Presentation on theme: "Developed by: 1023 South U.S. 27 St. Johns, MI 48879 Phone: 800.274.7426 Fax: 989.224.0330 TTY: 989.224.0246 Web."— Presentation transcript:
Developed by: 1023 South U.S. 27 St. Johns, MI 48879 Phone: 800.274.7426 Fax: 989.224.0330 TTY: 989.224.0246 E-mail: email@example.com@edzone.net Web site: www.cenmi.org/matr
Michigan’s Assistive Technology Resource 1.The overall purpose of MATR is to provide information services, support materials, technical assistance, and training to local and intermediate school districts in Michigan to increase their capacity to address the assistive technology needs of students with disabilities. 2.MATR’s Web site is: www.cenmi.org/matr/www.cenmi.org/matr/ 3.Services to schools are FREE and include: Support to IEP team members during the process of considering AT. Equipment loan program to schools for trials of AT. Software loan library for parents and school personnel. Training/inservice - inservice workshops, intensive trainings, and development of training materials.
This document was produced and distributed through an IDEA Mandated Activities Project for Michigan’s Assistive Technology Resource awarded by the Michigan Department of Education. The opinions expressed herein do not necessarily reflect the position or policy of the Michigan Department of Education, the Michigan State Board of Education, or the U.S. Department of Education, and no endorsement is inferred. This document is in the public domain and may be copied for further distribution when proper credit is given. For further information or inquiries about this project, contact the Michigan Department of Education, Office of Special Education and Early Intervention Services, P.O. Box 30008, Lansing, Michigan 48909. STATEMENT OF COMPLIANCE WITH FEDERAL LAW The Michigan Department of Education complies with all Federal laws and regulations prohibiting discrimination, and with all requirements of the U.S. Department of Education.
Compliance with Title IX What Title IX is: Title IX of the Education Amendments of 1972 is the landmark federal law that bans sex discrimination in schools, whether it is in curricular, extra-curricular, or athletic activities. Title IX states: “No person in the U.S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subject to discrimination under any educational program or activity receiving federal aid.” The Michigan Department of Education (MDE) is in compliance with Title IX of the Education Amendments of 1972, as amended, 20 U.S.C. 1681 et seq. (Title IX), and its implementing regulation, at 34 C.F.R. Part 106, which prohibits discrimination based on sex. The MDE, as a recipient of federal financial assistance from the United States Department of Education (USDOE), is subject to the provisions of Title IX. MDE does not discriminate based on gender in employment or in any educational program or activity that it operates. The designated individual at the Michigan Department of Education for inquiries and complaints regarding Title IX is: Ms. Roberta E. Stanley Director Office of Administrative Law and Federal Relations Michigan Department of Education Hannah Building 608 West Allegan P.O. Box 30008 Lansing, Michigan 48909 Phone: 517.335.0436 E-Mail: firstname.lastname@example.org
Keys to Success: Assistive Technology for Reading 1023 South U.S. 27 St. Johns, MI 48879 Phone: 800.274.7426 Fax: 989.224.0330 TTY: 989.224.0246 email@example.com www.cenmi.org/matr
Objectives Define Assistive Technology. Identify persons who could benefit from supports for reading. Define access to text, adaptation of text, and copyright protections. Gain knowledge of assistive technology continuum of reading supports. Define Universal Design for Learning.
What is Assistive Technology? The Individuals with Disabilities Education Act IDEA ‘97 (Public Law 105-17) mandates the provision of assistive technology and offers clear definitions of assistive technology devices and services.
Legal Definition Assistive Technology Device Any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized that is used to increase, maintain, or improve the functional capabilities of children with disabilities. (Section 300.5)
Legal Definition Evaluating Providing devices Selecting, Designing, Customizing Maintaining, Repairing Coordinating Training/Technical Assistance – student, family, and school service providers Assistive Technology Service Any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. (Section 300.5)
IDEA Facts Schools are required to provide AT at no cost to the parents if it is needed for a student to receive a free appropriate education. The IEP team is responsible for determining whether a child requires assistive technology to benefit from their educational program. IDEA ‘97 requires IEP teams to consider the assistive technology needs of students during the development of an IEP.
Universal Design for Learning (UDL) The central practical premise of UDL is that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts. Center for Applied Special Technology (CAST), 2003
UDL Teacher adjustments for learner differences should occur for all students, not just those with disabilities. Curriculum materials should be varied and diverse including digital and online resources, rather than centering on a single textbook. Instead of remediation for students so that they can learn from a set curriculum, the curriculum should be made flexible to accommodate for learner differences.
Assistive Technology increases reading accessibility for diverse learners.
"The more you read, the more things you will know. The more that you learn, the more places you'll go." Dr. Seuss
Students with a variety of disabilities and learning styles may benefit from reading supports. LD or Dyslexic ADHD or ADD Cognitive impairments Auditory learners Blind or low vision Poor vision - field cuts, etc. Students considered “at risk”
Assistive Technology is a continuum of tools, strategies, and services used to support student success and participation. Explore possible solutions needed to meet reading goals: No/Low-Tech Tools Color coding Highlighters Slanted surfaces Reading and writing guides Enlarged worksheets Mid-Tech Tools Books on tape Tape recorders Talking spell checkers, dictionaries High-Tech Tools Text/screen readers Electronic books MP3 players CD Players Handhelds (palms and pocket PDAs) Assistive Technology
Reinforce least restrictive options. Are simple to use and acquire. Are more readily accepted by student, family, and peers. Always begin with no- and low-tech options as they: Consider these options as a backup for mid- or high-tech options.
Examples of No-Tech and Low-Tech Options Increased light Slant board Desk top magnifiers Magnifying rulers Page fluffers Sticky Notes Color coded highlighter tape, markers, flags, etc. Reading guides Plastic covered transparencies
Digital – creation, storage, and production Electronic text (e-text ) Text Reader software Screen Reader software PDA-Pocket PC or Palm MP3 and WAV file format MP3 and CD player
Electronic Text Word documents Online newspapers Web sites e-mail e-books/libraries Text that is in a form that a computer can store or display on a computer screen. This can also include PDAs, cell phone, AAC devices. Examples of electronic text are:
How can electronic text support reading? Display and content can be separated; content stays the same but the display can be manipulated to accommodate various reading/learning styles. Multimedia approaches to reading allow the reader to hear and see the text at the same time.
Where to Find E-Text Many publishers are making their textbooks available in digital format, check for availability. Keyword search online for e-text by author, title, or genre. Newspapers are available in electronic form. Sections can be downloaded or read directly from the computer by a text reader. Create e-text by scanning work sheets or books pages into a computer using specialized software and hardware.
Adaptations for Computer-Based Reading Lower screen resolution of the computer’s display to increase the size of the icons, etc. Block/chunk text into smaller sections Change background or font color Increase spacing between sentences and words
Adaptations for Computer-Based Reading Increase font size Add voice notes or comments Highlight text Summarize documents with auto summarize feature
Text Readers vs. Screen Readers Specialized software, called Text Readers and Screen Readers use voice synthesis to create spoken audio from text. Sometimes referred to as text to speech technology. Text Reader: allows for visual enhancements (size, color, visual tracking, and speech output modifications. Some programs require text to be selected). Screen Reader: allows for speech output modifications, provides Braille output. Reads everything on the screen including active windows (like web pages).
Text Reader Software Packages With scanning feature Allows printed material to be scanned into the computer to create digital text Without scanning feature Reads only existing digital text
Text Reader Programs with Scanning Scan and Read/Scan and Read Pro (Premier Assistive Technology) Read & Write Gold (textHELP Systems Ltd) Kurzweil (Kurzweil Educational Systems) Wynn (Freedom Scientific)
Text Reader Programs without Scanning Text Aloud (NextUptech.com) Text Assist (Mindmaker) Universal Reader (Premier Assistive Technology)
Screen Reader Programs without Scanning Jaws (Freedom Scientific) Window Eyes (GW Micro) HAL (Dolphin)
Test Taking Software Features Test sheets can be scanned into a word processor and read aloud. With the use of a software program, the original text can be locked and answer blanks inserted. Students can manipulate the display for their unique needs and complete the test independently.
Test Taking Software IntelliTalk II or 3- IntelliTools TestTalker- Freedom Scientific Kurzweil 3000- Kurzweil Educational Systems
Converting Text to Audio Software Text to Audio (Premier Assistive Technology) Read and Write Gold (textHELP) With the use of specialized software, text that is scanned into or already on the computer can be converted to an audio,.WAV or.MP3 file. It can then be written/burned onto a CD or loaded onto an MP3 player.
Copyright Law Implications for Assistive Technology Reading Support
Implications for Assistive Technology Some students with disabilities may require access to electronic or reformatted text. It may be necessary to reproduce copyrighted work from the original into different formats so it can be accessed by individuals who are blind or have other disabilities. This would be considered infringement but Copyright Law has made an exception.
Exceptions to the Copyright Law Law PL 104-197 allows reproduction and distribution of copies or phonorecords, by an authorized entity of non dramatic literary works in specialized formats, exclusively for use by blind or individuals with disabilities.
Blind or Other Persons with Disabilities… …is defined as individuals who qualify under, “An ACT to provide books for the adult blind,” to receive books or other publications produced in specialized formats. (2U.S.C. 135a; 46Stat.1487, March 3, 1931)
Nonprofit organizations or governmental agencies whose primary mission is to provide specialized services relating to training, education, adaptive reading, or the information access needs of blind or other persons with disabilities. (Chapter I of Title 17, United States Code) Authorized Entities
Braille Audio Electronic Text Specialized Formats Listed below are examples of specialized formats considered under the Copyright Law for nonprofit organizations:
More E-Text Web Sites www.ala.org/parentspage/greatsites www.acs.ucalgary.ca/~dkbrown www.elibrary.com http://etext.lib.virginia.edu/english. www.candlelightstories.net
Resources Local Regional National State MATR MACUL TAM/CEC AT Contact CTG ATA CSUN WATI RESNA UCP AER ASHA AOTA
Resources MATR (Michigan’s Assistive Technology Resource) http://www.cenmi.org/matr http://www.cenmi.org/matr TAM/CEC (Technology & Media Division of the Council for Exceptional Children) http://www.tamcec.org/http://www.tamcec.org/ MACUL (Michigan Association for Computer Users in Learning) http://macul.org/ http://macul.org/ Closing The Gap http://closingthegap.com/http://closingthegap.com/ ATA (Alliance for Technology Access) http://www.ataccess.org/http://www.ataccess.org/ CSUN (California State University Northridge) http://www.csun.edu/http://www.csun.edu/ RESNA (Rehabilitation Engineering & Assistive Technology Society of North America) http://www.resna.org/http://www.resna.org/ WATI (Wisconsin Assistive Technology Initiative) http://www.wati.org/http://www.wati.org/ ASHA (American Speech Language Hearing Association) http://asha.org/http://asha.org/ AOTA (American Occupational Therapy Association) http://www.aota.org/http://www.aota.org/ UCP (United Cerebral Palsy Association) http://www.ucpa.org/http://www.ucpa.org/ AER (Association for Education and Rehabilitation for Blind and Visually Impaired) http://www.aerbvi.org/http://www.aerbvi.org/ Joy Zabala, Assistive Technology Consultant http://www.joyzabala.comhttp://www.joyzabala.com