A newsletter celebrating enabling technology, the people who use it, and the developers that make it possible.
September 2005 Volume 5 Issue 1
This issue of Special Needs Tech News provides links to announcements and press releases that have arrived in my mailbox over the summer months.
Additionally, Microsoft has a couple of free resources available for educators:
"Using Accessible Technology: A Guide for Educators," is a booklet that can be downloaded or ordered from the Web site.
Go to http://www.microsoft.com/enable/education/guide.aspx
"Accessibility Resources for Educators" can be found at http://www.microsoft.com/enable/education/default.aspx
I spent a lot of time over the summer at my computer tracking down information for some of the articles I worked on. If you're interested in augmentative and alternative communication (AAC), take a look at "Digital Voices," one of the articles I wrote for ComputorEdge Magazine.
Please feel free to make complete copies of this publication to share with others.
Here are several sites of interest for professionals and switch users looking for switch access resources.
Free Single Switch Performance Test Software
Available for free download from the AAC Institute.
http://www.aacinstitute.org/Resources/ProductsandServices/SSPT/intro.html
Free switch software for the Mac
Review the products available for download from Switch In Time.
http://www.switchintime.com/FreeStuff.html
Free download drills and games
Check out the links at Inclusive Technology.
http://www.inclusive.co.uk/downloads/downloads.shtml
One Switch
Information about one switch gaming which includes a free download library and game reviews.
http://www.oneswitch.org.uk/
Digital Voices: Augmentative and Alternative Communication
By Janet Hopkins
Computers are speaking for people who cannot communicate verbally. Children and adults with cerebral palsy, stroke, head injury, Amyotrophic Lateral Sclerosis (ALS) or other disabling conditions are talking through computers. Whether it's desktop, laptop, tablet, or handheld voice support that's needed, there're plenty of hardware and software options available to help consumers with communication disabilities.
People with speech disabilities have an impressive range of augmentative and alternative communication (AAC) options. AAC is broadly defined as ways other than speech that are used to relay a message from one person to another. Many special education teachers use picture/symbol software, such as Boardmaker http://mayer-johnson.com to create communication cards and overlays for special needs students. These visual prompts, used alone or with recorded or synthesized speech, help students to generate auditory or written messages. Talking AAC devices are also known as Speech Generating Devices (SGDs) and Voice Output Communication Aids (VOCAs)
The Interface
Static display AAC dedicated devices are used with changeable visual overlays that correspond to message grids programmed for the user. These devices may have voice recording features. While the recorded human voice is attractive for users, the task of manually changing communication overlays can make static display devices less efficient than dynamic display AAC technology. The user cannot easily move from topic to topic when only one layer of communication is available at a time. The more expensive the static display device, the more configuration options and recording time are available. Compared with dynamic display systems, static display device communication options are rather limited.
A dynamic display or transient display AAC device has a screen that changes in response to user input. For example, a touch screen-enabled AAC device with dynamic display software allows a user to select a specific topic category such as 'food' that opens a new screen with specially programmed messages about food that are useful for the individual AAC user. Dynamic displays facilitate speedy navigation through layers of symbol or text cued voice output. Dynamic displays allow AAC users to efficiently access a wide selection of communication options stored on or generated through the device. The dynamic display may be designed as a series of grids with combinations of graphics and text. For example, a picture of a clock could be programmed to say "What time is it now?"
A dynamic display communication device may also be designed to be similar to a word processor, but include synthesized speech output. These systems allow frequently used phrases or entire conversations to be stored. Phrases can be quickly accessed with the stroke of a hot key. AAC software systems such as Aurora Talk http://aurora-systems.com allow a person with a communication disability to give a lecture or speech.
Read the rest of this article HERE in the July 22, 2005 issue of ComputorEdge Magazine. This is a PDF document that might take a while to load on your computer.
Upcoming Conferences
Canadian Teachers Federation
Building Inclusive Schools
http://www.ctf-fce.ca/en/default.htm?main.htm
NCTI Annual Technology Innovators' Conference
http://www.nationaltechcenter.org/conferences/2005/default.asp
Closing the Gap Conference
http://www.closingthegap.com/ctg2/registration2005/index.lasso
Find additional conferences on rehabilitation and assistive technology at http://www.starlingweb.com/adp/
Announcements
The Center for Assistive Technology & Environmental Access (CATEA), in conjunction with United Cerebral Palsy, has produced a series of videos that are case study based that feature ways assistive technology has helped to create successful employment for people with disabilities. For the first time, all seven of the videos have been combined into a series on a single DVD or VHS. The series is titled: Assistive Technology in the Workplace Case Study Videos.
Each video is captioned and available in DVD or VHS format for $45.00 plus S&H. To purchase, call the Center for Assistive Technology & Environmental Access (CATEA) at 800.726.9119.
The following video segments are included:
Assistive Technology for Learning Disabilities. In this case study, information regarding learning disabilities (LD) and its effects on employment related tasks are explored. Christopher Lee is featured as a professional who has used AT to overcome various workplace challenges encountered because of his Learning Disability.
Alternative and Augmentative Communications in the Workplace. This video case study features Sam Creech, a gentleman who has Cerebral Palsy with significant speech deficits. Mr. Creech uses computer technology to create speech output as a means of communicating with fellow employees and customers. The case study explores many of the issues Mr. Creech confronts during his workday.
Assistive Technology in Office Settings. This video features two case studies. The first case study illustrates accommodations made for a Customer Service Representative with a severe visual impairment, who works in a large call center for a bank. The second case study reviews technology and strategies utilized by a Construction Project Manager with a spinal cord injury and vocal cord damage, during his training and his return to work.
Assistive Technology in Production Settings. This video features two case studies. The first case study illustrates accommodations made for a Television/VCR repairman and small business owner, who is an incomplete quadriplegic. The second case study illustrates a Picture Frame Restorer with a form of arthritis that causes pain in her cervical, thoracic and lumbar spine.
Assistive Technology in Food Service Settings. This video features Richard Saab, a cold food chef with paraplegia. This case study reviews accommodations made in a fast paced restaurant so that Mr. Saab could continue working in the field of his choice.
FOR IMMEDIATE RELEASE
Georgia Tech's CATEA releases the new version of the National Public Internet Site on Assistive Technology http://assistivetech.net
Atlanta, Georgia. August 5, 2005. Georgia Tech's Center for Assistive Technology and Environmental Access (CATEA) announces the release of the revised assistivetech.net website.
"This new version of assistivetech.net, with the continued mission to increase the public access to information about assistive technology (AT), incorporates the information gained through two usability and accessibility studies of the website," said Beth Bryant, the website's principle investigator. "From the changes in the site navigation to the standardization of process across the four searches, this new site is much more accessible and usable then any previous release." The design uses a "tableless layout," which is considered to streamline the design code, improve the site manageability, achieve faster downloads and enhance the site accessibility.
Since it's initial launch in 2000, assistivetech.net has provided people with disabilities, their family member, service providers, employers and educators with a resource for AT and a link to a wide array of disability-related information and services. Over the past five years, this resource has grown from 3,500 AT products to nearly 20,000 products, over 1,400 resource information links, and nearly 1,000 links to various AT vendors.
"The best thing about assistivetech.net is that it's for everyone," said Robert Todd, co-principle investigator. "We've taken great care to provide the highest level of accessibility with the site. Given the site content, we naturally focused on people with disabilities: people with low vision, blindness, poor motor control, cognitive disabilities, and many others. But in doing so, we've also designed helpful features that make the site easier to use for everyone. Think of ramps created alongside of stairs in today's built environment; they make access to buildings possible for people using wheelchairs, but they also are very handy for anyone rolling luggage or pushing a baby stroller. The usability features of assistivetech.net create simple, easy access to information in much the same way."
Sponsored by the U.S. Department of Education's Office of Special Education and Rehabilitative Services (OSERS), CATEA has drawn on its 25 years of experience in AT research and information referral to assure that the public will have improved access to AT information from the content and services provided through assistivetech.net.
Beyond the AT products and resources, assistivetech.net site features:
Usable search functions to assist with AT definition and selection
Vendor Data Entry Interface to enable vendor involvement in maintaining AT information
Monthly AT Reports to assist consumers with learning about specific categories of AT and with making AT purchase decisions
Personalized Site View that allows users to enlarge the size of text or change the contrast without using any specialized computer software or hardware
Improved, easier-to-use access to all AT products
To be added in the near future, CATEA is in the process of designing a forum for user-submitted content on devices, accommodations, strategies, and suggestions. People with disabilities, vendors, therapists, researchers, etc. will be able to post information to the site. Following the "wiki" approach, CATEA will implement an area of the site where users can create content using most any Web browser.
For additional information about the assistivetech.net project:
Center for Assistive Technology and Environment Access (CATEA)
Georgia Tech College of Architecture
490 Tenth Street
Atlanta, Georgia 30318
(800) 726-9119
(404) 894-4960
_______________________________________________________________
Assistive Technology: An Introductory Guide for K-12 Library Media Specialists
(ISBN: 1-58683-138-0), written by Janet Hopkins, is now available through Linworth Publishing, Inc.
http://www.linworth.com
This unique book offers valuable information on accessibility and assistive technologies for educators including K-12, public and postsecondary librarians. The content covers: Inclusion and accessibility topics; School reform, legislation, and funding; Operating system and browser accessibility; Add-on assistive technology hardware and software for special needs; Open Source and proprietary software; Captioning technologies; Portable and assistive devices; Internet resources, conferences, and professional development. Expert contributors from the United States and Australia are featured in sidebar and chapter content throughout the book.
As inclusive education partners, librarians are in a strong position to assist information users with special needs. Until now, it has been difficult to find a library-focused resource on enabling technologies, strategies, and products to enhance library accessibility and services for clients with special needs. Assistive Technology: An Introductory Guide for K-12 Library Media Specialists is a well-organized, fifteen chapter book that introduces assistive technology information to educators unfamiliar with this emerging field and its important applications in libraries and education.
Buy the book online
Amazon.com
Amazon.ca (Canadian site)
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