Pennsylvania’s Assistive Technology Lending Library Newsletter A Quarterly Newsletter for Local Branches of Pennsylvania’s Assistive Technology Lending Library Spring 2002 Volume 4, Issue 3 PRODUCT FOCUS: Universal Access and Design in Education Index of Items Discussed in this Issue !Lottie Kits !MathPad Plus !Start-to-Finish Books !Talking Typer !Web Trek !Web Trek Connect !WordQ !Access to Math !AudiSee !Classroom Captioner !CONNECTOutloud !Draft:Builder !iCommunicator !Learn Keys Welcome New Branches! St. Mary’s Area School District/Elk County 979 S. St. Mary’s Road, St. Mary’s, PA 15857 Contact: Amy Ulery ~ E-mail: aulery@smasd.org Ph: (814) 781-2138 ~ Fax: (814) 781-2189 ~ www.smasd.org Pennsylvania Assistive Technology Foundation/Chester 102 Pickering Way, Suite 200, Exton, PA 19841 Contact: Gretchen Schubert ~ E-mail: patf@amexcenters.com Ph: (888) 744-1938 ~ Fax: (494) 875-3066 -------------------------------------------------- Article 1 Accessible Electronic and Information Technology and Related Terms This article was provided courtesy of AccessIT, Technical Assistance Project, University of Washington. Technology has become has become an integral part of most educational institutions, but many people find the associated terminology confusing. The following definitions are designed to clear up some of the confusion by explaining the most common terms in simple, non-technical language comprehensible to anyone working with technology in an educational setting, including educators, information technology (IT) staff, policy makers, school technology directors, distance learning staff, and webmasters. This document does not provide full legal definitions, but sources for this information are included at the end of the document. What is electronic and information technology? Electronic and information technology (E&IT) [commonly called just information technology (IT)] includes products that store, process, transmit, convert, duplicate, or receive electronic information. General categories of E&IT include software applications, operating systems, web-based information and applications, telephones and other telecommunication products, video equipment, multimedia products, and office equipment. Electronic textbooks, instructional software, email, chat, and distance learning programs are also examples of E&IT. What is assistive technology? Assistive technology refers to products that people with dis- abilities use to access environments and activities that would otherwise be difficult or impossible for them to access. Specifically relevant to accessible E&IT are those assistive technology products that help people with disabilities use computers, software, the Internet, and telephones. In order to use a computer, people with limited hand function may use a keyboard with large keys or a special mouse; people who are blind or have difficulties reading may use software that reads onscreen text aloud; and people with low vision may use screen enlargement software. To communicate by telephone, people who are deaf may use a TTY (text telephone); or people with speech impairments may use a device that speaks out loud as the individuals enter text via a keyboard. What is universal design? To employ universal design means to develop products that are usable by all people, to the greatest extent possible, without adaptation or specialized design. These products accommodate a wide range of individual preferences and abilities; communicate necessary information effectively (regardless of ambient conditions or the user's sensory abilities); and can be approached, reached, manipulated, and used regardless of the individual's body size, posture, or mobility. Application of universal design principles reduces the need for assistive technology, results in products compatible with assistive technology, and creates a product that works better for everyone, not just people with disabilities. What makes electronic and information technology inaccessible to people with disabilities? E&IT may be inaccessible to people with disabilities if it provides only one way for users to gain access to or manipulate information, in particular, if the ability to use the technology depends primarily on user vision or hearing. For example, people who have visual impairments cannot read instructions presented only in a visual format; people who are deaf cannot understand content that is only presented aurally; people who are color-blind cannot discriminate between color-coded options; people who have limited use of their hands or arms cannot use a mouse; and people who use wheelchairs cannot operate a fax machine if the controls are impossible for them to reach from a seated position. Web sites with inconsistent layout, difficult to recognize graphics, and inaccessible language are difficult for all users, but in particular for people with cognitive disabilities and those who have difficulty reading. Many of these barriers can be lowered or eliminated when technology environments are developed using universal design. What is accessible electronic and information technology? Accessible E&IT is compatible with assistive technology and may include flexible features that allow users with disabilities to use the assistive technology. Accessibility features may be either built-in (such as auditory feedback for an information kiosk or a high contrast option in computer operating software), or available on demand (such as closed captioning or audio description for video). In principle, accessibility means that users are able to interact with the technology in the ways that work best for them. In practice, what is accessible is a complex technical issue. The Section 508 standards developed by the Access Board set the minimum standards of accessibility (http://www.section508.gov). A Few Examples of Accessible E&IT Accessible software applications may, but do not always, include features specifically designed for users with disabilities. However, they typically give users more than one way of accomplishing a task. For example, accessible software allows users to use the mouse alone, the keyboard alone, or a combination of the two. * Think of a young student using educational software in a classroom. The voice of a narrator instructs a child to use the mouse to click on an animal to learn more about it. Deaf or hard-of-hearing children cannot hear the instructions. Blind children cannot click on the animal because they cannot see what is on the computer screen. Children with limited use of their hands may not be able to use the mouse. Providing captions in addition to spoken instructions allows children with hearing impairments who can read to understand the instructions. Providing keyboard commands for all functions of the software allows children with visual impairments and children with limited use of their hands to participate. * Think of a student taking an exam on a computer. Instructions and questions appear as text on the computer screen. Including an optional feature that reads the text on the screen out loud allows students with cognitive disabilities and those who have difficulties with reading to participate fully and independently. Headphones can be easily provided so that others are not distracted. *Accessible videos include synchronized text captions for spoken information and other audio content and provide synchronized audio descriptions for visual content. * An accessible website is designed so that all visitors can navigate the site, access content, and participate in interactive web activities. Accessible websites provide a text equivalent (typically a description) for all non-text elements, such as audio, video, graphics, animation, graphical buttons, and image maps. They include clear and consistent navigation and adhere to web content accessibility guidelines, such as those published by the World Wide Web Consortium's Web Accessibility Initiative (WAI) or Section 508. Websites designed in this way allow those who cannot see the screen to access the information using assistive technology, such as a screen reader. A screen reader can read the description of the picture, but even the most sophisticated screen reader cannot provide a description of a picture unless a description has been included. * An accessible copy machine can be operated in more than one way using keypads, touch screens, or voice recognition. Height and position can be adjusted so that controls are within easy reach and the display can be easily viewed. Document feeders are located at desk height, putting them within reach of individuals who are wheelchair users. Working toward creating accessible environments The same principles that apply when we create accessible physical environments apply to creating accessible E&IT environments. Just as buildings that have ramps and elevators are more accessible to individuals who are wheelchair users, E&IT that adheres to accessible design principles is more usable by people with a wide variety of abilities and disabilities. In essence, E&IT creates virtual learning environments. In the same way all parts of a physical school building have to be accessible (the bathrooms, the library, the cafeteria), all features of the virtual school have to be accessible (the website, the encyclopedia on CD-ROM, on-line discussion and assessment). Creating accessible electronic and information systems used in facilities and programs requires planning ahead. For example, when putting together a distance-learning program, developers do not know what disabilities future students may have. By applying universal design principles they can make sure that all individuals, including those with disabilities, can participate. Multimedia products need to be captioned and audio- described; web resources must be designed with accessibility in mind, allowing individuals using a wide variety of assistive technologies to participate; class communication should be conducted using technology that is accessible to everyone; and plans must be in place for providing specific disability-related accommodations if requested. Offering an inaccessible distance-learning course is like offering a course in a building without ramps and elevators: Even if a potential student has a wheelchair to use for mobility, he or she will not be able to get to the class. Although retrofitting is an option for both physical and electronic environments, it is expensive, does not always create an acceptable solution, and takes time. Accessible E&IT environments also make good economic sense. Accessible E&IT environments allow all members of the community to participate in a school's activities, lower the need for (and thus the total cost of) special accommodations, and reduce or eliminate the risk of complaints and potentially costly legal actions. Organizations that value and promote development of accessible E&IT environments create systems that are more accessible and usable by all. For more information on Section 508 and web accessibility: Section 508 website: http://www.section508.gov/ WAI website: http://www.w3.org/WAI/ AccessIT can be contacted by e-mail at accessit@u.washington.edu Pennsylvania's Initiative on Assistive Technology at the Institute on Disabilities has recently joined with t h e ADA Information Center for the Mid-Atlantic Region to work to improve access to electronic and information technology (EIT) in educational settings. Information, dissemination, training, and technical assistance will be available regarding legal obligations of educational entities to provide access to electronic and information technology; how to adapt existing technologies; web accessibility; self-assessment guides; procurement of accessible information technology, and more. Contact Carol Kann at ckann@temple.edu or call (215) 204-5966 for more information or to request technical assistance. Disability is a design flaw in the environment. —Ellen Wahl, Education Development Center, Inc. (EDC) researcher and mother of a daughter with Down Syndrome -------------------------------- FAQS IX: PA's AT Lending Library and Education by Amy Goldman, Project Director What assistive technology is considered education related? For students with disabilities age 21 or younger who have an "Individualized Education Plan" (IEP), assistive technology may be any item, piece of equipment or product system that is used to increase, maintain or improve the functional capabilities of a student with disabilities. AT is defined in the Individuals with Disabilities Education Act (IDEA), and includes both devices and services (for example, evaluation, customization, maintenance, training for the teacher in the use of the device, and training for the student and parents). The need for devices and services will be determined on an individual basis: The IEP team will identify the extent to which AT devices and services may be required as part of special education, related services, or supplementary aids or services, and include a statement in the child's written plan as to the extent of services that are required for education purposes. Under IDEA, AT must be "considered" for every child with an IEP. Some students with disabilities may not require special instruction, but rather need less intensive or ongoing accommodations in order to participate in public education. These students' assistive technology needs may be written as part of a "service agreement", to make sure they are able to fully participate in school with their non-disabled peers. For post-secondary students, the assistive technology may be those devices and services necessary to access the vocational or college curriculum, facilities, and programs. Although they will not have an IEP, access to assistive technology may be required under the Americans with Disabilities Act and/or Section 504 of the Rehabilitation Act. Education-related assistive technology may include software for reading and writing (special or "generic"); computers; notetakers (e.g. AlphaSmart; Braille ‘n Speak) and personal digital assistants (PDAs); closed circuit TVs (CCTVs); augmentative communication devices (AAC); FM systems and other forms of assistive listening devices; and much more. Assistive technology may also be required in order to access electronic and information technologies (see lead article in this issue). What services are available to assist IEP teams to determine what is needed? PaTTAN, Pennsylvania's Training and Technical Assistance Network sponsored by the PA Department of Education, is available to provide technical assistance to IEP teams responsible for selecting, providing access to, and implementing the use of assistive technology devices and services necessary for a student to receive a "free and appropriate public education". In addition, local assistive technology consultants ("ATC") designated by each intermediate unit are available to provide on-site, tailored technical assistance to intermediate units and local school districts. Listings of ATCs are available on the PaTTAn website, www.pattan.k12.pa.state.us. PaTTAN also has a "Short Term Loan Program". How can Pennsylvania's Assistive Technology Lending Library help? Because Pennsylvania's AT Lending Library is a resource for any Pennsylvanian with a disability who may benefit from assistive technology, students, their families, and/or their school may borrow devices. College students have borrowed de- vices to see if a particular system will help them prepare their final exams; vocational students have tried devices when their "own" system has crashed and is out for repair; parents of elementary school students have borrowed devices to demonstrate to the teacher that performance can be improved through the use of a device; teachers have borrowed devices to enhance their familiarity with the device when preparing to receive a new student who is a user of that device; and therapists have borrowed devices as part of an assessment process to see what will work the best for a particular student. How does PA's AT Lending Library differ from the PaTTAN's Short Term Loan Program? Both of these free services are supported by state and federal dollars, and Pennsylvania is privileged to have TWO potential resources for AT for the Commonwealth's students! PaTTAN's program is available to Pennsylvania educators only. PaTTAN's program serves individuals 0-21, while the AT Lending Library is for Pennsylvanians of any age. In order to participate in the PaTTAN Short Term Loan program, each provider and school district must complete and submit a "PaTTAN Short Term Loan Participation Form". One of the key differences between PA's AT Lending Library and PaTTAN's program is that PaTTAN's program is limited to those who are eligible and "enrolled". Thus, the provider or school district is responsible for equipment or materials loaned through PaTTAN, while the "responsible person" for the AT Lending Library may be any designated adult. Items may be borrowed for six weeks from PaTTAN (and "long term loans" may be possible), while the length of loan from PA's AT Lending Library may vary by type of device from two-eight weeks (although extensions may be possible in some cases). I am a high school teacher in Pennsylvania. Which program should I use to obtain a device loan for my student with a disability? As long as you are eligible for PaTTAN's program, you may try either program! Sometimes the Lending Library may have a device that is not a part of PaTTAN's inventory; sometimes PaTTAN may have the device immediately available while there is a "waiting list” from the Lending Library. I am a parent who is home-schooling my child with special needs. Which program should I use? If you are working with a therapist who is "approved" by the school district, that provider may be able to obtain a device for your child through PaTTAN's program. In any case, you may access PA's AT Lending Library. I work at a Pennsylvania college's computer services department, and am interested in borrowing a "screen reader" to check and see how our web pages will appear to a blind student. Which program should I use? Because PaTTAN's program is specifically for special education students 0-21, you will not be eligible to borrow from their program. However, you may access PA's AT Lending Library. For additional information or answers to questions regarding PaTTAN Short Term Loan Program, contact the Pennsylvania Training and Technical Assistance Network, Harrisburg Office, Attn: Rachel Breneman; Ph: (800) 360-7282; 6340 Flank Dr., Suite 600, Harrisburg, PA 17112; http://www.pattan.k12.pa.state.us ------------------------ Article 2 Universal Design Applied to Education Universal Design for Learning (UDL) Universal Design for accessibility in areas such as architecture and electronic and information technology (E&IT) began to converge with Universal Design for Learning (UDL) back in the early 90's. Researchers in educational technology recognized that for many students with disabilities, 'access to the general curriculum' and related curricular materials was extremely limited, even with the advent and increasing popularity of assistive technologies. For many students, printed materials such as textbooks provide access to the education content as defined in the core curriculum standards. But for students with physical, sensory, and cognitive disabilities books may present an insurmountable barrier. For example, a bright student with dyslexia may have the capacity to understand the concepts presented in the history and science curriculum, but an inability to decode words efficiently prevents the learning of these concepts from printed materials. Presented with the same curricular printed materials, a student with a visual impairment who cannot see standard-sized text, or visually process the depicted three-dimensional cellular model is also excluded from examining these science and history concepts, even though they are cognitively accessible to her. One size does not fit all. Although there are increasingly more and more tools (e.g. assistive technology) to provide the necessary access for students such as those in the above examples, many of these 'access tools' also segregate students from their peers, even if only in a psychological way. The very supports and services provided to "insure access to the general curriculum," and be included in a regular education classroom can also segregate that student within the learning environment itself. In the same way architects began to see the benefits of universal design as proving useful for the population as a whole, researchers began to see that there was another way for all students to benefit from the general education curriculum: Universal design of the curriculum and related materials could serve all students. Because access to information and access to learning are different in character and present different challenges than access to the physical environment, researchers created the term "Universal Design for Learning" to differentiate 'learning' from 'access.' Defining Universal "Universal," as used in the context of Universal Design for Learning (UDL), is misunderstood by some individuals. To many, the term seems to imply that Universal Design for Learning culminates in a single, one-size-fits-all solution that will work for everyone. In truth, the very opposite is the byproduct of UDL preferences. The basic premise of Universal Design for Learning is that a curriculum should include alternatives to make it accessible and applicable to students, teachers, and parents with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts. The "universal" in universal design does not imply one optimal solution for everyone, but rather it underscores the need for inherently flexible, customizable content, assignments, and activities.* How UDL Addresses Learner Differences Applying Universal Design for Learning materials and activities can increase access for learners with great differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, focus, engage, initiate, and remember. For example, history textbooks provided in standard print formats are inaccessible to students who are blind and present barriers to students who are dyslexic or for whom English is a second language. The same material in universal-designed electronic format can offer options for different learners. It can be (a) read aloud by a computer or screen reader, (b) printed on a Braille printer, (c) offered in spoken or written translation, (d) presented with highlighted main points and organizational supports, and (e) include hyperlinks to definitions, elaborations, and related media for more in-depth understanding. These options which may be critical for students with disabilities, also offer 'enrichment' opportunities for students with a range of learning needs, interests, and abilities. In the months and years to come, UDL will emerge to become “accepted best practice” as the worlds of education, assistive technologies, curriculum publishers, digital information providers, and government come together to truly provide all students with equal access to the regular education curriculum. *Source: http://www.cast.org/ National Consortium on Universal Design for Learning From the perspective of people with disabilities and their parents, the world needs to change quite a bit. - Dr. Thomas Hehir, former director of the Office of Special Education Programs, U.S. Department of Education ----------------------- PRODUCT FOCUS: Universal Access and Design in Education Access to Educational Environment and Tools NOTE: As this issue goes to press, several new items have not yet received inventory codes. Contact (877) PA-AT-LEND TTY (877) 722-8536 if you need a code to borrowing one of these items. AudiSee Audiovisual-FM System Created by the parents of a deaf child, AudiSee allows deaf and hard-of-hearing students to read their teacher's lips, regardless of the teacher's movements or the language of instruction. It also allows these students to maximize the use of their residual hearing by using their current FM systems. This system thereby provides these students the opportunity to access the entire message, by combining their remaining hearing capabilities with visual cues. The teacher wears a headset with a miniature camera and a microphone. The image and voice of the teacher is then transmitted to a small monitor placed on the student's desk or to a standard TV set placed in front of the classroom. The AudiSee allows the student to devote less energy on deciphering the message, therefore leaving more for learning. The student's unit can receive and broadcast the image and the voice of the teacher onto three types of screens: the AudiSee monitorreceiver, a laptop (please request a laptop separately if needed) or desktop computer, and a television set (desktop computer and TV not available for loan). The AudiSee allows the teacher to move around the class freely and address all the students in the class, instead of needing to stand in front of the student with a hearing loss. The AudiSee System is intended for oral people with hearing loss (i.e. people with a hearing loss who communicate through spoken language, including those who have a Cochlear implant or use hearing aids). AudiSee's development was based on studies that showed audiovisual cues provide 30% more information to students than audio cues alone. This increase raises the chances of obtaining better academic results for all students in that class (if the TV System is utilized), not just the student with the hearing impairment. A personal assistive listening system would allow ‘access’ to the teacher’s voice but the student utilizing it would have another reason to be considered “different” from his peers. Utilizing the classroom TV with the AudiSee System would provide Universal Design for Learning, allowing all children to benefit, and the child with disabilities would be truly “included.” Approx: $5,100; Inventory code: pending; From: AudiSoft Technologies Inc. NOTE: All items considered by the editor to be UDL are marked as such (Example: Access to Math (UDL). LOTTIE Kits The LoTTIE 2001 (Low Tech Tools for Inclusive Education) Kit is a collection of low-and mid-tech tools designed for teachers, classroom aides, and support professionals to use with students in grades K-12 who have special needs. The LoTTIE Kit fills an important gap in the field of assistive technology evaluation and use. The kit provides the teacher with a full range of low tech tools in a convenient case for storage and transport. Approx: $390; Inventory code: ED-LoTTIE. The LoTTIE Kit for Literacy also fills an important gap in the field of assistive technology evaluation and use by providing literacy tools that are designed especially with older students in mind (high school and post-secondary). Designed to help students in reading, writing, math, and organization skills, the LoTTIE Kits allow teachers to informally evaluate and try out simple devices before automatically requiring more sophisticated and expensive technologies. Other professionals find the kits ideal tools for in-service presentations on assistive technology for literacy. In addition to the 50+ different tools, the LoTTIE Kit also includes a notebook with product descriptions as well as a variety of different ideas and strategies for using these tools with students. Approx: $330; Inventory code: ED-LoTTIE-LIT; From: Onion Mountain Technology. Talking Typer & Learn Keys: Verbal Keyboard Feedback Talking Typer is a typing and computer keyboard training program for the PC. It shows and speaks a series of letters or words and waits for students to type them. Designed for use either by an individual or by multiple students, it uses the computer's sound card and screen to instruct, practice, or play games with typing lessons. Talking Typer includes several features that allow teachers to make modifications to fit a particular need. Teachers may create and edit lesson content, adjust the program to the student's level of vision and set it for a variety of skill levels. Approx: $79; Inventory code: ED-SW-TYPER; Learn Keys: Verbal Keyboard Feedback gives students high quality digitized human speech feedback as they explore the PC keyboard. It works with several versions of Windows and with a variety of keyboard styles. Learn Keys will operate in "full screen" or in "background" mode. In "full-screen" mode, it speaks any single key you press and displays the name of the key on the screen. In "background" mode, it provides keyboard feedback while any other Windows program is open. Learn Keys can be tailored to the user's particular needs. Settings include male or female voice, speed and type of pronunciation, and font size on screen. Free demo versions are available on the APH web site (http://www.aph.org). Approx: $14.95; Inventory code: CA-SW-LEARNK; Both products are from: American Printing House for the Blind (APH). The “Classroom Captioner” The “Classroom Captioner is a captioning system with individual display units displaying real-time and pre-scripted captions in the user’s “line of sight”. The “Classroom Captioner” uses a wireless microphone system to transmit speech to a computer where it is converted into text and then transmitted to a desktop display (can also “clip-on” to a desk or a chair in front of the user). System includes computer, software, wireless microphone system, video transmission system, and one desktop display unit in a portable carrying case. Approx: $7,495; Inventory code: pending; From: Personal Captioning Systems, Inc. iCommunicator The iCommunicator is a communication access tool that provides a multi-sensory, interactive communication solution for persons who are deaf or hard of hearing. The iCommunicator program delivers American Sign Language (ASL) signs in English word order (subject+verb+object) in real time translation, to improve the association between spoken, written, and signed words, and promote literacy development. The iCommunicator system efficiently converts: speech to text, speech to video sign language; speech to computer-generated voice, and text to computer-generated voice or video sign language. System comes complete with laptop. Approx: $8334; Inventory code: HW-ICOM; From: Interactive Solutions Access to Education: Internet Web Trek Connect Web Trek Connect is an e-mail program designed specifically for people who have significant difficulties with reading, writing, or the complex interfaces of mainstream e-mail programs. Web Trek browser and Web Trek Connect e-mail program can be order and used together or independently. Web Trek Connect provides simplified multimedia interfaces for both receiving and sending emails. The user needs only to click on the sender’s picture to initiate the built-in screen reader, or to automatically play an attached audio recording. Several other options are also available for “reading” e-mail, depending on the ability of the user. For example, the text of an e-mail can also be displayed while the screen reader vocalizes the content. Web Trek Connect works in conjunction with any MAPI compliant e-mail program (such as Microsoft Outlook). Approx: $249; Inventory code: pending; From: AbleLink Technologies Web Trek Web Trek is a fully functioning web browser that improves access to the Internet for people who have difficulty with reading and writing. Web Trek uses a variety of multimedia and error minimization techniques to provide a format that increases the level of independence in which individuals with mental retardation and other cognitive challenges can access the Web. Specifically, it provides multimedia software tools designed to provide non-text based formats for searching the Internet, saving and retrieving favorite sites, and comprehending Web content. The browser is customizable for any number of persons. Web Trek can be used and ordered with or without Web Trek Connect, a non-text-based e-mail program. Approx: $249; Inventory code: pending; From: AbleLink Technologies. Access to Education: Internet (UDL) CONNECTOutloud CONNECT Outloud web browsing software is flexible and adaptable, allowing access to the Internet for individuals with various access needs. CONNECTOutloud is designed for all levels of user, from beginner to advanced; those who are blind, have low vision, or others that would benefit from access to the Internet through speech, auditory reinforcement of visually presented information, and/or Braille output. General features allow users to surf the web, send and receive e-mail and create documents in the easy-to-use Freedom Scientific (FS) word processor. It has no complicated configurations to learn or difficult menus to navigate. With the “Tutor Mode”, getting started is made very simple. The Eloquence speech synthesizer programmed for seven languages is included. CONNECTOutloud also supports most popular Braille displays, notetakers, Internet Explorer (included), and Adobe Acrobat Reader 5.0. Included are the program CD, Quick Start Guide in print, Quick Reference Cards in Braille, Outlook Express for e-mail, and Internet Explorer for web browsing. Free demo at: http://www.freedomscientific.com. Approx: $249; Inventory code: pending; From: Freedom Scientific. "The power of the Web is in its universality. Access by everyone regardless of disability is an essential aspect." -- Tim Berners-Lee, World Wide Web Consortium (W3C) Director and inventor of the World Wide Web Access to Learning and Curriculum Start-to-Finish Books (UDL) Through a unique research-based writing formula, multiple formats, and choice of reading levels, Start-to-Finish Books provide flexible scaffolding to move all students ahead to improved reading fluency and comprehension. There are three levels of support or formats: "talking" computer book, paperback book, and audiocassette. This flexible curriculum-based literature provides for different levels of reading intervention and support to meet the needs of all students in the classroom. Start to Finish Books utilize a unique formula which makes all the difference to a struggling reader. Experts in the fields of language, learning and reading disabilities write and edit Start-to-Finish books (classic books such as Treasure Island are rewritten, but without changing the content and meaning), applying the formula which controls vocabulary, idioms and sentence complexity and introduces new words in a supported manner. This formula moves struggling readers beyond ordinary high-interest/low-vocabulary books with their short, choppy sentences to age-appropriate books that are written in a way that acknowledges the developmental sequence of acquiring language and learning to read. The various formats provide access for all types of learning styles as well as providing auditory reinforcement for printed materials. For details and a list of the books in our inventory, see Volume 2, Issue 3, Sept. 1999, pg. 2. From: Don Johnston, Inc. MathPad Plus MathPad Plus is an electronic number processor that enables students to visualize and manipulate fraction and decimal-based math problems directly on the screen. Students can perform addition, subtraction, multiplication and division of fractions and decimals both as a traditional equation as well as viewing them as pie charts, fraction bars, or decimal grids. Teachers can enter problems from worksheets or textbooks so students with learning disabilities can work on the same problems as their peers. This software allows users to manipulate problems directly on the screen to help understand fractional relationships; enter problems numerically or as word problems; set up problems in vertical or horizontal format; set up student portfolios and customize assignments for individual students; do mini-calculations to help students complete problems; check calculations any place on the worksheet; or use an electronic calculator when needed; and the program can be accessed with a mouse, IntelliKeys or a switch. Suggested grade levels: 5-8. Approx: $99; Inventory code: pending; From: Intellitools, Inc. Access to Learning and Curriculum (UDL) Access to Math Organizing, sequencing, working in columns and memorizing math facts present barriers to learning mathematical processes and concepts for some students with disabilities. Access to Math is a talking math worksheet program that helps foster the development of numbers and operation senses. It provides on-screen worksheets that support individual learning needs with custom capabilities. It's also a worksheet generator that lets the teacher automatically create on-screen or printed worksheets for the entire class. Access to Math turns math problems into math solutions for everyone in the classroom. Color coding and grid lines help students visually organize problems to properly perform mathematical operations; automatic problem navigation guides students through problem-solving step-by-step and lets them work independently to solve addition, subtraction, multiplication and division problems and gain confidence; or manual navigation lets students put math operation knowledge into practice; auditory and visual feedback allow students to check and correct their own work. The program provides the right amount of feedback for each student- which problems are correct, which need more work, and the exact portion of incorrect work or incorrect entries as they are made. Approx: $79; Inventory code: ED-SWACCMATH; From: Don Johnston, Inc. WordQ WordQ software is a writing tool used along with standard Windows word processing software to provide spelling, grammar, and punctuation assistance. WordQ is useful for individuals with a learning disability (LD) such as dyslexia, or those who are learning English as a second language (ESL). It uses advanced word prediction to suggest words to use and provides spoken (text-tospeech) feedback. WordQ is simple and easy to use with any word processing software. The following features were designed to provide the user with the most benefits while ensuring simplicity: word prediction suggests words when the writer is challenged with spelling or word choice; text-to-speech feedback enhances writing and editing; letter echo confirms typing a character; word echo helps you self-identify spelling errors; sentence echo helps you hear the word flow in a sentence to decide whether the right words and punctuation are used; and a special text-reading mode helps you proofread. Utilizing Microsoft Word, WordPad, Notepad, or Outlook, text can be highlighted and spoken word-by-word within that application. WordQ software adapts to the individual user's writing style and improves its performance as you use it. WordQ provides word prediction and speech output wherever the user types in an application within a Windows environment because it runs "transparently." A free 30-day demo is available at http://www.wordq.com. Approx: $144; Inventory code: CA-SW-WORDQ; From: Quillsoft Ltd. Draft:Builder Draft:Builder is an organizational tool that gets to the core of the writing process, helping students to organize notes for writing, learn the 'writing process,' and create highquality first drafts. To produce a first draft when writing, students need to gather, organize and synthesize information. This complex, multi-level process causes many students to become disorganized and frustrated. Draft:Builder gives students a framework for organizing thoughts and information so they can more easily develop detailed first drafts that are ready for editing and revising. Draft:Builder helps students learn and practice the writing process. Draft:Builder offers writers built-in speech and a talking spell checker that help students write with correct conventions. Teacher-made and standard templates help students write in different genres, and the bibliographer features helps students use standard research formats when working on research papers. These templates can be printed and distributed to the entire class for paper and pencil use providing flexibility in the method the student most prefers. Software is compatible with Discover:Switch, Discover:Screen and Discover: Board. Approx: $149; Inventory code: pending; From: Don Johnston, Inc. Resources on E&IT Accessibility & AT/Access in Education CAST, an organization with a long history on utilizing technology to improve access to curricular materials for individuals with disabilities, has established the National Center on Accessing the General Curriculum. A highlight of the site is information regarding "Universal Design for Learning" (UDL), and information regarding barriers that need to be removed from general curriculum materials; individualization of materials via technology, and the use of Internet and multimedia for diverse learners. Information regarding products developed by CAST (for example, e-Reader) is provided, along with free demonstration downloads. http://www.cast.org/udl LD Resources: Richard Wanderman, one of the pre-eminent voices in learning disabilities, maintains this comprehensive site on "all things" related to learning disabilities. Of particular interest are the pages on "tools" (high tech and low tech) and electronic text. The latter page provides a listing of e-text reading tools and books ranging from fiction to reference materials, puzzles and quotations. http://www.ldresources.com AAC Intervention: This site features the work of Julie Maro and Caroline Musselwhite, and is full of "Tips & Tricks" and "Smart Sheets" for augmentative and alternative communication. Of particular note are the pages regarding writing and literacy for students with disabilities. These pages feature shareware (e.g. TypeIt4Me); hardware (e.g. AlphaSmart); and software (e.g. Co-Writer), and strategies for maximizing these tools to help students with disabilities write. http://www.aacintervention.com/write.htm WHERE CAN I PURCHASE THESE ITEMS? AbleLink Technologies 528 North Tejon St., Suite 100, Colorado Springs, Colorado 80903 Ph: (719) 592-0347 ~ Fax: (719) 592-0348 E-mail: support@assess.net ~ http://www.ablelinktech.com/ American Printing House for the Blind, Inc. 1839 Frankfort Avenue, PO Box 6085, Louisville KY 40206-0085 Ph: (800) 223-1839 ~ Fax: 502-899-2274 E-mail: info@aph.org ~ http://www.aph.org AudiSoft Technologies Inc. 1470-b Joliot-Curie, Boucherville (QC) J4B 7L9 CA Ph: (877) 641-8436 ~ Fax: (450) 641-3659 ~ E-mail: info@audisoft.net http://www.audisoft.net/ Don Johnston Incorporated 26799 West Commerce Drive, Volo, IL 60073 Ph: (800) 999-4660 ~ E-mail: info@donjohnston.com http://www.donjohnston.com Freedom Scientific Blind/Low Vision Group 11800 31st Court North, St. Petersburg, FL 33716-1805 Ph: (800) 444-4443 ~ http://www.freedomscientific.com/ IntelliTools, Inc. 1720 Corporate Circle, Petaluma, CA 94954 Ph: (800) 899-6687 ~ Fax: 707-773-2001 E-mail: info@intellitools.com ~ http://www.intellitools.com Interactive Solutions, Inc. 6448 Parkland Drive, Sarasota FL 34243 Ph: (888) 463-0474 ~ TDD/TTY: (800) 362-4584 E-mail: sales@isi-icomm.com ~ http://www.teachthedeaf.com Onion Mountain Technology, Inc. 74 Sexton Hollow Road, Canton, CT 06019 Ph: (860) 693-2683 ~ Fax: (860) 693-9433 http://www.onionmountaintech.com ~ E-mail: jsweeney@snet.net Personal Captioning Systems, Inc. 9401 North Nashville, Morton Grove, IL 60053 TTY & Ph: (847) 965-6544 ~ E-mail: FishrAssoc@aol.com http://www.personalcaptioning.com Quillsoft Ltd. 190 Silver Birch Ave, Toronto, Ontario M4E 3L5 CA (866) 62WORDQ ~ Fax: (416) 698-1555 E-mail: sales@quillsoft.ca ~ http://www.wordq.com Save the Date! Wednesday, November 13, 2002 Assistive Technology/Accessible Electronic and Information Technology Conference Assistive Technology Achievement Awards Luncheon Harrisburg Hilton, Harrisburg, PA For more information or to request registration materials, contact Janice Knuth, Training Coordinator; e-mail: jknuth@unix.temple.edu; Ph: (215) 204-5397; TTY: (800) 750-PIAT Editor: Anne Macleod; E-mail: tq97@philly.infi.net This Newsletter is available in alternate formats upon request. CONTACT INFORMATION: Pennsylvania’s Assistive Technology Lending Library Institute on Disabilities at Temple University Room 423 Ritter Hall Annex Philadelphia, PA 19122 Call toll-free: (800) 204-PIAT (voice), (800) 750-PIAT (TTY) http://www.temple.edu/inst_disabilities/atlend E-mail: piat@temple.edu NEXT QUARTER: AT & TRANSITION