This document provides an internship log summarizing the activities of an intern assisting with assistive technology (AT) at a university. Over the course of several weeks, the intern helped demonstrate various AT equipment at a workshop, took notes on training videos to learn how to use Kurzweil3000 and other programs, scheduled training sessions with students, and provided training to students on Kurzweil3000, Read and Write Gold, and other AT. The supervisors provided positive feedback and suggestions to expand the intern's knowledge of AT to better assist students.

1. MCOM 585 Internship Log Fall 2009
Dr Walton's Dr. Sockman's
Week Date Time Hours Summary/Reflection Comments Comments
PDS Assistive Technology Workshop:
Dr. Joyce Burgener coordinated with
the Office of Disability Services to put
together a workshop introducing PDS
students to assistive technologies.
During this time, students were split
into groups to walk around to each
station. I was placed at the High
Technology table. At this table,
equipment was displayed and
explained to PDS students. The AT I
was responsible for demonstrating
was Therma Pen, and Books on Tape.
Therma Pen is used for students who
have a tactile learning style. Books on
Tape is an audiobook on tape, CD or
MP3 file. ESU maintains an
institutional membership with
Recording for the Blind and Dyslexic Blair's help with
(RFB&D) in order to provide taped the AT Thank you for
11:00 AM- textbooks to eligible students with workshop was your help this
1 9/4/2009 3:00 PM 4 print related disabilities. invaluable. day.
Kurzweil3000: Watched and took
notes on the How to Videos. Kurzweil
Educational Systems' research-aligned
technologies provide complete
reading, writing, and study solutions
to help all students overcome learning
challenges and succeed academically.
It’s a reading, study skill, and writing
program that educators can use to
meet the needs of struggling learners,
including ELL students and students
with special needs. It enables
educators to provide differentiated
instruction without having to
differentiate the curriculum. In
addition, Kurzweil provides blind users
access to printed and electronic
materials. Scanned print documents
and digital files (such as eBooks or
email) are converted from text to
speech and read aloud. All products
incorporate the most clear,
human-like synthesized voices
available coupled with a robust set of
easy-to-use features for accessing,
reading, managing and creating text
and images. Research has been
completed on Kurzweil 3000 proving
to improve the learning levels of
students with learning disablies. My Neat. I will look
notes on the How to Videos was forward to you
completed in an outline format. showing me
Kurzweil 3000: How to Videos some of the
• Work with Kurweil 3000- The Basics things. I want to
oMain Menu Bar: File, Edit, Scan, adocate for the
Read, View, Tools, Reference, program and
2:00 PM- Window, Online, Help more knowledge
2 9/9/2009 5:00 PM 3 oMain Toolbar: New, Open, Save, will help.

2. Print, Scan, Back, Red, Forward, Aud,
Def, Synonym, Syllables, Spell, Help
oReading Toolbar/Settings: Reading
Speaker, Reading Speed
oDocument Window: To Read or Stop
Reading Press: Read, Pause, F3
oHelp or F1 for Online Help
•Show or Hide Toolbars
oGreen= Study Skills Toolbar
oBlue= Writing Toolbar (Editing Tools)
oYellow= Reading Toolbar
oRed= Main Toolbar
•Change Reading Options
oHighlights Reading Unit in a Color &
Current Word in Another Color
oSpeakers
1st Button the Left on the Reading
Toolbar
Nicky, LH Michelle/Michael, Microsoft
Mary/Mike/Sam, VW Kate/Paul
oReading Mode
2nd Button the Left on the Reading
Toolbar
Continuous, Self-paced, Word by
word
oReading Unit
3rd Button from the Left on the
Reading Toolbar
Word, Phrase, Line, Sentence,
Paragraph, Heading, Highlight
oReading Speed
4th Button the Left on the Reading
Toolbar
#; how fast the voice will read aloud
•Look Up a Word
oSelect Word, Select Definition in Main
Toolbar, Click Read, End Close
oSelect Reference at Main Menu Bar,
Select Look Up Word By Type, Type
the Word, Select an Option, End Close
oShort Cuts
Word Definitions= (Ctrl +D) OR
Synonym= Ctrl + Q
•Use Color Highlighters to Study
oGreen= Study Skills Toolbar (Erase,
Yellow, Green, Cyan, Magenta,
Footnote, Sticky, Text, Close, Voice,
Delete, Bookmark)
oExample: Highlight Yellow= Main
Ideas, Cyan= Details, Select Reading
Unit Highlight in the Reading Toolbar,
Select Read
oStudy Documents: File, Extract
Annotations, Highlights, OK
•Create an Outline
oUse Highlighters from Reading
Toolbar: Yellow= Main Ideas, Green=
Details; Same as Study Documents:
File, Extract Annotations, Highlights,
OK; Indent 0.30 in. and Prefix %I) or
%1) .
•Create Sticky Notes and Text Notes
oStudy Skills Toolbar: Footnote,

3. Sticky, Text, Voice,
oSticky Note Maker: Select Sticky
Note Button, Click in the document to
where you would like to place it,
(Notice: it is not transparent.) Type/
Copy/Paste Text into the Note, Reads
at the end of the Document
oText Notes Maker: Text, IT IS
TRANSPARENT, so place into a space
where there is no text underneath,
Next Type into the Note, Read as part
of the Doc
•Prepare a Test Documents
oTo Fill in the Blanks of a
Word/Kurzweil Document: Select
Tools, Select Fill in the Blanks, Test
Takers Click & Type their Answers into
the Text Notes, Select Apply Toolbar
Sets #10 Test Taking Tools
Test Taking Tools: New, Open, Save,
Print, Read, Delete, Spell Check,
Predict, Highlight, Red Circle, Erase,
Help
oSave Toolbars in Document: File,
Properties, General Options, Save
Toolbars in Document, OK
oSpeak as Typing: to hear what is
being typed; Select Tools, Options,
General, Speak as typing Choose ANY
or ALL of options (Whole Words/
Whole Sentences are most helpful),
APPLY, OK, Save Doc & ready for Test
Takers
•Highlight and Circle Test Answers
oTo Highlight Answer: Select Highlight
(Yellow) in the Test Taking Toolbar,
then drag mouse over the correct
answer
oTo Circle Answer: Select Red Circle
in the Test Taking Toolbar, then drag
over the correct answer
oErase: Select the Erase Button, Drag
over the Answer
oSave test document often, and read
over to check answer
•Work with a Fill in the Blanks Test
oSelect Read or F3 to read over the
test; Kurzweil 3000 Pauses at each
BLANK
oThis blanks are actually Text Notes,
Click Note & Type, Tab for next blank,
If Answer is already in the type Drag
and Drop, Save test document often,
and read over to check answer
Pen Quick Link Elite: This piece of AT
collects notes electronically from any
printed text, anytime, anywhere. It
also gives users all new electronic
note taking capabilities, such as
highlighting, reading notes aloud,
beam it to smartphones. Students can
2:00 PM- scan and store up at 1,000 pages of
2 9/12/2009 5:00 PM 4 text in English (it also sscans in VERY NEAT!

4. German, Swedish, Portuguese,
Spanish, Italian and French).
QuickLink recognizes 6-22 point font
sizes (bold, italic, underline, inverted
text) with 2 MB integrated flash
memory. This reads your scanned
notes aloud using the text to speech
function, either through the built in
speaker or headphones. It also
includes an English dictionary. First I
read over the Quick Start Guide,
skimmed the manual, reviewed the
Super Pen Easy Steps and then began
to play around with the Pen. After
playing around with the QuickLink-
Pen Elite, I am slowly getting the hang
of using the applications. I am able to
scan, store and transfer. Howevering
seeing word definitions, accessing
definitions of words within scanned
notes, and hears spoken words aloud
is something I'm having a difficult time
with. I think with more time and
practice I will be able to use the
QuickLink-Pen correctly. In addition, I
think that reviewing in a few times and
helping another person use it I will
gain a better understanding of how to
use it more often. Read & Write Gold
is a fully comprehensive application
toolbar similar to Kursweil3000. It
provides an outstanding literacy
support synonymous and is used in
almost any windows application. It's a
simple to use toolbar that "floats" on
top of any open application.
Assistance can then easily be called
upon as you work. Features include
speech, spelling, homophone support,
scanning, word prediction, dictionary,
speech markers, fact folder, fact
finder, speech input, calculator, word
wizard, pronunciation tutor and a
teachers toolkit. Speech - Read &
Write (V9) GOLD color highlights and
reads the words, sentences or
paragraphs in your document
providing audio-visual reinforcement
and helping to develop recognition of
new words and vocabulary. Speech is
also an integral part of the other
support features, for example, you can
have the Word Prediction suggestions
read to you. The RealSpeak® voice is
now provided as standard and
provides the most human-sounding
voice available today.
Spelling - Read & Write (V9) GOLD
incorporates a fast advanced
spellchecker specifically designed to
solve the most complex of phonetic
errors. The spellchecker can be

5. customized to suit individual needs
and provides audible definitions of
alternative suggestions to help you
choose the correct one.
Homophone Support - Read & Write
(V9) GOLD will identify and provide
audible definitions for like sounding
words to improve the accuracy of your
work.
Scanning - Scan any text document
into Word or any other major word
processor enabling on screen editing
and text reading. Scanned material
will be incorporated into a familiar
mainstream environment, allowing the
document to be made easily available
to other Users. This is key to inclusive
education and integration. There is
also the option to scan any text
document into Internet Explorer for
"near perfect" image generation or a
text only image to which a User
defined style sheet can be applied.
Word Prediction - This will aid in
sentence construction by suggesting
and predicting words. Word predictor
will learn as correct text is typed,
dramatically aiding the development
of literacy and increasing accuracy.
With context and phonetic based word
prediction.
Dictionary - 180,000-word talking
dictionary and dictionary will benefit
you by helping to increase your
literacy and creative writing skills.
Speech Maker - converts selected text
into speech, which can be saved as an
audio file (.wav, MP3, .wma) capable
of being played on any suitable
device.
Fact Folder – This desk research tool
allows you to capture text from any
application, classify it, attach pictures
and bibliography information and
record its source. This information can
be converted to a slide show and
document to help studying and
revision.
Fact Finder – this web search tool
searches the web to find relevant
information associated with your
research topic. Search engines in 6
different categories are provided for
you to choose from.
Speech Input (only available with USA

6. version) – speak into your computer
and have what you say converted to
text on the screen. Help is provided to
assist you to train the software to
recognize your voice.
Simple and Scientific Calculator – On
screen calculator provides all the main
functions of a simple or scientific
calculator with audible feedback and
audit trail.
Word Wizard - Word wizard assists in
developing creative sentences by
offering solutions for vocabulary.
When you are searching for the word
you want to use Word Wizard takes
you though a simple step by step
process till you find the word you are
looking for.
Pronunciation Tutor - The
Pronunciation Tutor will break words
into syllables allowing easy
recognition and pronunciation.
Includes a moving mouth, to aid the
development of more accurate
speech.
Teachers Toolkit – enables educators
to specify which Read & Write (V9)
GOLD features a particular student
has access to and see student spelling
logs and activity logs.
Resources: Andrich, R., & Besio, S.
(2002). Being informed, demanding
and responsible consumers of
assistive technology: an educational
issue. Disability and Rehabilitation,
24(1/2/3), 152-159. King, T. W.
(1998). Assistive Technology:
Essential Human Factors. Boston, MA:
Allyn & Bacon. State., & Governments,
L. (n.d.). Student Placement in
Elementary and Secondary Schools
and Section 504 and Title II of the
Americans with Disabilities Act.
Retrieved September 15, 2009, from
http://www.ed.gov/about/offices
/list/oc/docs/placpub.html Used
Kurzweil 3000 to create Sticky Notes
and Text Notes within the resource
article given on AT. In addition,
worked with a student worker to
create Kurweil3000 Files and MP3
Files. Kurzweil 3000 files can come
from the publisher, scan in with a
scanner or from a PDF file. PDF needs
to be saved in a KES1V Printer in
which is the Kurzweil Format. To
create an MP3 File from the Kurzweil It seems like
2:00 PM- Text, unwanted text/images must be many could
3 9/15/2009 5:00 PM 3 removed before hand. Once unwanted benefit from this.

7. text/images are removed, select File,
Audio Filer, Create Audio File using
Speaker VW Paul because he sounds
more realistic and Speed can be
140-150, 145 is most common. MP3
Files are stored in folders by textbook
name and saved by chapter numbers.
In addition to reviewing and learning
more about Kurzweil 3000, Dr. Walton
gave me a list of students to contact
about scheduling meeting times for
training on equipment. Training will
take place in three sessions : 1)
Introduction of Equipment/Program in
detail, 2) Review Equipment/Program
with the student, and 3) Monitor
student while he/she is working
independently on equipment/program
and be around for assistance. AT
Training that I will assist students in,
as of now, will include Kurzweil 3000,
Read and Write Gold, and Reading
Pen. When the students are using
Kurzweil3000 I would like to teach
them how to use it for two major
functions: 1) Read Aloud and 2) Take
Notes from text to study from. Other
AT that I will train students in will
come once I have completed training
myself.
We have a lot
of incoming
students who
have never had
access to this
AT Training: 3 PM Train Student I in technology but
2:00 PM- Kurzweil 3000. 4 PM Train Student A will benefit from
3 9/16/2009 5:00 PM 3 in Read & Write Gold. using it.
2 PM Train Student C in Kurzweil3000.
3 PM Webinar for myself on
Kurzweril3000. The Webinar needed
to be downloaded by Cisco WebEX
Meeting Center in order to view.
Cambium Learning Family of
companies and is split into three
different groups. They harness the
unique attributes of technology to
address specific instructional needs. It
is helpful for students that are
struggling and/or part of the 2
sections of the RTI model. This
program is for third grade students to
adulthood. Kurzweil3000 supports Note: Unless you
fluency, vocabulary, comprehension, want the
writing, and test taking skills. It is a information for
text to speech program. The yourself, the
framework of how to teach writing is copy & pasted
developed within the tools. Quickly information in
students go from reading to writing here is not
and can manage complex tasks to necessary. That
become better writers. A central is - all of the info
2:00 PM- problem in the writing of students with on the product or
4 9/22/2009 5:00 PM 3 learning disabilities is their failure to webinar.

8. plan and organize their thoughts.
Powerful writing features and tools
were created to work with the writing
process. Brainstorming and outlining
tools are there to help students create
notes to save for writing assignments.
Kurzweil3000 bridges the gap between
reading and writing by allowing
students to quickly use organizational
notes while working with a draft. In
addition, it helps prompt students to
use word areas such as transitional
words or summary verbs, accessing
definitions and a floating word list.
Draft and split screen mode is
available for students to write and
revise in a single shot. In addition,
within the same screen a review
checklist can be created for students
to double check their work. Note
Snippet is in a read only view. Access
notes with a working document. New
writing templates, as well as create
your own, for common writing tasks.
Writing templates include graphical
brainstorm view similar to kidspiration
and inspiration programs.
Kurzweil3000 brings reading and
writing closer together by
incorporating powerful writing tools
and supports students' needs. Within
this powerpoint presentation, a step
by step tutorial was given in the new
program of Kurzweil very similar to
the how to videos from the help
button. 4 PM Train Student J in
Kurzweil3000. NEW! "Connecting the
Power of Audio Books Players with
Accessible Educational Content".
(2009, September 15). Retrieved
September 22, 2009, from
www.humanware.ca/web
/en/newsletter/60-t.html Products for
Blindness, Low Vision & Learning
Disabilities - HumanWare USA. (n.d.).
Retrieved September 22, 2009, from
http://www.humanware.com for PDF
Downloadable file of Resource Guide-
Assistive Technologies That Support
Learning Disabilities.
2 PM Train Student M in Read&Write
Gold with a Webinar. Webinar is web
conferencing used to conduct live
meetings, trainings or presentations
via the Internet. In a web conference,
each participant sits at his/her won
computer and is connected to other
participants via internet. The purpose
of this webinar was to accomplish
three goals with the Read & Write
Gold program. The goals were: (1)
2:00 PM- What is Read & Write Gold?; (2) What
4 9/23/2009 5:00 PM 3 does it do?; and (3) How does it work? same as above.

9. Within this web conference I learned
many important skills that will help me
use this program as well as teach
other students. Read & Write Gold is
assists students to read, write and
study/research. When using this to
read, it can read files in three different
formats (Text, PDF, Html) each with
different ways of operating.
Read & Write Gold helps all readers
and writers succeed. It improves
reading fluency and comprehension,
facilitates research, writing and test
taking, encourages independence and
inclusion, provides tools suited for
instructional supports across all RTI
Tiers, supports principles of UDL,
integrates with mainstream Windows
applications and includes powerful
teacher support tools. This program
supports students with reading and
writing difficulties, learning
disabilities, and English as a second
language.
Features included in the Read & Write
Gold are: Text to Speech, Phonetic
Spell Checker, Word Prediction,
Talking Dictionary, Word Wizard,
Homophone Checker, Talking
Calculator, Screenshot Reader,
Speech Maker, DAISY Reader,
Pronunciation Tutor, Scanning, Fact
Finder, Fact Folder, Online Fact
Mapper, Screen Masking, Speech
Input, Online Translator, PDF aloud,
Study Skills Tools, Summary Feature,
NIMAS Conversion Tool and Teacher’s
Toolkit.
Using the webinar was very
constructive. It trained two other
people as well as me in operating
Read & Write Gold at the same time. I
had never done a webinar before this
experience so I was not sure what was
going to happen. It was interesting
and convenient because if I missed
something I could just ask or if
someone else missed something they
could ask. Everyone was able to takes
notes consistently. Overall, it was a
very enjoyable experience and I would
like to be trained with webinars more
often.
3 PM Student I follow up training. 4 PM
Student A Kurzweil3000 Training.
Schofield, J. (2009, September 23).
Gadgets for people with disabilities:
free-form phones and talking jam-jars
| Technology | The Guardian .
Retrieved September 24, 2009, from
http://www.guardian.co.uk
/technology/2009/sep/23/gadgets-

10. people-disabilities-phones/print
GLADER, P. (n.d.). Online High
Schools Test Students' Social Skills -
WSJ.com. Retrieved September 24,
2009, from http://online.wsj.com
/article
/SB125374569191035579.html?m
2 PM Train Student C. 3 PM Train
Student L. 4 PM Train Student A.
Clicker 5 is a writing support and
multimedia tool for students. It is
raising reading and writing standards
in the classroom around the world. It
helps all learners succeed including
struggling readers and writers, English
language learners, and more able
students. It can be used on Windows,
as well as Mac Computers. Includes
speech supported word-processor,
text is highlighted as it is spoken and
everything that is typed will be spoken
back to the student in a clear voice.
Students can hear if they make any
mistakes and then correct those
mistakes.
Clicker also has grids that support
student writing. Grids allow students
to write full words, phrase and
pictures. Students are able to create
sentences without having to type out
each letter. It is very motivating for
early learners or struggling writers.
Grids can be sequenced to support
larger pieces of writing into small
sections.
Talking Books- can create books
appropriate for students of all ages.
Using Talking Books students can view
complex text with speech support to
create their own book based on their
comprehension of the original text.
Students can type directly into the text
box or use a pop-up grid to support
their writing. The internet is helpful for
students to look up new words not in
the word blank. Clicker 5 supports
photos and text from a website to be
used as a copy and paste tool. Always
look up copyright issues before using
items from the internet.
Creating Grids on Clicker 5 you can
type words into the grid, or you may
use existing Clicker 5 Grids to be
personalized for the classroom. It will be
Pictures are already included and will interesting to
appear when that word is typed into a learn your
cell. Also you may use your own usefulness of
photos to personalize the learning. these items. I
Creating Multimedia Projects on know many
Clicker 5 will integrate technology into teachers enjoy
the curriculum. Students will locate Talking Books. I
2:00 PM- and create their own photos from the had never heard
5 9/30/2009 5:00 PM 3 book. The projects are determined by of Clicker 5.

11. outcomes, support literacy, encourage
creativity, and motivate students of all
abilities.
Clicker is the proven reading and
writing tool that helps students of all
abilities to achieve rapid and
permanent gains in their levels of
reading and writing. Clicker is used on
over half a million school computers,
and is central in many special needs
environments as well as a mainstay in
regular education. Clicker 5 boost
writing independence, encourages
self-correction with a natural voice,
built writing confidence, promotes
reading independence with talking
books, develops English language
learners’ literacy skills, and supports
students with all needs.
Clicker Paint is an educational art tool
to support teaching and learning in all
content areas involving the use of
Clicker 5. This program was designed
by teachers and has many uses for in
the classroom. In addition, it was
designed for student use therefore
making the layout on their level
creating a new way of meeting course
objectives. Clicker Paint students can
create a talking books with picture
sequences, in addition to a variety of
literacy activities. Interactive
Whiteboards can be used with Clicker
Paint with the whole classroom or in a
small group setting.
2 PM Train Student J.
PPT on Ethics & AT: How can we get it
right? Dr Gillian Ward Sr Lecturer in
AT Coventry University
PPT on Ethical issues in AT
Goode., & Susan. (2006). Assistive
Technology and Diversity Issues.
Topics in Early Childhood Special
Education, 26(1), 51-54.
Martinez-Marrero, I., & Estrada-
Hernandez, N. (2008). Assistive
Technology: An Instructional Tool to
Assist College Students with Written
Language Disabilities. TechTrends,
52(1), 56-62.
Gamble, M. J., Dowler, D. L., &
Orslene, L. E. (2006). Assistive
technology: Choosing the right tool for
the right job. Journal of Vocational
Rehabilitation, 24, 73-80.
Levy, N. (2002). Reconsidering
Cochlear implants: the lessons of
Martha’s Vineyard. Bioethics, 16(2),
135-152.
Alaimo, C. A. (2009, October 1). I attended one
High-tech math helps heads to D-M of Blair's
2:00 PM- school. Retrieved October 2, 2009, training
5 10/1/2009 5:00 PM 3 from www.azstarnet.com/sn sessions. OK

12. /education/311362 • Feldman, B.
(2009, October 2). Surfing the Net
With Kids: Phonics - The Boston
Globe. Retrieved October 2, 2009,
from http://www.boston.com/lifestyle/
2 PM Train Student T in Kurzweil3000.
NO SHOW :( 3 PM Train Student M in
Kurzweil3000. 4 PM Train Student D in
Kurzweil3000. NO SHOW Assistive
Technology Articles from ERIC:
Bausch, M., Quinn, B., Chung, Y.,
Ault, M., & Behrmann, M. (2009).
Assistive Technology in the
Individualized Education Plan: Analysis
of Policies across Ten States. Journal
of Special Education Leadership,
22(1), 9-23.
http://search.ebscohost.com Dreon,
O., & Dietrich, N. (2009). Turning
Lemons into Lemonade: Teaching
Assistive Technology through Wikis
and Embedded Video. TechTrends:
Linking Research and Practice to
Improve Learning, 53(1), 78-80.
http://search.ebscohost.com
Education’s, t. U. (2006). MOVING
TOWARD SOLUTIONS. Retrieved
October 6, 2009, from
http://74.125.93.132
/custom?q=cache:0xK8ZXFzkLcJ:www.
/documents
/MovingTowardSolutions.pdf+Moving+T
cd=1&hl=en&ct=clnk&gl=us&
client=google-coop-np Garland-
Thomson, R. (2006). Ways of Staring
-- Garland-Thomson 5 (2): 173 --
Journal of Visual Culture. Retrieved
October 6, 2009, from
http://vcu.sagepub.com/cgi/content
/abstract/5/2/173 Jutai, J., Strong, J.,
& Russell-Minda, E. (2009).
Effectiveness of Assistive Technologies
for Low Vision Rehabilitation: A
Systematic Review. Journal of Visual
Impairment & Blindness, 103(4),
210-222. http://search.ebscohost.com
MacMillan, A. (2009, October 5).
Internet addiction linked to ADHD, She is very
depression in teens - CNN.com. thorough in her
Retrieved October 6, 2009, from instructions
http://www.cnn.com/2009/HEALTH while being able
/10/05 to connect the
/depression.adhd.internet.addiction process to
/index.html Mueller, J., Wood, E., things the
Hunt, J., & Specht, J. (2009). student has
Assessing Adult Student Reactions to done before.
Assistive Technology in Writing She connects
Instruction. Adult Basic Education and the study skills
Literacy Journal, 3(1), 13-23. part of Kurzweil
http://search.ebscohost.com Platt, T. to useful skills
(2003, July 7). The Frightening for each
2:00 PM- Agenda of the American Eugenics student. Great
6 10/6/2009 5:00 PM 3 Movement. Retrieved October 6, job. ok

13. 2009, from http://hnn.us/articles
/1551.htm Peters, K., Remmel, E., &
Richards, D. (2009). Language,
Mental State Vocabulary, and False
Belief Understanding in Children with
Cochlear Implants. Language, Speech,
and Hearing Services in Schools,
40(3), 245-255.
http://search.ebscohost.com Zambo,
D. (2009). Using Visual Literacy to
Help Adolescents Understand How
Images Influence Their Lives.
TEACHING Exceptional Children,
41(6), 60-67.
http://search.ebscohost.com
Zascavage, V., & Winterman, K.
(2009). What Middle School Educators
Should Know about Assistive
Technology and Universal Design for
Learning. Middle School Journal,
40(4), 46-52.
http://search.ebscohost.com
3 PM Train Student AL in
Kurzweil3000. 4 PM Train Student TY
in Kurzweil3000. Contacted students
to come in for training. Also contacted
2:00 PM- students to come in for training who
6 10/7/2009 5:00 PM 3 did not show up yesterday. OK
2 PM Train Student TY. 3 PM Train
Student AL. 4 PM Train Student MC All
students seems to understand how
Kurzweil300 is supposed to operate.
Now we just need to get their books in
electronic format for them to use
Kurzweil 3000. Begin researching
ideas for the topic of "Thanksgiving" to
create a Talking Book in Microsoft
PPT. Talking Books created in
Microsoft PPT to create mouse-
operated talking books using pictures
scanned in from real books. The
purpose of this is important because
access to literature is necessary for all
students. Talking books are visual aids
with stimulating and colorful books
being read aloud by creator or MP3
files. I am very excited to begin
2:00 PM- working with Talking Books in PPT as
7 10/14/2009 5:00 PM 3 well as Clicker. OK
Recreate Ordering Books for Spring
Checklist/Handout Went on Clicker 5 &
reviewed Examples in Science & Math.
I really enjoyed all of the visual and
auditory effects. I felt that these
resources were educational and fun. I
would like to continue reviewing
Clicker and seeing what other
options/strategies are out there, in
addition to the other subjects.Talking
Books: Dougherty, B. (2008). Littlest
Pilgrim. New York: Cartwheel Books
2:00 PM- This book is the one I decided to use
8 10/20/2009 6:00 PM 4 to create my talking book.This book is ok

14. 32 pages long and the reading level is
for students ages 4-8. I began
scanning in all of the pictures from the
book. I rather have too many picture
than not enough. However, the
appearance was not coming out clear
enough (after I scanned all 32
pages!). So I decided to go back,
RE-Scan & maybe play around/change
the setting of the photo begining
scanned before scanning. Finally I
found a setting that was suitable. I
only scanned a few this way as a test.
After I scanned a few pages, I opened
the photos in Adobe's Photoshop CS4.
In Photoshop CS4, I selected
Adjustments, Auto Curves. This gave
the picture a clearer picture that
looked similar to the picture book
itself. I plan on finishing scanning
tomorrow in the setting I found
appropriate and Photoshoping all of
the photos to make the photos look
clear and neat.
Scanned, uploaded and Photoshop all
images from "The Littlest Pilgrim."
Created a Talking Book using
Microsoft PPT 2007. Read, researched
and developed a PowerPoint
Presentation of Talking Books. The
PPT includes: (1) What are Talking
books? (2) Who uses talking books?
(3) How to create a Talking Book
(STEP BY STEP Directions), (4) My
Example in PPT 07, (5) Summary and
(6) References. I will email you my
PPT for any feedback to improve on.
Overall, I really enjoyed creating the
Talking Book. I feel that this was
extremely useful for me to learn
because I do not know what type of
classroom I will be teaching in. In
addition, I am not aware of the type of
resources and materials my school
district will have access to and
developing a Talking Book for a
student/ classes interests and
development level is going to be
helpful and useful in the future. I do
not mind using the Power Talk. I could
record my own voice reading the text,
just like in a vodcast/podcast.
However, I am not comfortable
enough with recording my own voice.
Unless someone else I know is
interested in performing for my
assignments, I will most likely use
Power Talk. I also finished created a
handout for the DS Office. The
Handout was developed for students
to order books for their spring This is a good
2:00 PM- semester classes. I will also take job on creating
8 10/21/2009 7:00 PM 5 home Clicker 5 & Clicker Paint to a talking book. ok

15. download onto my HOME lab top. This
way I will be able to read the manual
and identify concepts on Clicker
outside of the DS Office.
Feedback from Talking Book.
Downloaded a Book from a Word File
into a Kurzweil3000 File. Research
topic on Veteran's Day for Clicker
project. Presentation on Moodle VS
2:00 PM- Wikispace for a Distance Education
9 10/27/2009 5:00 PM 3 Course ok
Research Moodle to create a OK -Let me know
presentation of a basic overview of if you have any
Moodle. Research sources were: question. I
2:00 PM- Google, Moodle.org, Youtube.com and cannot answer
9 10/28/2009 5:00 PM 3 Slideshare.net. all, but a lot.
Trained Student JS in Kurzweil3000
and downloaded textbooks on to his
jump drive. I have all of my resources
and materials ready to create
templates in Clicker 5 on the topic of
Veterans Day. However it is not
working. I took out the User Guide
Manual and began to follow that STEP
by STEP. But again it was not inserting
my text/graphics. I went onto the
Clicker website and download/read
over Power Points on Clicker 5 & Paint
in the classroom. Each PPT gave ideas
and strategies on using in the
classroom and what you can create
just NOT HOW TO CREATE. As you can
tell I am getting a little frustrated. I
told Dr. Walton and she searched for
videos yet the videos wouldn't play.
They were only text boxes listing the
same steps as in the manual. I
emailed the Tech Support from the
website and they said it would take at
least 48 hours to email me back. After
reviewing the samples that Clicker
displays, I wanted to create templates
that would be useful for labeling,
classifying, unscramble terms, fill-in
missing letters, and so forth with grid
tables already developed with the
terms and pictures for visual
definition/cue for students to display
the term. Most of the terms were
symbols, such as American Flag, Bald
Eagle, Plane (Air Force), Boat (Navy),
and so on. Finally, I decided to take a
break and take the Manual home with
me to work on the program at my
computer. Maybe I will have better
results. I wonder if I can find a
template similar in Microsoft Office??!
I went back to work on Kurzweil 3000,
to read over an article or two for my
graduate courses and then maybe Clicker 5 did not
develop a handout on Kurzweil 3000 seem to be
2:00 PM- for future student use. Kurzweil 3000 working very
10 11/3/2009 5:00 PM 3 was not responding. Therefore, I well. OK

16. closed out the program.
Clicker 5 just
Worked on using Clicker 5 again. needs a better
Finally completed what I needed to computer as
2:00 PM- accomplish. Will present Moodle next you saw when
10 11/4/2009 5:00 PM 3 week. we worked on it.
Low Vision Expo at the Chateau Resort
and Conference Center in
Tannersville, PA. The event will I spoke with a
feature expert presenations on the representative
lastest in devices, technology and of MCCB who
techniques all for people with low was very glad
vision. I really enjoyed myself at this that Blair
event. I went home leaving with a lot attended the
1:00 PM- of useful resources as well as hearing Low Vision
10 11/6/2009 5:00 PM 4 personal experiences. Expo. ok
I put a folder on Dr Walton's desktop
and labeled it BLAIR.
Everything that I have created so far
is in that folder.
Kurzweil 3000 is a mixture of things. It
is a PDF File with 3 sections.
The First section is a PowerPoint
Presentation that I FOUND online. I
felt that it gave a great explanation
along with details describing an
overview of Kurzweil 3000.
The NEXT Part is a little CHEAT SHEET
(3 pages long) That I created for the
students I was training.
The Third Part is something I found
online that I thought would be really
helpful for teachers & students, it
combines SQ3R & Kurzweil.
Clicker PPT Is Divided into 5 Sections
-What is clicker 5?
-What is new?
-Clicker in your classroom
-Quick Tips
-Additional Information
All of the SLIDES WITH SCREEN
SHOTS were taken FROM THE
CLICKER website. I felt that there
were a clearer visual aid than the
ones I was creating. Using Kurzweil
3000 to read over articles & PPTS on Blair developed
Digital Books. Scanned hard copy of a training
files into the Kurzweil3000 format. powerpoint on
Used Kurzweil 3000 to read and Kurzweil and
highlight useful information about Clicker 5. She
Trade Books, eBooks, MP3 Books, etc. created and
Saved files into PDF & merged into demonstrated a
2:00 PM- ONE document to my jump drive for lesson done in
11 11/10/2009 5:00 PM 3 later use. Clicker.
PaTTAN Assistive Technology (AT)
Expo 2009 K-12 in Lehigh Blair presented
Valley/Allentown, PA. This expo is an me with
opportunity for educators & families to information from
explore software, devices and AT Expo and we
9:00 AM- strategies that enable students to had a discuss
11 11/11/2009 4:00 PM 7 access curriculum and meet with about AT. ok

17. success.
Dr. Sockman
and I spoke
about Blair and
her internship,
professional
Intern Meeting with Dr. Sockman to development
2:00 PM- Review Artifacts and Reflections on and personal
11 11/12/2009 2:30 PM 0.5 Internship growth. Nov. 11
4:00 PM- Speaking to Dr. Sockman's MCOM 580
11 11/12/2009 4:30 PM 0.5 Class EfolioPA
2 PM Training in Kurzweil 3000 for a
graduate student in AT course.
2:30 PM Help Dr. Walton to play a CD
within her PowerPoint with the one CD
for all slides.
3-5 PM Research References on Font
Preferences
Arditi, A. (2004). Adjustable
typography: an approach to enhancing
low vision text accessibility.
Ergonomics, 47(5), 469-482.
Retrieved from Computers & Applied
Sciences Complete database.
Arditi, A., & Cho, J. (2005). Serifs and
font legibility. Vision Research,
45(23), 2926-2933. Retrieved from
MEDLINE database
Bailey, I., Lueck, A., Greer, R., Tuan,
K., Bailey, V., & Dornbusch, H.
(2003). Understanding the
Relationships Between Print Size and
Reading in Low Vision. Journal of
Visual Impairment & Blindness, 97(6),
325. Retrieved from Academic Search
Complete database.
Bernard, M., Chaparro, B., Mills, M., &
Halcomb, C. (2003). Comparing the
effects of text size and format on the
readibility of computer-displayed
Times New Roman and Arial text.
International Journal of Human-
Computer Studies, 59(6), 823.
doi:10.1016/S1071-5819(03)00121-6.
Bradbury, H., & Ross, K. (1990). THE
EFFECTS OF NOVELTY AND CHOICE
MATERIALS ON THE INTRANSITIVITY
OF PREFERENCES OF CHILDREN AND
ADULTS. Annals of Operations
Research, 23(1-4), 141-159. Interesting
Retrieved from Computers & Applied articles that
Sciences Complete database show the need
to be aware of
Erdoğan, Y., & Bayram, S. (2007). The font size for any
2:00PM effects of gender and visual disability print
12 11/17/2009 -5:00PM 3 factors on the legibility of web pages. presentation.

18. Journal of Literacy & Technology,
8(1), 1-20. Retrieved from Education
Research Complete database.
Fiske, D. (1994). Removing Obstacles
to Easy Reading. Technical
Communication: Journal of the Society
for Technical Communication, 41(2),
269-75. Retrieved from ERIC
database.
Kay, R. (2001). Type Fonts.
Computerworld, 35(1), 54. Retrieved
from Computers & Applied Sciences
Complete database
Mansfield, J., Legge, G., & Bane, M.
(1996). Psychophysics of reading. XV:
Font effects in normal and low vision.
Investigative Ophthalmology & Visual
Science, 37(8), 1492-1501. Retrieved
from MEDLINE database.
Pei Fen, C., Yan Peng, L., & Siew
Woei, L. (2009). On the Design
Preferences for Ebooks. IETE Technical
Review, 26(3), 213-222.
doi:10.4103/0256-4602.50706
Russell-Minda, E., Jutai, J., Strong, J.,
Campbell, K., Gold, D., Pretty, L., et
al. (2007). The Legibility of Typefaces
for Readers with Low Vision: A
Research Review. Journal of Visual
Impairment & Blindness, 101(7),
402-415. Retrieved from Education
Research Complete database.
Schaefer, K. (2003). E-Space
Inclusion: A Case for the Americans
with Disabilities Act in Cyberspace.
Journal of Public Policy & Marketing,
22(2), 223-227. Retrieved from
Business Source Premier database.
Handout from Gary Braman MCOM 262
DeskTop Publishing Basics
Font Videos http://www.youtube.com
/watch?v=m6djQHeqMwQ&NR=1
http://www.youtube.com
/watch?v=9MoxKXEBRC8&NR=1
http://www.youtube.com
/watch?v=ezyRovNSaHs
Surface Computer
http://www.collegehumor.com
/video:1762379
Information On Amazon Kindle
http://www.amazon.com/Kindle-
Amazons-Original-Wireless-
generation/dp/B000FI73MA
Kindle videos
2:00PM http://en.wikipedia.org were very
12 11/18/2009 -5:00PM 3 /wiki/Amazon_Kindle interesting.

19. http://www.slideshare.net
/sportsgirls92/the-amazon-kindle-
1947963
http://www.slideshare.net/kindle
/amazon-kindle-e-book-reader
http://www.slideshare.net
/mqaissaunee/the-amazon-kindle-
the-iphone-and-the-sdk-presentation
http://www.slideshare.net/obrajesse
/hacking-your-kindle-oscon-
lightning-talk
http://www.slideshare.net/beahgo
/iphone-as-kindle-ereader
http://www.google.com
/search?hl=en&client=firefox-
a&rls=org.mozilla%3Aen-
US%3Aofficial&hs=Mcr&
as_q=Amazon+Kindle&as_epq=&
as_oq=&as_eq=&num=10&
lr=&as_filetype=pdf&
ft=i&as_sitesearch=&as_qdr=all&
as_rights=&as_occt=any&
cr=&as_nlo=&as_nhi=&safe=images
You Tube Views on Amazon’s Kindle
http://www.youtube.com
/watch?v=BKUKQ7QqOHw&
feature=related
http://www.youtube.com
/watch?v=89mSosMsEyg&
feature=related
http://www.youtube.com
/watch?v=oi2q5gTlu6o&NR=1
http://www.youtube.com
/watch?v=GI0Zry_R4RQ&NR=1
Reflection time. Review all artifacts
and put together on slideshare.net,
2:00PM and efoliopa.com. In EfolioPA, create
13 11/24/2009 -5:00PM 3 a separate tab to display all artifacts. OK
Watched her
set up Kurzweil
on computer
and initiate
2:00PM Reflect and set up for Presentation on program for
14 12/1/2009 -5:00PM 3 Kurzweil 3000. Print out handouts. demo.
Speaking to Dr. Sockman's MCOM 580
5:00PM - Class About Kurzweil 3000 & Talking
14 12/1/2009 5:30 PM 0.5 Books
Learned more
about Moodle
Presented a brief overview, using my and viewed
2:00PM professional development materials, training
14 12/2/2009 -5:00PM 3 on Moodle with Dr. Walton. information with

20. Blair.
12:00 PM- Lunch to celebrate the ending of the
15 12/9/2009 12:30 PM 0.5 semester. OK.
Total
Hours 90