1. “Meet The Experts” Melissa Repa & Scott Kupferman “Assistive Technologies Used by CSU Students” The Accessible Technology Initiative (ATI) Presents 1. Please use a headset or your computer speaker to listen to the presentation. 2. Turn on Captions by going to “Window” on the Menu. Select Closed Captioning. Captions provided by Rapid Text. 3. Chat is to used for questions to the presenter only and will be answered at the end of the session. 4. This presentation is being recorded and archived. Join the Professional Development listserv at http://teachingcommons.cdl.edu/access to get announcements of future webinars. If you have any questions or concerns, please email, Jean Wells, jwells@calstate.edu.

2. Presentation Learning Objectives 1.Identify some of the assistive technologies used by students with disabilities in the CSU and how these tools can benefit learners. 2.View demonstrations of how some of the commonly used assistive technologies work. 3.Learn about assistive technology best practices in the CSU including the Coll@borATe project. 4.Describe what faculty and staff can do to ensure materials are accessible to students using assistive technologies. Accessible Technology Initiative 2009 2

3. Assistive Technology & Accessibility Assistive Technology : “products, devices or equipment… that are used to maintain, increase or improve the functional capabilities of individuals with disabilities...” (Assistive Technology Act) Accessibility: “enabling IT hardware, software and services to be used effectively by people with disabilities.” (Mary Cheng, CSU) Complementary but different – both are necessary. Accessible Technology Initiative 2009 3

4. Assistive Technology Includes: Products, devices or equipment that increase access and functional capabilities related to: Vision Reading Writing Computer Access Seating and Positioning Organization Hearing Other Functions Accessible Technology Initiative 2009 4

5. Demonstrations of Common Assistive Technologies in the CSU Top Four 1.Screen Magnifier - ZoomtextZoomtext 2.Scan/Read Text to Speech- KurzweilKurzweil 3.Screen Reader - JAWSJAWS 4.Speech Recognition - Dragon Naturally SpeakingDragon Naturally Speaking Accessible Technology Initiative 2009 5

6. SEATING AND POSITIONING: Workstation and Arm/Wrist Supports Adjustable SIS workstation and arm/wrist supports provide access and ease of use for students with mobility impairments Accessible Technology Initiative 2009 6

7. VISION: CCTV System CCTV (closed-circuit television) : Zooms in on any document and magnifies it onto the screen for students with visual impairments. Accessible Technology Initiative 2009 7

8. VISION: Braille Translation Software Braille 2000: Translates electronic text into Braille for students who are blind. Braille embossers are then used to emboss Braille onto paper. Accessible Technology Initiative 2009 8

9. READING: Digital Talking Book Player Portable players (Victor VIBE) or software that enable students to play Recordings for the Blind and Dyslexic (RFB&D) and other digital audio text file formats. Accessible Technology Initiative 2009 9

10. ORGANIZATION: Mind Mapping Software Inspiration: Provides graphical diagramming, outlining, and organizational tools for students. Accessible Technology Initiative 2009 10

11. COMPUTER ACCESS: Alternative Input Device  On-screen keyboard or other input device used by students to control computers through means other than a mouse. Accessible Technology Initiative 2009 11

12. COMPUTER ACCESS: Built-in Accessibility Features Features built into the operating system that can be used by students to make the computer easier to access. Microsoft - Ease of Access www.microsoft.com/enable Apple - VoiceOver www.apple.com/accessibility Accessible Technology Initiative 2009 12

13. HEARING: Real-Time Captioning Real-time Captioning: Captioned text is obtained and processed in real-time to represent verbal information for students. This is a real time captioner Accessible Technology Initiative 2009 13

14. Technology to Improve Performance Assistive technology can help address barriers faced by students with disabilities to enable them to access instructional materials. Accessible technology can increase usability and effectiveness of the tools and improve performance of students Example: accessible electronic text increases ability to search text Accessible Technology Initiative 2009 14

15. Universal Design to Improve Learning Multiple means of representation Multiple means of expression Multiple means of assessment Universal Design pedagogical concepts Accessible Technology Initiative 2009 15

16. Best Practice – Coll@borATe Coll@borATe is a searchable database of assistive technology information, presented in a clear and concise manner for students with disabilities. Accessible Technology Initiative 2009 16

17. Best Practice – Coll@borATe Developed by EnACT - PTD Ensuring Access through Collaboration and Technology Partnerships, Technology & Dissemination California State University Center for Distributed Learning Sonoma State University Disability Services for Students Accessible Technology Initiative 200917

18. Best Practice – Coll@borATe Coll@borATe Demonstration Accessible Technology Initiative 2009 18

19. Best Practice – Coll@borATe Student Feedback “…having this website where I can just type in a question or problem will help me not get as frustrated…” - Student S.S. “…if the answer I wanted doesn’t show up, it would be nice to have a place on the website for me to request it. I guess the discussion forum would be good too, to see if any other students are having the same problems.” - Student M.B. “This is so much better than having to flip through the tons of pages in the user manual, thanks!” - Student A.H. Accessible Technology Initiative 2009 19

20. Best Practice – Coll@borATe Accessible Technology Initiative 2009 20 If you are interested in being a contributor and/or moderator for Coll@borATe, please contact: scott.kupferman@sonoma.edu or the EnACT Project: http://enact.sonoma.edu

21. Best Practice – LearnAT LearnAT is a self-paced assistive technology training web interface that is customized to: Student’s level of computer competency Type of assistive technology Training format Accessible Technology Initiative 2009 21

22. Best Practice – LearnAT Step One: User Account – The student creates a user account, with a Trainee ID and Password Accessible Technology Initiative 2009 22

23. Best Practice – LearnAT Step Two: Computer Competency Assessment – An accessible 10-minute assessment to determine the student’s computer competency – The assessment places the student into one of the following levels: Foundational Proficient Mastery Accessible Technology Initiative 2009 23

24. Best Practice – LearnAT Step Three: Type of Assistive Technology – Screen Reader – Screen Magnifier – Text-to-Speech – Speech Recognition More categories are forthcoming Accessible Technology Initiative 2009 24

25. Best Practice – LearnAT Step Four: Training Format – Semester-long – Short-term – Self study Accessible Technology Initiative 2009 25

26. Best Practice – LearnAT These four steps lead to the selection of an appropriate training module The appropriate training module is then deployed automatically through the LearnAT interface After each training module is completed, the profile gets updated, reflecting the student’s progress Accessible Technology Initiative 2009 26

27. Best Practice – LearnAT Deployment of LearnAT is scheduled for Summer 2010. If you are interested in piloting the beta version, please contact: scott.kupferman@sonoma.edu Accessible Technology Initiative 2009 27

28. 10 small things that make a BIG DIFFERENCE The following list was compiled from student interviews regarding ways to improve their assistive technology experience within the CSU. Accessible Technology Initiative 200928

29. 10 small things that make a BIG DIFFERENCE 10.Avoid Highlighting “My computer doesn’t read things like highlighting and color changes to text. So when the highlighting is used to show something important, I miss out on it.” - M.H., student who is blind Accessible Technology Initiative 2009 29

30. Example of Highlighting Accessible Technology Initiative 2009 30

31. 10 small things that make a BIG DIFFERENCE 9.Avoid Long Link Text “With long website links, if it’s fully written out on a page or something, my computer reads the entire thing. Once it took at least 30 seconds to read the link.” - M.H., student who is blind Accessible Technology Initiative 2009 31

32. http://www2.blackboard.com/global/purchase /CourseInfo?PAGE=pgPINSearchResults&CO MMAND=MORE_INFO&product=31346758& productType=epackl/?hl=en&shva=1#/#hl=en &source=hp&q=webct&aq=f&aqi=g10&oq=& fp=17f9ea1fd87f8bdhl=en&shva=1#/#hl=en& source=render?tab=mc&gsessionid=OY- vPP8ztFz3XvP42q7WKw/?tab=cyhp&q=webct &/Overview.aspx Accessible Technology Initiative 2009 32

33. 10 small things that make a BIG DIFFERENCE 8.Write Meaningful Link Text “I have a screen reader that reads all of the links on a website page all at once, in a list. So when it comes up to a link like ‘click here’ it doesn’t make too much sense because the links are out of context…” - S.S., student who is blind Accessible Technology Initiative 2009 33

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35. 10 small things that make a BIG DIFFERENCE 7.Use High Color Contrast “ZoomText, the software I use in the AsTech Lab can’t make similar colors stand out enough for my low vision to see. So it really helps when colors are of high contrast.” - A.W., student with low vision Accessible Technology Initiative 2009 35

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37. 10 small things that make a BIG DIFFERENCE 6.Use Properly Constructed Tables and Graphs “With tables that don’t have good headings and stuff, I just get confused and the stuff in the table is worthless.” - M.H., student who is blind Accessible Technology Initiative 2009 37

38. Example of Improperly Constructed Table Accessible Technology Initiative 2009 38

39. 10 small things that make a BIG DIFFERENCE 5.Avoid Poorly Photocopied Pages “When I try to use Kurzweil with poorly photocopied pages of handouts, it just comes out scrambled, so then I have to have a friend help me hand type it in.” - M.B., student with a learning disability Accessible Technology Initiative 2009 39

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41. 10 small things that make a BIG DIFFERENCE 4.Provide Alternate Text “Pictures that don’t have alt text just get skipped over by my screen reader, so I miss out on that info.” - S.S., student who is blind Accessible Technology Initiative 2009 41

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43. 10 small things that make a BIG DIFFERENCE 3.Spell Out Acronyms “It really helps when acronyms are spelled out at least once in the page. Because JAWS pronounces them sometimes in ways that are not clear, it really helps.” - M.H., student who is blind Accessible Technology Initiative 2009 43

44. Accessible Technology Initiative 2009 44 “You may obtain the access code from IT.”

45. 10 small things that make a BIG DIFFERENCE 2.Use Proper Headings “Before really reading a page, I first scan it to see what topics are in it, just like people who can see scan pages with their eyes. But I use the headings as my guide, gives me a summary if you will of what’s on the page.” - S.S., student who is blind Accessible Technology Initiative 2009 45

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47. 10 small things that make a BIG DIFFERENCE 1.Try Using It Yourself “One of my professors last semester asked to see how my screen reader works. I showed him and he actually sat down to try it himself. After this, he had a new appreciation for making things accessible, that it really does make a difference.” - S.S., student who is blind Accessible Technology Initiative 2009 47

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49. ATI “Take the Initiative Top Ten” 1.Order textbooks and course readers early 2.Learn how to make materials accessible; take training training 3.Provide syllabi in electronic format and include a statement inviting students to discuss individual learning needs. 4.Post documents in electronic form that are clean and easily readable. Use built-in Styles for Office documents and accessibility checkers for PDF documents. 5.Use only captioned videos Accessible Technology Initiative 2009 49

50. ATI “Take the Initiative Top Ten” 6.Post your instructional materials online whenever possible 7.Make sure all pictures, tables and graphs made available in electronic format have associated text 8.Ask for assistance in learning how students use assistive technology 9.Spread the word about ATI; help others learn how they can help. 10. Purchase hardware and software that complies with accessibility standards Accessible Technology Initiative 2009 50

51. Resources CSU Accessible Technology Initiative - http://www.calstate.edu/accessibility http://www.calstate.edu/accessibility Sonoma State Assistive Technology Center - http://www.sonoma.edu/dss/atc.shtml http://www.sonoma.edu/dss/atc.shtml Sacramento State High Tech Center - http://www.csus.edu/sswd/services/htc.html http://www.csus.edu/sswd/services/htc.html CSU Professional Development for Accessible Technology - http://teachingcommons.cdl.edu/access/ http://teachingcommons.cdl.edu/access/ EnACT - http://enact.sonoma.eduhttp://enact.sonoma.edu Accessible Technology Initiative 2009 51

52. Questions/Answers 1.What are three Assistive Technologies (AT) commonly used by CSU students? Accessible Technology Initiative 2009 52

53. Questions/Answers What are two AT best practices in the CSU? Accessible Technology Initiative 200953

54. Questions/Answers What are three things faculty and staff can do to ensure access for CSU students with disabilities who use AT? Accessible Technology Initiative 200954

55. Questions/Answers What are your questions? Accessible Technology Initiative 200955

56. Contact Information Melissa Repa: – repam@csus.edu repam@csus.edu Scott Kupferman: – scott.kupferman@sonoma.edu scott.kupferman@sonoma.edu Accessible Technology Initiative 200956

57. Thank You Melissa & Scott! Thanks also to CSULB students Brett Everett & Anthony Vasquez! Produced by Jean Wells Accessible Technology Initiative http://teachingcommons.cdl.edu/access/ Accessible Technology Initiative 200957