentation such as a list of accommodations that have been used successfully in the past or a recent IEP from high school.
It is a good idea for the student to request accommodations prior to each school term rather than waiting until they find it difficult to complete the coursework. A student who needs books and other instructional materials in alternative formats, such as audio, large print, or Braille, should request these items early enough so that the material is ready when classes begin.
Although colleges may provide assistive devices as reasonable accommodations, they are not required to and may not provide the most sophisticated technology available. It is acceptable for a college to provide different technology than what the student prefers or is familiar with.
The availability of accommodations in higher education settings often varies, depending on the college or program the student attends. The following table provides a sampling of common accommodation options for areas in education. It is not intended to be comprehensive.
Test-taking
- Extended test time
- Allowing breaks during test taking
- Low-distraction testing environment
- Repeating directions
- Oral testing
- Allow use of computer or calculator
Reading
- Audio books
- Large-print or Braille materials
- Screen magnifiers
- Scan-and-read software and pens
- Computer Braille display
- Colored overlays
- Other reading services
Writing
- Computer or portable word processor
- Electronic spell checker & dictionary
- Speech recognition software
- Talking word processor
- Graphic organizer software
- Slant board
- Scribe
Lecture
- Interpreter for people who are hearing impaired
- Assistance with note taking
- Digital recorder
- FM listening device
- Computer for taking notes
- Real time captioning
Computer Access
- Alternative mouse device
- Alternative keyboard
- Computer access software
- Voice recognition
Math
- Graph paper
- Calculation chart
- Talking calculator
- Accessible math software
Studying/Learning
- Post-it notes
- Highlighters and highlight tape
- Index cards
- Day planner
- Personal data assistants
- Graphic organizer software
- Digital recorder
- Timers
- Talking watch
- Print or picture schedule
- Software for organization of ideas
- Voice output reminders for tasks, assignments, steps to tasks
If you would like more information about the responsibilities of postsecondary schools to students with disabilities, please call the Simon Technology Center at (952) 838-9000.
TIPS FOR TRANSITION PLANNING AND ACCOMMODATIONS
1 Learn about the latest assistive technology options that could be useful to your son or daughter now and in the future by contacting
PACER’s Simon Technology Center. For a listing of AT Resource Centers in your area, visit the Alliance for Technology Access Web site at www.ataccess.org. (PACER is an AT Resource Center)
2 Actively involve your son or daughter in the selection and set-up of any assistive technology they use. The youth should learn to manage their assistive equipment independently or feel comfortable directing support providers to assist with the set-up.
3 Involve your son or daughter in creating a student file for assistive technology and other accommodations that includes documentation of disability, accommodation needs, technology needs, technology emergency back-up plan, and contact information for repair services.
4 Start exploring postsecondary institutions with your son or daughter if he or she is interested in pursuing higher education. Talk with others to identify colleges that offer strong support programs for students with disabilities. Be sure to make an appointment with the disabilities support office to find out what kind of accommodations the school provides and whether they adequately meet your child’s needs.
Sharon's Story
Sharon, a first-year college student, has a learning disability that affected her reading and writing. In high school, all her books were on tape, she took her exams separately, and she was allowed extra time to complete them.
Sharon did not to request accommodations when she began her first year of college because she felt she could manage without the additional support. At mid-semester, however, she had failed two mid-term exams, and she became concerned about passing her classes. Sharon decided to contact her school’s student services office to request accommodations she had previously received in high school. She also contacted her instructors and informed them of her disability and the accommodations she needed. As a result, Sharon improved her test scores and passed both of the classes she had been failing.
Software Programs Aid in Literacy Development for Children Who Are Deaf or Hard of Hearing
By Meghan Kunz and Stephanie Rosso, STC Assistive Technology Specialists
Children who are deaf or hard of hearing often experience difficulties when learning to read and write. The challenges these children face ultimately affect their literacy development. There are many software programs available on the market today to target children who are deaf or hard of hearing. Most of these assist students in increasing literacy skills that will help them succeed in all environments. A multi-sensory approach to learning with visual prompts and background information often increases a child’s rate of learning speech, reading, and language skills. Following are some programs designed for children with hearing disabilities:
Animated 3D Programs
Animated 3D characters communicate through body language (gesture, signs, and facial expression), lip-synched speech, and action. The characters are lifelike and engaging, which helps extend the attention spans of many children. The animated characters are embedded into educational software and Web sites to either enhance comprehension of the English language or to teach sign language for children who are deaf or hard of hearing. A number of software programs have been developed that use these animations to enhance learning for children with hearing impairments:
Team Up With Timo™: Vocabulary By Animated Speech Corporation
The software provides effective face-to-face vocabulary practice. Team up with Timo™: Vocabulary teaches vocabulary that is in the K-4 curricula, allowing your child to familiarize themselves with words before they encounter them in the classroom. The program is geared towards children who are deaf or hard of hearing, children with speech and language diffi culties, or children that need extra practice to succeed in these areas. Timo is a 3D animated tutor that uses accurate articulation and visual cues to accompany speech, as well as to provide captions. Timo’s facial movements, emotions, intentions, and appearance can all be changed to accommodate the needs of the user and to provide the visual cues that many children with hearing impairments need. This product sells for $99.00 and can be purchased online at www.animatedspeech.com.
Illustrated Dictionary by VCom3D, Inc.®
This program provides an interactive reference tool for those wanting to learn or improve their sign language skills. The program offers users the choice of American Sign Language, Signed English or finger-spelling for 500 words. Each word entry contains three parts: a picture representation, a sentence in which it is used, and an animation by a 3D character. Users can also select a preferred character, adjust the signing speed, and modify the camera view and zoom. The product sells for $29.95 and more information can be found at www.vcom3d.com/index.php?id=illdictionary.
ASL Animations By VCom3D, Inc.®
Available in two volumes, this program provides a library of word animations that are usable within many multimedia and literacy software products on the market today. Animations can be played once or set up to loop repeatedly. Many different activities can be developed using these animations. Examples include matching animations to English words, putting signed words in correct orders (such as organizing months of the year), or adapting digital books to include animation for vocabulary support. ASL Animations is $79.95. For information or to purchase, visit www.vcom3d.com/index.php?id=aslani.
Reading Power By VCom3D, Inc.®
This educational software program is geared toward children whose primary language is signing. It focuses on English literacy, reading comprehension, and vocabulary. With a targeted reading level of second to third grade, the program includes storytelling, interactive conversation, and tools to build reading comprehension and vocabulary. The software can only be purchased by academic entities or organizations; it is $99.95. More information can be found at www.vcom3d.com/ReadingPower.htm.
Visual Mapping Programs
Visual learning is one of the best methods for teaching children how to think and learn. The software features can be used to prioritize and organize ideas, find patterns and relationships between concepts, and present information. Studies have proven that the use of visual mapping tools improve reading comprehension, retention, thinking, and learning skills.
Spark Learner By Spark Space, Ltd. ®
This software allows users to order and sequence their ideas to create visual maps and word processing documents. This program can be used to create essays, projects, and Web sites. Spark Learner has the ability to display created maps in 3D, making it more interactive and visual for all users. Text-to-speech is another component of Spark Space® programs that provides users with auditory feedback, increasing their ability to correct their work and review their information independently. Spark Space® makes a variety of versions to fit the needs of preschoolers to adult professionals. Pricing for this product begins at $199.00. Visit www.spark-space.com.
Inspiration® By Inspiration Software, Inc. ®
The program strengthens comprehension, critical thinking, and writing skills for children grades 6–12. Children use diagrams to enhance the relationships between concepts and organize their ideas. As a diagram is built, an outline of the information is created within the program, and it can be transferred to a word processor to complete the writing process. Audio supports can aid in the multi-sensory approach to learning. The supports allow the user to hear their work read aloud and to provide them the opportunity to record their own words. The company also offers Kidspiration® for grades K-5. Each product is $69.95. For information, visit at www.inspiration.com.
STC Workshops and Events
Free Workshops for Parents and Professionals
Universal Design
Participants will explore how technology can promote universal design for learning through accessible curriculum for individuals with different backgrounds,learning styles, abilities, and disabilities in widely varied learning contexts.
Thursday, May 11, 6 to 8:30 p.m.
KITE Strand B: Being Creative with BuildAbility and Clicker 5
Hands-on opportunity to learn about two early childhood multimedia software programs: BuildAbility and Clicker 5. Learn how to customize slideshows for children using whole words, phrases, or pictures.
Saturday, May 13, 9 a.m. to noon
Assistive Technology and Early Intervention
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.
Saturday, June 10, o a.m. to noon
Register Today!
(952)838-9000 or www.pacer.org/workshops/
Switch Activities Promote Classroom Inclusion for Young Students
By Tenley Pettyjohn, STC Assistive Technology Specialist
Inclusion is more than just a physical presence in the classroom. Inclusion means integrating all children in the classroom, including those with special needs and diverse backgrounds. All students learn when they actively participate in school lessons
and interact with others. Assistive technology can often provide a bridge for students with disabilities to actively participate and learn along with their typically developing peers.
Using a switch in the classroom may be a great way to include all students in a variety of enjoyable and educational activities. The following activities use a switch and are an excellent way to promote inclusion among all classroom students.
Students of all ages enjoy blowing bubbles; now all students have the same opportunity by using a switch. By simply connecting a switch and a bubble-making machine to AbleNet®’s PowerLink® 3 environmental control unit, any student can “blow” bubbles! All the students can take turns using the switch to turn the bubble machine on and off. To add more enjoyment to this activity, hook up a radio and another switch to the PowerLink® 3 and let the students control the bubbles and the music!
Musical chairs is another switch activity that uses a PowerLink® 3 and a radio. It’s as easy as: 1) connect the switch and radio to the PowerLink® 3, 2) set up the chairs, and 3) start the music. If a student is unable to move around or sit in the chairs, have that student be in control of the music. That way, all the students are able to participate in this fun game.
Another enjoyable activity for students of all ages is Bingo. With
the use of a switch and an All-Turn-It™ spinner from AbleNet®, any
student can call out the Bingo numbers to the other students. By
pressing the switch, the All-Turn-It™ spinner will randomly
select a number to be called out. Additionally, a communication device
could be connected with a switch to help the students call out numbers.
Along with these games, many educational activities can be adapted for switch use including reading books. The Bookworm™ literacy tool from AbleNet®, allows books to be recorded into it and played back with the push of a button. By connecting the Bookworm with a switch, any student could access the story by pressing the switch. Students who are nonverbal could have a peer record the story and take turns pressing the switch.
Furthermore, books or songs could be recorded into AbleNet’s Step-by-Step™ communicator and connected to a switch. With the switch, any student could have a “voice” when the class sings a group song or reads a line from a book aloud.
Using the computer and a switch leads to even more opportunities for inclusion among students. Many software programs have scanning capabilities that allow for a switch to be used to control the program. One such program is BuildAbility® by Don Johnston, Inc. Using Build-Ability® students can create a slideshow and access the slideshow using a switch. Students can make stories using this program and share them with the class.
Choose and Tell: Nursery Rhymes by Inclusive Technologies is another switch software program that is fun, educational, and supports inclusion. In this software program, students choose where their favorite nursery rhyme characters will visit, how the character will travel there, and what the character will do. Choose and Tell: Nursery Rhymes has scanning capabilities that allow any student to select a choice using a switch. Using a switch, all children have the opportunity to make a selection and tell their version of the story. This makes a fun and silly activity the entire class will enjoy.
Basic switch programs such as Switch Arcade and Switch Puzzles by Simtech Publications allow students with disabilities to learn cause and effect and still participate in entertaining computer games. These software programs are fun for everyone and all students will want a chance to play the switch software. Have students play together and help each other solve the puzzles or play in the arcade.
Switch activities allow many students with disabilities to be active participants in the classroom. Using a switch gives students the opportunity to be involved with their classmates in the classroom and promotes inclusion among peers. All of the products listed are available from the Simon Technology Center Library. For more information on these products or other switch-accessible ideas, please call the Simon Technology Center at 952-838-9000.
WHY USE A SWITCH?
Switches provide students with disabilities the opportunity to enhance their learning, recreation, socialization, and communication. Switches also enhance students’ independence and participation by giving them access to switch-accessible toys, communication devices, computers, appliances, and power wheelchairs. Although a switch is an indirect method of access, it provides individuals with disabilities a method to access the environment when unable to use other means.
SWITCH STRATEGIES
The strategies listed below are starting points when considering a switch in the classroom. This is not a comprehensive list.
- Select an activity that will engage or interest the person, such as activities with sounds or animations.
- Begin with simple cause and effect activities.
- Introduce scanning when student has competency with cause and effect activities. Start with simple (linear) scan.
- If student does not have the motor control to hit the switch accurately within the time frame, two-switch, step, or inverse scanning might be a better method.
- If appropriate, slowly progress to more efficient types of scanning, such as row, column, or group methods.
New STC Coordinator
PACER welcomed Kristi Hansen as the coordinator of Simon Technology Center. Kristi has been an assistive technology specialist in the Simon Technology Center since November 2003 and has an extensive background in working with children with disabilities.
Kristi has completed the California State University, Northridge (CSUN) assistive technology certificate program, and is currently completing her master’s degree in leadership. Kristi said she is excited to expand the assistive technology opportunities available for families and children with disabilities. We thank Janet Peters for her eleven years as coordinator of the STC.
Creation Station & Birthday Parties Too!
The Creation Station is a great new way to enjoy a free, hands-on activity! Each month staff members from the Simon Technology Center organize and coordinate arts and craft activities that are fun for the whole family. It is free for children and their families. At the end of each day, children may take their projects home. Their creativity may produce a no-sew fleece scarf, a painted terracotta pot, wheelchair art, and much more! Children of all abilities are invited.
The creative events are scheduled the second Saturday of each month from 10 a.m. to noon. Families can also call to reserve a date for a private birthday party in the Creation Station. For more information or to register please call 952-838-9000. The upcoming schedule is as follows:
Saturday, May 13, 10 a.m. to noon
Mothers Day gift with handmade clay beads and elastic
Saturday, June 10, 10 a.m. to noon
Fathers Day gift with leather and metal stamps
Saturday, July 8, 10 a.m. to noon
Grandparents Day with terracotta pots, flower seeds, and personalized stepping stone
PACER's site offers many PDF files for download, which require 
