Week 14, Module 5

These modules gave me information about people with disabilities that I will continue to utilize, especially in how to properly help them.  Thus I feel the etiquette and awareness portion was the most beneficial and valuable.  

Though it was helpful, I would not recommend this tutorial.  I felt the "23 Things" tutorial was much more informative.  Much of the information about disabilities and assistive technology, I had acquired through an undergraduate course, one required of anyone entering the education field.  The information may have been repeated for students as well.  Additionally, there were many broken links throughout the modules that need updating.

It was asked if we plan to read any books on the LibraryThing booklist.  While I would love to, my graduate studies are taking priority, not offering much time to explore new titles, at least until I graduate.  Their compiled booklist is impressive and well thought out.

While reading Chapter 7 in the Shelly Cashman Series, I was amazed how much time is dedicated to choosing the perfect piece of software for a classroom.  I don't know how teachers have the time!  In my opinion, the best way to evaluate software or any piece of technology is by using it yourself and trying it out.  A report or suggestion can't give you the actual experience.  The chapter also addresses website evaluation.  This skilled activity requires practice in order to choose appropriate sources.  This should be practiced in grade school and continue throughout college and graduate school.  We all need reminders!

Week 13, Module 4

The discovery exercises again reminded me of something I was taught during my undergraduate studies in speech pathology, "People first."  The concept was to identify a disability as "someone with a learning disability" or a "person with cerebral palsy."  People are not defined by their disability, thus why should they be identified as so?

The video link to YouTube provided an interesting perspective.  It reminded me of the unnecessary things people do when they think they are helping someone with a disability.

I did quite well in regard to the online quiz as part of the discovery exercises.  I feel this is only due to my experience in education and within the speech pathology world.  It was interesting that they considered the term "handicapped" as inappropriate, when many establishments call accessible parking "handicapped parking."

I recently had an experience in my public library with a women with a visual impairment whom I will call "Sara."  Sara came with her mother who was aiding Sara with her 2 young twins.  She inquired about activities in the area for children.  When I found an appropriate print source, I spoke directly to Sara rather than her mother, however when it was time to give her the publication, her mother kindly took it so she could read it over as her daughter Sara could not.  I enjoy experiences such as this, as it gives me practice in how to communicate with people with disabilities.

5 Assistive Technology Websites

1. EnableMart: This is a fantastic website for a wide range of assistive technology products.
2. Tech Matrix: Another excellent website for searching assistive technology products
   
3. 4 Teachers: A web tool for teachers who are striving to teach with technology in the classroom, including assistive technology.
   
4. Internet 4 Classrooms: Another excellent source for teachers wanting to integrate technology within the classroom.  Provides seminars, even practice modules.
   
5. Assistive Technology Training Online Project: Offers tutorials, information for elementary students needing AT, tips on the decision making process for AT, and web resources for AT (list-serves, websites, projects, etc.) Great source for a teacher in an elementary classroom setting.
   

Week 12, Module 3

California State University AT Services
One normally associates assistive technology with education, but it serves its place within public places, including public libraries.  California State University offers an impressive amount of assistive technology.  Funding for libraries is becoming a daunting topic.  It is difficult to many libraries to muster up the funds just to stay open, I would imagine it would be difficult to add assistive technology due to it's usual high cost.   This drawback does not make assistive technology any less important, only more difficult to acquire.  


If I were to integreate AT within my small public library, I would focus on audible books as well as screen enlarging software and/or hardware.  Vision quality typically decreses as we age, thus with an aging population as our highest population we serve, this AT would be adventagous to purchase.  Thankfully there are laws set in place for all public buildings to be handicap accessible, address the needs of those in wheelchairs.


Built in Accessibility Features
The accessability features and demonstrations created by Microsoft is impressive.  However, I have recently become a "Mac girl."  I thought I would try my luck at finding these similar features on Apple's website.  Apple accessibility features are equally as impressive.  Click here for options for visual impairments, hearing impairments, physical and motor, and for literacy and learning for those using a Mac OS X.


InfoEyes
InfoEyes proves to be a valuable resources for people with visual impairments.  The website offered large text for low vision and a librarian for live chat during buisness hours.  However I felt the greatest resource they offered was the link to participating libraries, including the Library for the Blind and Physically Handicapped through the Free Library of Philadelphia that serving people in Pennsylvania,  Delaware and West Virginia.


Kurzweil 3000
Unfortunatly my efforts to try the read out loud software was unsuccessful.  The program is only available to Windows users, I have 2 Macs.  I suppose this is the downside to having a Mac.  Though I believe the software company should make their software available to both Mac and Windows users.  Owning a Mac is not uncommon.


Inspiration Integration
The second discover activity asks us to create a lesson using the software program, Inspiration.   I have chosen to create an extension of my WebQuest focusing on genealogy.   This lesson could also be utilized as a library lesson to practice using dictionaries both in text form and on the Internet.

• Students will learn the origin and meaning of their first name utilizing either a print name dictionary or online version.
• Students will continue to practice finding meanings of family members names
• Finally, students will create a web of family names and meanings using the Inspiration software (see screen shot example below)

Software for Students with Cerebral Palsy and Low Vision

Identified Disability: Cerebral Palsy (CP) For the fictional student this assignment requires, he has low vision, poor intelligibility (understanding his speech), and limited dexterity.  People with cerebral palsy may have any combination of the following:

• seizures
• mental disabilities
• auditory problems
• visual problems
• communication problems
• dexterity problems

Software

The software products chosen for comparison, address the poor vision often associated with cerebral palsy.  For the purposes of this assignment, the fictional student has low vision, needing a combination of large print text and audio for his studies.  

The first product chosen is the ZoomText 9.1 Magnifier/Reader.  This software offers screen magnification of computer programs, menu options, websites, files, anything the screen displays.  It’s ability to also “read” the screen to the user makes it unique.  Many software products can produce audio of books, however not many can produce audio from an Internet webpage, a highly attractive attribute of the software since the Internet has become a valuable resource for students.

The second software product is the Dolphin EasyConverter.  The software is able to convert a variety of input formats into DAISY digital talking books, MP3 audio, CD audio, large print, Braille, or text format.  It’s versatility makes it attractive, as it can serve as a resource for many teachers needing to provide assistive technology, aiding those from low vision to blindness.

Please see the comparative chart of the two software products.

Comparative Chart: 

	Software Product: ZoomText 9.1  Magnifier/Reader	Software Product: Dolphin EasyConverter
Company	Ai Squared www.aisquared.com	Dolphin www.yourdolphin.com
Pricing	Through www.tfeinc.com, online cost is approximately $560.	Through www.enablemart.com, online cost is between $840 and $4,250.00
Features	Magnifies and reads all text and applications on a computer screen Automatic Reading Automatically speaks menus, messages, dialogs, email, webpages, etc. Choice of 3 verbosity levels to choose how much information is spoken Typing echo, each typed word or key is spoken Mouse echo, text is spoken when pointed to text	Creates auditory or large print materials for people visual disabilities. The following formats can be imported for conversion: Microsoft Word Documents PDFs HTML Text documents Loose Leaf Paper Rich Text Format Kurzweil Project Files Image Files NIMAS DAISY XML Generates output in the following formats: DAISY Digital Talking Books MP3 Audio CD Audio Large Print Braille Text format
Advantages	Offers visually accessibility to the Internet Offers screen enlargement  Many students can take advantage of this resource Relatively low cost	Offers many options for both input and output Can be used for multiple disabilities (blindness, low vision, nonreaders) Compatible with multiple Braille Application Software
Disadvantages	Not Macintosh compatible Minimal output options (enlarged text and audio) Solely for people with low vision, not blindness	Cannot be used on Macintosh operating systems High cost, this is dependent upon the number of users and installations of the program, thus the wide range in pricing listed above Can only be used for documents or files (not Internet webpages)
Software Justification for Cerebral Palsy Population	The Internet has become an important tool in classrooms.  People with low vision need to access this tool as well. With only a point of the mouse, a student can hear what is on the screen, whether email, simple text, or a webpage.  A software tool that combines auditory and large print text is essential for a student with cerebral palsy and low vision.  This software is not only adventageous for students.  It is also appropriate for all ages of those with cerebral palsy and low vision.	People with cerebral palsy often have low vision or blindness associated with their condition.  This software is quite versatile, addressing both low vision (large print) and blindness (audio format and braille).  Thus a single purchase can serve an entire school building, addressing the needs of all students, needing visual support, especially those with cerebral palsy.  The excellent output options make this software attractive for those with low vision and cerebral palsy.