Discovering Assistive Technology

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Thank you for participating in our tutorial. There is no cost other than the time you invest in learning and sharing what you learn. This tutorial is brought to you by the California School Library Association and TransAccess, a community-based organization that provides persons with disabilities access to computer adaptive technology and career transition services so that they can achieve their desired education and employment, and improve their quality of life. Please let us know more about why you are taking our tutorial, so we can better serve educators and students. Thank you!
REGISTER HERE.

So, you might be thinking, “What is assistive technology and why is it important?” or “I have a student with a disability – how can I make sure that his educational process is the same as anyone else’s?” or “Why should I bother learning about this?” Well, just sit back for a moment and ponder about what you do during course of the day. Do you surf the Net, access e-mail, IM, send text messages, or update your blog? Do online banking, upload pictures, play video games? What about work tasks?

Now, how in the world would you be able to do this if you started to lose your vision or not be able to access the keyboard and mouse because of a physical issue such as repetitive stress syndrome? Or, maybe you know someone who has difficulty reading because of a learning difference and could benefit from something that could make information more accessible. And let’s face it, we’re all getting older and we should know about this technology so we can continue to blog and surf the Net well into our 90’s and beyond. Nearly 26 million Americans are classified as "severely" disabled, requiring personal or technological assistance to perform daily activities. People with disabilities represent the largest minority group in the U.S.

You will be amazed at the types of technology available that makes it possible for someone with a disability (physical, sensory, or learning) to interact with a computer. These modules will introduce you to the world of assistive technology and you will learn about people who use it on a daily basis to be able to blog, communicate, surf the Web… Along the way you may start thinking about people in your own life that can benefit from it.

The Internet is constantly evolving and is no longer a means of just receiving information. It is increasingly becoming a form of exchanging information and interacting using Web 2.0 tools as you have learned in the “Learning 2.o” tutorial. The only flip-side to the vast pace of the technology is that the content must remain accessible for those using access technology. Wouldn’t it be wonderful if audio on websites were captioned, and visual content spoken aloud? In that way, more persons with disabilities could have the same experience as anyone else when using the computer and any other device.

Here’s an outline of each module. The links below will take you to the specific learning session. Work at your own pace to explore and do activities to increase your understanding.

Module #1: Types of Disabilities and Accommodations

Check out different websites and videos to learn about various disabilities. Learn about famous people with disabilities and how they accommodate to be successful.
Explore the Job Accommodation Network to make the learning process better for a student with a disability.

Module #2: Assistive Technology Hardware Solutions

Learn about Assistive Technology hardware solutions such as adaptive keyboards, mice, and alternative cursor control.
Visit some websites that demonstrate the technology.

Module #3: Assistive Technology Software Solutions

Discover Assistive Technology software programs, such as low vision, blindness, learning disabilities, virtual keyboards, and more.
See the impact of these software solutions.

Module #4: Etiquette & Awareness

Learn about disability etiquette and awareness.
Locate more resources to increase your knowledge about the world of assistive technology.

Module #5: Curriculum Connections & Recommended Reading

Have a great time learning and exploring and see how assistive technology makes the world a better for us all. Each summer, an award is given at the American Library Association conference to a library program that makes libraries more accessible to persons with disabilities. See what libraries have done and continue to do to provide better access.

Library Connections - ASCLA/KLAS/NOD Award

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The Association of Specialized and Cooperative Library Agencies (ASCLA), the Keystone Library Automation System, and the National Organization on Disability sponsors the annual ASCLA/KLAS/NOD award to a library organization chosen for its exemplary service to people with disabilities. The award recognizes innovative and well-organized projects which successfully develop or expand services for people with disabilities. The award can be for a specific service(s) program or for a library that has made their total services more accessible through changing physical and/or attitudinal barriers.

In 2009, the award went to "Libraries and Autism -- We're Connected", a project developed by Margaret Kolaya, director, Scotch Plains Public Library (N.J.) and Daniel Weiss, director, Fanwood Memorial Library (N.J.) The Libraries and Autism project’s website offers extensive resources on the disorder, including print and non-print materials, Web sites and organizations. A training video demonstrates behavior traits of autism and techniques to communicate effectively with and cultivate positive library experiences for patrons with autism.

Lifelong Learning Habits

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It makes sense that before we embark on this online learning and discovery journey that we review a few useful habits. Consider this a “refresher” if you have taken other CSLA Discovery Learning courses such as School Library Learning 2.0 or Classroom Learning 2.0 or skip this section. These habits, called the Seven and 1/2 Habits of Highly Successful Lifelong Learners, describe what it means to be a lifelong learner.

Discovery Exercise:

Open up the 7 & 1/2 Habits online tutorial and view it. The tutorial was developed by training specialists at the Public Library of Charlotte and Mecklenburg County. [Note: You will be able to review the video, but not print out the library's learning contract.]
As you watch and listen, write down which habit among the 7 & 1/2 that is easiest for you and which is hardest. Use a personal journal or a blog to post your thoughts about lifelong learning.
Think about 1-3 things you want to learn from this tutorial and write them in you log or blog. Have fun!

About

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The Discovering Assistive Technologies tutorial has been created as part of the CSLA 2.0 Team Discovery Learning program to encourage all of us to experiment and learn about the new and emerging technologies that are reshaping the context of – and access to -- information on the Internet today. The Discovering Assistive Technologies program contains direct links and offers suggestions for ways to incorporate these tools into your classroom and teacher collaborations. We offer ideas to "jump start" your thinking and hope you will share your ideas as you learn how to use assistive technologies.

Frequently Asked Questions:

How does this online learning program work? This is a self-discovery program which encourages participants to take control of their own learning and to utilize their lifelong learning skills through exploration and play. For those participants who first complete School Library Learning 2.0 or Classroom Learning 2.0, it makes sense to continue to post to the blog they created for the course. For those who are jumping directly into Discovering Assistive Technologies, you can simply learn and keep notes as you would with any course.
Is this program open to everyone and anyone? This program is open to all who want to learn and grow.
How long do I have to complete the program? This is a 5 week program. The idea is that you work on a new module or activity each week. However, you may work ahead or take a week off here and there. Work at your own speed. There is no test at the end!
How do I register? Is there a cost? There is no cost for this course, other than the time you invest in learning and sharing what you learn. Registration is optional. We ask you to register here so we can keep track of who is interested in the subject.
Why Do This? Assistive Technology helps people successfully access the Internet and become productive workers, researchers, students. It is important that those of us who work in schools should be up-to-date with the latest trends in education and technology and learn how they can be utilized in or with our classrooms and school libraries.
Who do you work with from TransAccess? Jane Tong, MS, OTR/L, CEAS - Manager, Assistive Technology and Ergonomic Services, Access Technology Center.
Who are members of the CSLA 2.0 Team? CSLA 2.0 Team leaders are Connie Williams, Jackie Siminitus, Jamie Boston, Rob Darrow, and Liz Dodds. A number of California School Library Association members have been "test drivers" and peer cheerleaders. We are all volunteers. The courses are a “labor of love” and we hope all participants find value in the discovery learning tutorials and then offer them to their friends and colleagues.

Types of Disabilities & Accommodations

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Where to begin? It’s difficult to develop compact learning modules since entire college courses are devoted to just one aspect. There are many types of disabilities, congenital, acquired, sensory, physical, learning, mental, etc. You can do exhaustive research on disabilities, but a more interesting approach is to learn firsthand about a few famous people:

Down Syndrome
Spinal Cord Injuries or Spinalcord.com
Multiple Sclerosis
Learning disabilities
Vision difficulties

Given our society’s fascination with celebrities, we thought that you may be interested in how some famous people have been able to accommodate to their disabilities:

David Beckham and Howie Mandel (Tourette’s syndrome/Obsessive Compulsive Disorder)
Arthur C. Clarke and Neil Young (Poliomyelitis)
Julia Roberts, Samuel L. Jackson, and Sir Isaac Newton (Speech differences)
Jack Kerouac (Schizophrenia)
Abraham Lincoln, Billy Joel, Ben Stiller, Ludwig Von Beethoven (Mood disorders)

So, I hope you get the idea that people with disabilities are just differently-abled. The modules will raise your awareness about the varying abilities and possibilities through the use of assistive technology.

Discovery Exercises:

Go to the National Federation of the Blind’s suggestions on how a student would learn science, technology, engineering, or math without vision; how you can teach your sighted class about Braille; and how you can show others how normal, easy, and fun Braille is. After reviewing the activities presented to you, in your own words, how would you approach the introduction of learning Braille in your classroom should you have a blind child in your class. Comment in your blog.
Explore the Job Accommodation Network to make the learning process better for a student with a disability. The National Center for Learning Disabilities website has a special link for teachers who need to support students of all abilities. Were you able to find any information that would improve your teaching abilities for improving assistance to LD students? Comment in your own words, in your blog.

Assistive Technology Hardware Solutions

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Let’s revisit the questions posed in the introduction of Discovering Assistive Technology. How would someone be able to use a computer if they had a high level spinal cord injury or had a repetitive strain injury? In this module, you’ll be introduced to various types of computer hardware solutions that make using a computer possible for anyone who needs to use it to IM, email, work, do homework, or any other tasks.

Watch this video about a graphic designer who uses a combination of high and low tech assistive technology to run her own company. Amazing stuff, isn’t it? Thankfully, the world of assistive technology continues to grow to enable everyone, regardless of abilities, to use a computer, communicate, provide mobility aids, daily living aids, etc. Let’s look at more technology for the computer:

Check out the Big Keys keyboard Plus that has 1”x1” keys to make it easier to type for someone with decreased motor control.
The DX1 keyboard has programmable keys that can be placed anywhere on the pad surface. Talk about customization!
The IntelliKeys keyboard with overlays make it very accessible for people with varied learning and physical needs.
This link will take you to a long list of different types of adaptive keyboards that make it possible for someone to use a computer. Click on all the links to learn how the specialized keyboard can provides access.

What about moving the cursor with a mouse? Can you believe that you could actually use your head to move the cursor? The HeadMouse extreme, in combination with an onscreen virtual keyboard allows full control of the computer for emailing, playing games, surfing the Net, and more. Just imagine how frustrating and difficult it would be to use a standard mouse if you had hand tremors. Not only would it be difficult to maneuver, but it would be equally hard to click on an item. The Roller Plus Joystick is invaluable for persons with hand tremors. It counteracts the tremors and allows the user to be able to move the cursor smoothly across the screen.

Wouldn’t it be great to be able to just touch items and move them around instead of using a mouse? Some people with learning differences or poor eye/hand coordination when using the mouse can use the Magic Touch to accomplish these tasks.

Here's a long list of different types of adaptive mice that make it possible for someone to use a computer. Click on all the different items to learn about the benefits.

You got a glimpse of communication devices in the video at the beginning of this module. This next video gives you in-depth information on its impact.

Discovery Exercises:

Browse through online sites like EnableMart and discover other types of assistive technology solutions. Write an entry in your journal or post to your blog about solutions that would be useful additions at your school or workplace.
Discover how to implement simple accommodations in various situations. Write about three (3) such situations and how you might change the environment to assist your student or co-worker.
Write a needs assessment and justification for hardware that would be suitable for use in your Library or Classroom. Include it in your school or district technology plan.
Identify and comment, in your own words, about any of the websites referenced above that you found particularly helpful in developing your knowledge about assistive technology.
What are your thoughts about the different types of hardware. Comment on each on your blog or in your journal.

Discover Assistive Technology Software

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As you can see, it makes sense to break down the assistive technology into hardware and software since the solutions are endless. If you were intrigued by the various keyboards and mice, check out this amazing software called iCommunicator for persons who are deaf or hard of hearing.

How about using voice to type for someone who has difficulty typing due to a physical or learning disability? This is possible using a voice recognition program. It’s not so easy for the novice user, but can be very useful over time.

If you haven't learned about Audio eBooks, click here to learn more. You can see how eBooks can be beneficial for someone with a print disability. Check out these additional assistive technology for low vision/blindness solutions.

Read success stories from students, teachers, and parents who use a reading software program so the student can be successful in school.

Discovery Exercise:

Develop or download a rubric to use to evaluate software for assistive technology. Include: software name, company, price, features, good things, and not so good things.
Download a 30 day trial of Inspiration. Create a sample lesson for your classroom or library OR design a project for your workplace.
Download a 30 day trial of the read out loud software program, Kurzweil 3000. Experiment with it.
Look at the accessibility features already built into your computer's operating system. Choose your operating system and watch the demonstrations.
Check out InfoEyes, a library service for persons with visual impairments.
In your journal or blog, write about how you can implement assistive technology at your school or library. In California, a good place to start is the California State Library website.
Using the rubric you created or downloaded, write a review on each of the software packages above and add this to your journal or blog.

Etiquette & Awareness

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What you say about a person can enhance the dignity of a person with a disability and promote positive attitudes about their ability. Learn to use basic etiquette when you meet people with disabilities. Far too often people unknowingly focus more on one’s disability rather than the person. Although usually not intentional, negative stereotypes and condescending phrases are commonly used when describing or talking to a person with a disability. Even in this age of political correctness, many people with the best intentions use unwelcome phrases with demeaning undertones.

Descriptive words can emphasize a person’s worth and abilities. For example, the phrase ‘person with a disability’ is preferred, over ‘the disabled or handicapped’ which tends to emphasize disability. This link provides a few examples of the many words and phrases used in speech or text that can denote either a positive or negative image.

Remember to treat people as you would like others to treat you. Do not show pity nor shower a person with praise as a superhero because they have a disability. What if you woke up and learned society’s views of disabled and non-disabled were reversed, how would you react? Isn’t this a powerful video?

General Tips

When meeting someone
There are numerous types of disabilities, so you may not be aware of the extent of use with one’s body. If you want to shake hands with someone who appears to have upper extremity limitations, extend your hand as you normally do, for a person who cannot shake hands will let you know. If a person looks like they can use help, always ask first if you can offer any assistance. For example, never push a person’s wheelchair without their permission. Most persons with disabilities are very independent, and know their capability better than anyone, so don’t be offended if your help is not required.

Communicating
Talk directly to the person, not their aide, friend, or interpreter. If a person has a speech impairment, and you do not understand what they said ask them to repeat it. If a person uses a wheelchair, and you are going to speak at length it is best to sit and converse at their level. If you meet someone who is deaf or hard of hearing, they may or may not use American Sign Language, so follow his or her lead, use gestures or write notes if possible.

Hidden Disabilities
A person may have trouble following a conversation, may not respond when you call or wave, or may say or do something that seems inappropriate for the situation. Remember that not all disabilities are apparent. So called ‘hidden’ disabilities are many, and may include diabetes, low vision, brain injury, hearing, mental illness or learning disability.

Socializing
Do not leave a person out of the conversation or activity because you believe they will feel uncomfortable. Let it be their decision whether or not to participate. Be aware of noisy or dark environments or large groups of people speaking simultaneously which may be difficult for people with vision, speech, or hearing impairments. Although accommodations may be provided at work, always give additional thought to everyone when planning company meetings and interfacing with other employees.

Don’t exhibit embarrassment
A lack of knowledge or misinformation about disabilities may lead you to shy away or keep you from interacting with others. Don’t refrain from using common phrases like ‘see you later’ with someone who is blind, or ‘let’s run to get lunch’ with someone who uses a wheelchair. A person with a disability will not be upset merely because you use an everyday expression. Misunderstandings and stereotypes often keep people from accepting another person, when in reality a disability is just one aspect of a person’s total being.

Discovery Exercise:

Invite someone with a disability to your school and speak with the kids about their experiences. Write about this event.
Take this quiz if you’re not sure if your knowledge and attitude relating to a person with disability is adequate and discover what areas of etiquette may still need some improving. Good luck! Write about your results and your reaction to those results.
Check out your local Independent Living Center (ILC) and Assistive Technology Centers and find out what services are offered. Interview a staff member and shadow a client for 2+ hours. Interview the client at the end of the time period. Post your observations to your blog or journal. tell about the positive and negative aspects of what you observed at the sites.
Increase your knowledge and do a web search on “Assistive Technology.” Annotate five (5) websites that proved useful. These could be sites that provided you with new insight, that you could use in your instruction with students in the classroom, or that you shared with parents or colleagues.

We hope we’ve accomplished our goal of raising awareness of assistive technology and how we all have abilities in different ways. Take your experience and apply it at your library and school and expose your students to this knowledge. Although we’ve just touched the tip of the iceberg, we hope you had a great experience learning about disabilities and the world of assistive technology.

Curriculum Connections

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This section provides lesson plans, links to lesson plans, and a collection of recommended books for people of all ages.

October is "Disability Awareness Month" so it makes sense to offer a lesson plan for the topics we've covered in "Discovering Assistive Technology." Educators develop lesson plans with learning goals and objectives. There are curriculum standards by grade and subject. Here is a sample middle school lesson plan, with references to California curriculum standards:

Disability Awareness Month:
Lesson Plan #1, Grade 7
Goals:

To understand the challenges that persons with disabilities face in everyday situations.
To effectively conduct research.
To effectively use information, and creativity to develop a solution to a problem.
To deliver a presentation describing the research process and product created.

Standards covered: CDE Grade 8 Science:

Plan and conduct a scientific investigation to test a hypothesis.
Evaluate the accuracy and reproducibility of data.
Distinguish between variable and controlled parameters in a test.

Standards covered: Grade 8 English /Language Arts:

Deliver research presentations: a. Define a thesis. b. Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all relevant perspectives on the topic, as appropriate. c. Use a variety of primary and secondary sources. Distinguish the nature and value of each. d. Organize and record information on charts, maps, and graphs. Deliver research presentations.
Tasks: Students will learn about a variety of disabilities using library resources – print, online databases and specified Internet websites. Each student will choose a topic from the following list: Spina bifida; muscular dystrophy; blindness; Polio; deafness; etc.

Students will research these disabilities answering the following questions:
a. locate the disability in one resource as provided by your Teacher Librarian.
a. how does one “acquire” this disability?
b. what are the impacts of this disability?
c. what are the treatments for this disability?

Answer the same questions above using one more resource.
Using the websites your Teacher Librarian gives you about Assistive Technology, choose one that fits in with the disability you are researching.

1. In one paragraph for each activity, describe how a person with this disability can do the following:
1. ride a bike
2. walk to school
3. eat dinner
4. use the computer
5. dance at the school dance
6. run around the track
7. read a book
8. use their cell phone
9. play video games
10. do a cartwheel

2. Choose one activity from the above list and create a brainstorming chart to develop an invention that might assist a person with this condition in completing the activity. Begin with a circle. Inside the circle write down the activity. Draw a bigger circle around the smaller circle. In this circle write down all the ideas you have about what you could make that could make this activity easier for this person. Now draw a bigger circle. In this circle, choose one from the previous circle and add all the things you’d need to make this thing work. One more circle: draw out some ideas of what it would look like.

3. Take your favorite drawing from the last big circle and reproduce it on a piece of poster paper. Label it. Create a list of things you’d need to build it. Write a 2-3 sentence paragraph describing how it is to be used.

4. On the back of the poster, list the scientific principles we’ve learned in class [force, motion, etc] that will be used in this invention.

All the above could be done online with a wiki: create a page for each condition to be researched and have all students look up all conditions. Then have them add their ideas to each page, building upon the previous suggestions made by other students. Collaborate as a class on one invention. If possible, build it.

Lesson Plan #2 - READ IT! Meets California Language Arts Standards in Reading /
k-12 [includes a bit of math standards also]

Choose one book from the list supplied to you by your Teacher
Librarian [you may begin your list with the ones provided with this
tutorial].
Read it.
Prepare a report to the class by following these steps:
a. make a circle about 7-9 inches in diameter [teacher: manilla
folders can be used for this activity]
b. divide this circle into 6 sections: pizza style
c. fill the squares with this information: title of book, author name; main characters; plot [1-3 sentences max]; setting
Create a metaphor that describes main character ["Stacy is a
turtle - she moves slowly, but she never quits"]. Draw it and put the
caption underneath or next to it in the pizza slice.
Describe the secondary characters and how they help/hinder the
main character.
Decorate the pizza in a manner that "shows off" your understanding of the story. For example if you used the metaphor of a turtle... draw a series of turtles going around the edge of the pizza. Or decorate each section in a way that visually explains the section. For younger grades: you can have them divide the pizza into two squares: one side author/title the other side can be the metaphor. Even very young children can understand the concept of metaphor [or use a similie if you prefer - it's a little easier for the little ones
to understand].

More lesson Plans: Here is a selection of lesson plans and resources from the AT&T Blue Web'n Online Library.

Additional resources: Knowledge Quest magazine by the American School Library Association has a series of articles that address special education and what it means to teacher librarians. "What is Special Ed" provides an overview of the laws that address meeting the needs of special education students.

Recommended reading: Here is a link to books featuring characters with various disabilities. These books have been recommended by members of the California School Library Association. Books are listed by title, author, date, and tagged by type of disability. The recommended reading link is also available on the right hand column of each page of the tutorial. Just click on the "LibraryThing" button.

Now that you have completed the Discovering Assistive Technology tutorial, we invite you to answer a few questions. Send us your comments.

What one thing did you learn, and what will you do differently as a result?
Do you plan to recommend this tutorial? If so, please elaborate.
Do you plan to read or recommend some of the Recommended Reading books or add them to your collection? Will you link our LibraryThing list to your blog? If you have a book recommendation or have read one of the books that does not include a review, please send us your own review so we can share it.

Thank you and best wishes.

Special thanks to the dedicated team at TransAccess and the many California teacher librarians who read and recommended the incredible collection of books. Thanks also to George Duckett for providing a 2009 module evaluation, link-check, and time assessment of Discovering Assistive Technology.