Assistive Technology in the Classroom Enhancing the School Expe.docx

Assistive Technology in the Classroom: Enhancing the School
Experiences of Students with Disabilities
Third Edition
Chapter 8
Providing Access to Computers and Mobile Devices: Using
What You Have
Copyright © 2017, 2012, 2008 Pearson Education, Inc. All
Rights Reserved
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Universal Design: Flexibility in Use Guidelines
Provide choice in methods of use
Accommodate left- and right-handed users
Consider variations among the precision and accuracy of
computer users
Provide adaptability to the user’s pace
Rights Reserved
1. Choice in Input/Output Methods
Keyboard shortcuts (in place of the mouse)
Voice Control Input
Speech Recognition (Windows)

Speakable Items (Mac O S)
Computer Output
Text-to-speech
Sample Keyboard Shortcuts in Windows 7
Maximize a window----Windows key + Up Arrow ↑
Snap to the left side---Windows key + Left Arrow ←
Snap to the right----Windows key + Right Arrow →
Peek (quick preview of a program)--Windows key + T
Rights Reserved
3
2. Accommodate Left- and Right-Handed Users
Mouse Properties Control Panel
Change left/right mouse button control
Rights Reserved
3. Provide for Variations in Precision and Accuracy of
Computer Users
Helpful for students who have hand-eye coordination problems,
visual impairments, hand tremors, mild motor control issues, or
cognitive disabilities
Enlarge icon size
Adjust the speed of the mouse

Rights Reserved
4. Provide Adaptability to the User’s Pace
Adjust:
Mouse pointer movement speed
Double-click speed
Keyboard repeat rate
Rights Reserved
Accessibility Features For Users With Disabilities
Accessibilty (M A C)
Ease of Access Center (Windows)
Rights Reserved
Keyboard Modifications & Mouse Control
Sticky Keys
Slow Keys
Mouse Keys
Rights Reserved
On Screen Keyboard
For use with:
mouse or alternative pointing device
Single-switch scanning
Offers word prediction to reduce keystrokes
Rights Reserved

Modifications for Students with Sensory Impairments
Hard of Hearing & Deafness
Auditory prompts
Visual signals
Visual Impairments or Blindness
High visual contrast
Large font size
Screen magnification
Screen reading
Rights Reserved
iPads, Android Tablets & Chromebooks
B Y O D initiatives in schools
Mobile devices have similar accessibility features of Windows
and M A C O S.
Mobile O S have more frequent (and free!) updates
Students may benefit from combination of devices/platforms
Rights Reserved
Copyright
Rights Reserved
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Assistive Technology in the Classroom: Enhancing the School
Experiences of Students with Disabilities

Third Edition
Chapter 9
Assistive Technology for Accessing Computers and Mobile
Devices
Rights Reserved
If this PowerPoint presentation contains mathematical
equations, you may need to check that your computer has the
following installed:
1) MathType Plugin
2) Math Player (free versions available)
3) NVDA Reader (free versions available)
1
Low-Tech Adaptations
Keyboard labels
Selecting/Pointing devices
Keyguards
Moisture guards
Rights Reserved
Alternate Inputs: Mouse Alternatives
Keyboard Shortcuts
Trackballs
Joysticks
Touch Screens
Head Pointing Systems
Eye Gaze Systems
Rights Reserved

Alternative Keyboards
Expanded Keyboards
Mini-keyboards
Keyboards for mobile devices
One-Handed Keyboards
On-Screen Keyboards
Single Switches
Speech Recognition
Rights Reserved
Single Switch Scanning (1 of 2)
Switch: Hardware device that emulates inputs such as mouse
click or “enter”
Scanning: Selection method in which highlighter moves from
item to item in an on-screen array
Rights Reserved
Single Switch Scanning (2 of 2)
Pro: often the only means of computer access available to
individuals with severe physical disabilities.
Con: is be extremely slow
Rights Reserved
Speech Recognition
Enter text into computer using a microphone
Requires:
Powerful computer
Quiet environment
Training of voice files

Student must be able to multi-task
Rights Reserved
Alternative Output Options
Screen Magnification
Screen Readers
Refreshable Braille
Braille Embossers
Rights Reserved
Copyright
Rights Reserved
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1. Describe what is meant by variation in Precision and
Accuracy with respect to computer inputs and briefly discuss
how this feature can meet the needs of individuals with
disabilities.
Flag question: Question 2
Question 21 pts
Keyboard Repeat Rate refers to delay before a key will start
repeating and the speed at which it repeats once it starts.

Group of answer choices
True
False
Question 31 pts
Keyboard labels, selecting/pointing devices, keyguards, and
moisture guards are all low-tech adaptations for computer use
that supports individuals with disabilities. Select two and in a
bulleted fashion
describe themand
describe a scenarioin which they would be useful to the
individual.
Question 41 pts
Identify one type of alternative keyboard and describe a learner
for whom it would be useful and why.

Question 51 pts
Screen Readers and Text-to-Speech features are different in that
________________________________ speaks only text items
and _____________________ read everything on teh screen
including menu bars, icons, etc. (SELECT ONLY ONE
ANSWER. THE FIRST WORD GOES IN THE FIRST SPACE
WHILE THE SECOND WORD GOES IN THE SECOND
SPACE)
Screen Readers; Text-to-Speech
Text-to-Speech; Screen Readers
High Contrast Color Scheme; Text-to-Speech
Screen Readers; High Contrast Color Scheme
Question 61 pts
Identify and discuss in a bulleted fashion two input methods for
computer operating systems that allow for flexibility in use.
Briefly describe why
Question 71 pts
Which type of key function would BEST help an individual who
has difficulty lifting up his finger from the key once he has
pressed it.
Mouse Keys

Sticky Keys
Slow Keys
Key Magnifier
Question 81 pts
A QWERTY keyboard, which is a standard keyboard, gets its
name from which of the following.
named for the procedures for using the keyboard
named for the inventor of the keyboard
named for the first six letters of the top row of letters
named for the letters which type alternate characters when
option is held down.
Question 91 pts
Trackballs, joysticks, and head point systems are mouse
alternatives. Describe the head pointing system and how it
works including what other feature must be included in the
computer system. and briefly describe an individual for whom
it will be useful.
Question 101 pts
With ______________________ the user can press two keys
needed for a function on a keyboard sequentially instead of

simultaneously.
Mouse Keys
Sticky Keys
Slow keys
Filter Keys
image1.wmf
2010 WL 5298113
United States District Court,
S.D. New York.
FEDERATED RETAIL HOLDINGS, INC., Macy's
Department Stores, Inc., Macys.com, Inc., and Macy's
Merchandising Group, Inc., Plaintiffs,
v.
SANIDOWN, INC., Defendant.
No. 06 Civ. 6119(LTS)(THK).
|
Dec. 23, 2010.
Opinion and Order
LAURA TAYLOR SWAIN, District Judge.

Plaintiffs Federated Retail Holdings, Inc., Macy's Department
Stores, Inc., Macys.com, Inc., and Macy's Merchandising
Group, Inc. (collectively “Macy's” or “Plaintiffs”) brought
this action against Defendant Sanidown, Inc. (“Defendant” or
“Sanidown”), asserting claims under the New York Uniform
Commercial Code (“N.Y.U.C.C.”) ..., as well as claims for
fraud in the inducement and unjust enrichment, all arising
from the parties' dealings with respect to down and feather
bedding to be sold by Plaintiffs in the spring and fall of 2006.
Defendant interposed counterclaims pursuant to the N.Y.
U.C.C.
[...]
Findings of Fact
[...]
For approximately fifteen years, Defendant supplied Plaintiffs
with down- and feather-filled products, including pillows,
comforters, and featherbeds, which Plaintiffs resold in their
retail stores. The parties ordinarily contracted for the supply
of these goods, according to specifications agreed upon by the
parties and in quantities determined by Plaintiffs, for each of
two seasons, spring and fall, each year. These contracts were
memorialized in “projections” reflecting the price and
anticipated number of goods that were to be supplied by
Defendant each month during each season's “six-month
delivery cycle.”
Over the course of each contract period, Plaintiffs
periodically ordered specific quantities of goods that roughly
corresponded to the quantities forecast in the projection
document, and Defendant then manufactured and delivered
the ordered goods to Plaintiffs. In a given season, Plaintiffs

sold that season's products along with any products left over
from the prior season. [...]
[...]
The parties entered into separate contracts for the Spring
2006 and Fall 2006 seasons. In August 2005, Plaintiffs
issued projections for the Spring 2006 contract [...]. In
February 2006, Plaintiffs issued projections for the Fall 2006
contract [...]. [...]
[...]
[In April 2006, Plaintiffs learned that California Bureau of
Home Furnishings and Thermal Insulation (“CBHF”), which
licenses and regulates the bedding industry in California,
found that one model of Defendant’s products was mislabeled
because it contained less than the percentage of down stated
on the label. In May 2006, Plaintiffs learned the American
Down and Feather Council (“ADFC”), a trade organization,
had tested the contents of some of Defendant's products and
found them to violate industry labeling standards in that their
filling content differed from that specified on their labels.]
[...]
In May 2006, Plaintiffs commissioned tests by the
International Down and Feather Testing Laboratory &
Institute (“IDFL”) of several products supplied by Defendant.
In June 2006, Plaintiffs received the results of these
additional content tests, which revealed that a number of the
products did not contain the amount or type of down required
by the specifications, and identified failures to comply with
industry standards that were not expressly incorporated into
the parties' agreements. [...] Some time after June 15, 2006,
Leonard Marcus, the President of Macy's Merchandising

Group, decided to cancel Plaintiffs' contracts with Defendant
on the basis of the results of the earlier tests relating to
Matterhorn Comforters, the new tests relating to other
products, and Defendant's failure to alert Plaintiffs of the
adverse Matterhorn Comforter ADFC test results. [Marissa
Nono, Plaintiffs' Senior Products Manager in the area of
“utility” bedding,] conveyed Marcus's decision to Frenkel in
a telephone conversation on June 21, 2006, and told Frenkel
that all Sanidown goods in Macy's possession would be
returned to Sanidown.
[...] [Based on the evidence presented the Court finds that]
Defendant did indeed ship a substantial number of items
pursuant to the Spring 2006 contract that contained the
-1-
incorrect type of fill material, and that were therefore
non-conforming.
Plaintiffs presented no results pertaining to tests performed on
any Fall 2006 goods, and no evidence of any non-conforming
Fall 2006 goods was presented at trial. In addition, the Court
finds that no evidence was proffered tending to show that the
Fall 2006 goods that had been shipped prior to the
cancellation of the contracts could not have been separated
from the rejected Spring 2006 goods.
No further shipments or payments were made after June 21,
2006. [...]
Following Plaintiffs' cancellation of the contracts and their
return of the merchandise, Defendant was left in possession
of goods that were dirty and “not resalable.” Defendant was

also left with components it had already purchased for the
manufacture of further goods pursuant to the Fall 2006
contract. [...].
[...]
Conclusions of Law
Plaintiffs' Unjust Enrichment Claim
There is no dispute as to the existence, validity or
enforceability of the underlying contracts. “The existence of
a valid and enforceable contract governing a particular
subject matter ordinarily precludes recovery in quasi contract
for events arising out of the same subject matter .... The
causes of action for ... unjust enrichment ... are ...
quasi-contract claims and are therefore not viable ....”
[citation omitted]. Therefore, Plaintiffs' unjust enrichment
claim fails.
Plaintiffs' Fraudulent Inducement Claim
Plaintiffs have also asserted a claim, which they do not press
in their post-trial submissions, that Defendant fraudulently
induced them to enter into the Spring 2006 contract by
misrepresenting the quality and content of its products.
Under New York law, in order to maintain a cause of action
for fraudulent inducement, the claimant must allege fraud that
[...] occurr[ed] before the contract came into existence, and
that leads the defrauded party to enter into the contract, rather
than merely fraudulent non-performance of the contract.
[citation omitted]. Plaintiffs presented no evidence of any
representation by Defendant occurring prior to the formation
of the Spring 2006 contract, much less that Defendant knew
any such representation to be false. [citation omitted].
Plaintiffs' fraudulent inducement claim is therefore dismissed.

Plaintiffs' N.Y. U.C.C. Claims for Damages for Spring
2006 Contract Breach
A buyer who accepts goods later discovered to be defective
or otherwise in breach of the relevant contract may, under
N.Y. U.C.C. Article 2, [...] seek damages for the loss resulting
from Defendant's breach, [citation omitted]. [...]
[...]
N.Y. U.C.C. § 2–711(1) provides for a [...] buyer's recovery
of “so much of the price as has been paid.” [citation omitted].
Plaintiffs are therefore entitled to recover the price paid for
the goods that they removed from their stores and returned to
Defendant as a result of Defendant's breach of the Spring
2006 contract. Plaintiffs obviously may not recover the
amount of unpaid invoices for the Spring 2006 program, and
that amount will therefore be subtracted from the price of the
returned goods. Therefore, Plaintiffs' purchase price damages
are $545,006.72 ($804,761.71 originally invoiced for Spring
2006 merchandise returned to Defendant, minus $259,754.99
in unpaid invoices for Spring 2006).
In addition to recovering the cost of purchasing the returned
Spring 2006 goods, Plaintiffs seek to recover the profits they
would have realized on those goods had they not been
returned to Defendant. A buyer who has accepted the goods
[and is entitled to monetary damages] may “recover as
damages for any non-conformity of tender the loss resulting
in the ordinary course of events from the seller's breach as
determined in any manner which is reasonable,” [citation
omitted], and “[i]n a proper case any incidental and
consequential damages [...] may also be recovered.” [citation
omitted]. Consequential damages include lost profits,
[citation omitted], as well as “any loss resulting from general
or particular requirements and needs of which the seller at the

time of contracting had reason to know and which could not
reasonably be prevented by cover or otherwise,” [citation
omitted]. Defendant was well aware that Plaintiffs resold the
goods it supplied and thus had reason to know of Plaintiffs'
“requirements and needs.” [...]
[...] Plaintiffs lost profits of $613,000 for July 2006, the only
month remaining in the Spring 2006 sales period, as a result
of the removal of merchandise on June 26, 2006, and are
therefore entitled to recover that sum pursuant to N.Y. U.C.C.
§ 2–715. [...] Therefore, Plaintiffs are entitled to a total of
$1,158,006.72 in damages on the Spring 2006 contract
(purchase price recovery of $545,006.72 plus lost profits of
$613,000).
-2-
Defendant's N.Y. U.C.C. Counterclaims
Fall 2006 Contract
As the Court explained in [an earlier] Order, Plaintiffs
improperly cancelled the entire Fall 2006 contract, failing to
[comply with a legal requirement to give Sanidown an
opportunity to assure Plaintiffs that it would be able to fulfill
the Fall 2006 contract]. Defendant seeks damages for breach
of the Fall 2006 contract. [...] Plaintiffs' termination of the
Fall 2006 contract clearly demonstrated their intention not to
perform, and therefore constituted a total breach of that
contract.
In light of Plaintiffs' breach, Defendant is entitled to recover
“the difference between the market price at the time and place
for tender and the unpaid [Fall 2006] contract price ... less

expenses saved.” [citation omitted] [...]
[...]
Defendant is also entitled to recover the costs reasonably
incurred in connection with the manufacture of the first
installment of Fall 2006 goods. [citation omitted][...]
Therefore, Defendant is entitled to recover the contract price
as to the goods manufactured and delivered to Plaintiffs as the
first installment of the Fall 2006 contract in the sum of
$862,000, plus 23.08 percent profits as to the remaining
$7,570,075, for an additional $1,747,173.31, totaling
$2,609,173.31 in damages relating to the Fall 2006 contract.
[Other issues omitted]
Conclusion
For the foregoing reasons, Plaintiffs have prevailed on their
N.Y. U.C.C. claims relating to the Spring 2006 contract and
are entitled to recover a total of $1,709,186.58, Defendant has
prevailed on its N.Y. U.C.C. claims relating to the Fall 2006
contract and certain [other claims] and is entitled to recover
a total of $4,102,004.71. All other claims are dismissed. The
Clerk of Court is respectfully requested to enter judgment
awarding $2,392,818.13 to Defendant, each party to bear its
own costs.
-3-
Graded Written Assignment:
Legal Memorandum to a Non-Lawyer
about a Court Decision
Instructions

You are working as an intern in the legal department of Italian
Food-at-Home, Inc., a
manufacturer and distributor of specialty food products located
in Brooklyn, New York. The company manufactures and sells
the Italian Food-at-Home brand products to supermarkets
throughout the United States. In addition to its manufacturing
and wholesale business, the company also operates two retail
stores located in New York City where it sells its own products
and those
of other suppliers.
Part of your job as an intern in the legal department is to reduce
complex court cases to two-page summaries for the company’s
non-legal executives detailing important aspects of the lawsuits
that may impact the business.
Your supervisor, Carlotta Rossi, is interested in learning more
about a case called Federated
Retail Holdings, Inc., v. Sanidown, Inc. (referred to
below as Federated Retail).
You have been given the assignment to read Federated Retail
and write a memorandum to your supervisor summarizing and
analyzing the case. Your memorandum about the case should be
structured in the following way:
• The memorandum should be not more than two pages in
length, use 12-point font, be
single-spaced except for double-spacing between paragraphs,
and include To, From, Date and Re (or Subject) headings. Since
the memorandum has a “To” heading, you do not need an
opening salutation “Dear Ms. Rossi.”
• The first paragraph should tell the reader why you are writing
this memo, what key legal principles this case illustrates, and
why a case involving pillows, comforters, and
featherbeds is relevant for Italian Food-at-Home, Inc.
• Your next paragraphs should explain the facts, decision, and

reasoning in the case.
This assignment is similar to a “case brief” discussed in
Appendix A of our Law 1101 textbook.
This assignment is divided into two steps. In the first step, you
will turn in a draft or nonfinal version of the memorandum.
After you turn in the draft, your professor will review the draft,
make comments, and return it to you. In the second step of the
assignment, you will revise and rewrite the memorandum and
turn in the final version of the memorandum. This assignment
will count 15 percent of the Law 1101 course grade. Only the
grade on the final version of the memorandum will count. You
will be graded on your understanding of the case and related
course material, as well as on the clarity and quality of the
presentation.
Academic integrity will be strictly required in this assignment.
Do not copy more than three words in a row from any source
without attribution, including from Federated Retail. This
prohibition on copying without attribution includes the
textbook, other books, any online materials, and any other
person. If you quote from the textbook or any other published
source, you need to usea proper citation form. For Federated
Retail itself, however, you do not need a formal citation form;
you can just say, for example: “The parties entered into separate
contracts for the Spring 2006 and
Fall 2006 seasons.” Federated Retail.
You are allowed and encouraged to discuss this assignment with
your classmates or others, provided that you do not copy any
other person’s words you're your memorandum.
Additional Information
This assignment is part of Baruch’s emphasis on developing
skills in written communicat
ion. “The objective is to teach students to produce
professional, clear, concise, evidence-driven, persuasive

communication that is audience-aware and purpose-oriented.”
Sally Fay, “TheMarket-Responsive BBA,” BizEd (Nov. 2020).
Another article describes five competencies in business
communication:
Professional.Business communicators represent themselves and
their
organizations, so they must exhibit care and attention to detail,
use a courteous
tone, and follow standard business conventions.
Clear.Business communicators must deliver messages that are
easy to decipher
and act upon. They should put the bottom line up front, organize
points in ways
that are easy to follow, and use simple and unambiguous
language.
Concise.Business communicators must deliver messages that are
as short as
possible, without being incomplete. At the big-picture level,
they cut out
extraneous information. At the detail level, they edit their
sentences to reduce
wordiness.
Evidence-Driven. Business communicators must select and
present compelling
evidence to support their points. They explain the credibility of
their sources or
analyses, clearly describe the supporting data, and use data
displays to convey
complex information.

Persuasive. Business communicators convince others to support
a position or
take action. They state strong overarching persuasive positions,
create logical
sub-points, and adhere to ethical standards in their attempts to
influence.
Kristen Lucas, “Toward Better Business Communication,”
BizEd (Jan.-Feb. 2017), pp. 54-61, at 56.

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