Mid-Atlantic Regional Technology in Education Consortium   1301 Cecil B. Moore Ave. Ritter Annex 9th Floor Temple University - CRHDE Philadelphia, PA 19122 800-892-5550 215-204-5130 (fax) General Inquires: Laurence Peters Johann Sarmiento Judith Stull   Technical Assistance: Barry Mansfield   Professional Development: Joan Pasternak Temple University Center for Research in Human Development and Education Educators should follow a series of steps when reviewing a technology-based learning product. First, they should document the instructional opportunities available in the product as well as the potential problems that their students might encounter. Next, general educators should consult with special educators to consider specific assistive devices that might help their students access the technology-delivered curriculum materials. Then they should consult with the student and their parents or guardians to determine if the student is willing and able to use the device. If an assistive device is unavailable or inappropriate, educators should consult with the technology coordinator to determine if this is the only technology-based product that meets the stated learning goals. Lastly, educators should consider alternative curriculum materials. Educators often consider pairing students in cooperative learning groups. This solution might be an acceptable instructional strategy if the student with a disability can participate as an equal partner in the learning group. However, if students are paired in cooperative groups to avoid providing each student access to the technology-based information and content, this defeats the objective to let all students become   independent learners. Students with disabilities should not be dependent on their peers to access technology-based curriculum and information. Eliminating the technology-based resource is also an unacceptable solution because it would prevent students from engaging in the multiple learning styles facilitated by such resources. Questions to Guide Purchasing Decisions Can a student navigate through the software using only a keyboard (without using a mouse)? If software does not allow the student to navigate the learning environment using only a keyboard, there are many accommodations available. In fact, this may be the easiest accessibility problem to solve because of the wide range of technology accommodations. Educators may offer students alternative input methods such as switches, trackballs, one-handed keyboards, mouthstick or headwand keyboards, and alternative keyboards that plug into a USB port such as the IntelliTools Keyboard. Does the software override personal operating system settings, accessibility features, or color and contrast settings? This is possibly the most difficult accessibility problem to solve because software usually “takes-over” the student’s computer, ignoring accessibility features and preferences. Some products have built-in customization features. For instance, IntelliTools Reading and A Digital Field Trip to the Rain Forest allow teachers and students to set accessibility features for individual users. Even though this software does not recognize personal operating system settings, it does offer the same functionality within the learning environment. Another alternative is to consider the student’s needs and abilities while reviewing the resources. A student with mobility difficulties may gain access with an IntelliTools keyboard. A student with low vision difficulties may access the software using a screen reader or ZoomText. Such accommodations allow the students to access the content without using the built-in operating system features. Previous     Page 1 2 3 4     Next  Copyright 2001 © MARTEC