The document discusses making assistive technology available to all students in inclusive classrooms. It notes that up to 300,000 students need specialized assistive technology and that with appropriate access, 75% can remain in regular classrooms and 45% can reduce services. It provides examples of assistive technologies like audio support, alternative outputs for computers, accessible texts and library books. It emphasizes the importance of evidence-based practices and removing obstacles to collaboration between general and special educators to support all students.

1. Why Not Make Assistive Technology Available to All Students in Inclusive Classrooms? Betty Nelson, Ph.D. University of Alabama at Birmingham

2. Input

3. Learning Styles

4. Output

5. How do we measure educational success? The almighty test scores … and how many of the non-disabled students are failing or under achieving…who is paying attention???

6. According to Sandra Rief, students retain 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say 90% of what they say and do Rief, Sandra F. How to Reach and Teach ADD/ADHD Children: Practical Techniques, Strategies, and Interventions for Helping Children with Attention Problems and Hyperactivity. The Center for Applied Research in Education, 1993, p. 53.

7. Universal Design (Architectural concept in the 80’s) Universal Design for Learning (Classroom architecture for all learners) © Rice Univ., 2005 Alliance for Technology Access Report indicated that 180,000 to 300,000 students are in need of highly specialized assistive technology. It found that with appropriate access, almost 75% of children were able to remain in a regular education classroom and 45% were able to reduce school-related services © TNT Signs, 2005

8. © U.S. Dept. of Justice http://www.usdoj.gov/crt/ada/images/handles.gif The decoding chip used for television captioning

10. Control Panels Accessibility Options (PC)

11. Accessibility Properties (XP), (2003)

12. Halls are color- coded with object symbols/labels to allow non-readers independent navigation.

13. © Los Angeles Dept. of Recreation http://www.laparks.org/dos/playground/boundlessplay.htm

14. The food service area of the cafeteria uses picture symbol labels with written language. © Mayer Johnson ™, 2005 leche

15. Audio support is available in the classroom and auditorium/gym for students with hearing impairments or attention deficit disorder (i.e. FM receiver, FM system, head set). Hearing Helper Personal FM System

16. Alternative output is provided for students on computers in the classroom, computer lab, and media center. Screenreading (text to speech) software is installed and readily available on older computers and staff is trained to use screenreading software within newer Windows systems. Screen magnification software alternatives are available. XP Magnifier Zoom Text

17. According to Sandra Rief, students retain 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say 90% of what they say and do Rief, Sandra F. How to Reach and Teach ADD/ADHD Children: Practical Techniques, Strategies, and Interventions for Helping Children with Attention Problems and Hyperactivity. The Center for Applied Research in Education, 1993, p. 53.

18. An Example - Reading Talking Word Processors Screen Readers E-texts

19. © (Digital Vision Royalty Free Photograph) http://www.fotosearch.com/SBY206/212404rke / Is he learning to read or reading to learn?

20. Library /Media Centers can provide books that are accessible in multiple formats. © Gibson City-Melvin-Sibley http:// www.gcms.k12.il.us/gcmsms/media/mvc-006f.jpg © City of Farmingdale http://www.fdale.com/Library/images/2.jpg

21. Chafee Amendment Public Law 104-197 "SEC.121. Limitations on exclusive rights: reproduction for blind or other people with disabilities "(a) Notwithstanding the provisions of sections 106 and 710, it is not an infringement of copyright for an authorized entity to reproduce or to distribute copies or phonorecords of a previously published, nondramatic literary work if such copies or phonorecords are reproduced or distributed in specialized formats exclusively for use by blind or other persons with disabilities. "(b) (1) Copies or phonorecords to which this section applies shall-- "(A) not be reproduced or distributed in a format other than a specialized format exclusively for use by blind or other persons with disabilities; "(B) bear a notice that any further reproduction or distribution in a format other than a specialized format is an infringement; and "(C) include a copyright notice identifying the copyright owner and the date of the original publication.

22. Students have equal opportunity to select and access appropriate library books (i.e. high interest with lower reading level text, print, Braille, digital, or electronic formats)…now free for qualifying students www.bookshare.org NIMAS

23. Accessible text (Bookshare.org)

24. FREE: ReadPlease HELP Read Screen Reading Software Screen Reader (TextHelp) eReader (CAST)

25. E-texts Project Gutenburg (http://promo.net/pg)

26. Books on Tape & Books on Video Tape

27. Interactive Reading Software Start to Finish Series by Don Johnston, Inc

28. Kurzweil 3000 Kurzweil Education Systems

29. Transferring text to a computer

30. Writing with Symbols 2000 (Mayer-Johnson)

31. Using PowerPoint to create Books

32. Using PowerPoint to Read Text

33. Drylighters/Erasable Highlighters

34. Reading Pen, Superpen, or Quictionary II translators (Wizcom Inc.)

35. © University of Fribourg http://www.unifr.ch/admission/images/E/2_r6_c5.jpg

36. According to Sandra Rief, students retain 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say 90% of what they say and do Rief, Sandra F. How to Reach and Teach ADD/ADHD Children: Practical Techniques, Strategies, and Interventions for Helping Children with Attention Problems and Hyperactivity. The Center for Applied Research in Education, 1993, p. 53.

37. An Example - Writing Talking Word Processors Word Prediction Voice Recognition

38. When asking the students with motor disabilities to respond with written responses to questions, is the cognitive task of recalling information coupled with the physical task of writing? (i.e. Can the tasks be separated by using a talking word processor?) This decreases the focus on the mechanics of writing and allows the students to concentrate on content and more accurately reveal their knowledge. © Intellitools, Inc., 2005

39. Writing with Symbols 2000 (Mayer-Johnson)

40. Writing with Symbols 2000 (Mayer-Johnson)

41. Word prediction © Don Johnston, Inc., 2005 © TextHELP, Inc. 2003

42. Portable Spell Checkers, Thesaurus, Dictionary Speaking Spelling Ace & Homework Wiz (Franklin Learning Resources)

43. Voice recognition

44. If… we are supposed to apply evidence-based practice we know that a critical mass of users can influence the acceptance/availability/effective use of a process/practice we know that we need to bridge the gap that exists for many ELL students DO THE RESEARCH We have a choice to make….

45. Evidence- Based Practice

46. (© 2005, Webshots Inc.) http://community.webshots.com/photo/181918520lsLXdx

47. Thinking out of the box – Possibility thinking Removing obstacles

48. Our changing environment – Where is there opportunity? Co-teaching/Collaborative teaching models Scheduling vs practice Sharing of responsibility for teaching Defining line of my students/your students weakens Over 55 cognitive score is in inclusive setting… but special education teacher is not there 100% Is the handwriting on the wall for students with low incidence disabilities…training for general education educators Up to 45% of class can be on IEP students

49. Our sales challenge in and out of our profession Baby Sign Language Voice Recognition Systems

50. Contact info. Betty Nelson [email_address] http://www.slideshare.net/