The Internet and Its Offspring Net and AAC

August 2003

Volume 15 Number 3

door. I am now afraid of worms. I worry about privacy and confidenti- ality, and I freak out when my website goes Almost a decade ago, we devoted down. In the end, however, the an issue of Augmentative Commu- benefits WAY outweigh the irritants. For Consumers nication News (ACN) to the Inter- This issue of ACN challenged me The Internet and its offspring net and AAC. At the time, many to reflect on how people within the AT/AAC enABLES people in the AAC community AAC community use the Internet http://depts.washington.edu/enables were not yet using computers or the for teaching and learning about Clinical News Internet regularly. Today, however, things that matter to them. Since the Teaching and learning about AAC use of the Internet has increased need for AAC-related information Equipment exponentially. varies depending upon who you are, Manufacturer sites I have given each section a different The growth of the Net is not a fluke or Governmental focus. For Consumers contem- a fad, but the consequence of unleash- Access for all ing the power of individual creativity. If plates the use of the Internet by it were an economy, it would be the people who rely on AAC and their AAC-RERC triumph of the free market over central family members. AT/AAC en- Use of the Internet in AAC research planning. In music, jazz over Bach. Democracy over dictatorship.1 ABLES highlights a website that Admittedly, I am a bit older than Continued on page 2 most of my colleagues. I certainly did not grow up imagining that I 2. Decreases personal would send emails to friends across isolation that some the world and get a response in individuals experience hours, or work on a document with a because of restrictions colleague hundreds of miles away, they face in moving or chat with a friend using a com- about, communicating or The Internet and its easily congregating with others. puter, or search for information on offspring something called “Google,” or take a 3. Increases integration by allowing continuing education course from In 1995, Michael B. Williams wrote, individuals to interact with others my home, or listen to a webcast The Internet and its precocious in a way that makes their disabil- offspring the WWW are in the lecture while viewing a PowerPoint spotlight. Open a newspaper or ity invisible or irrelevant. presentation, or order books, or plan magazine, or turn on the television. . . 4. Provides opportunities to partici- trips online or ANYTHING like It’s a hot topic. It’s so hot that the U.S. Government wants to regulate it and pate in distance learning pro- that. The Internet is a truly extraor- businesses want to put advertisements grams and may enable one to dinary resource. on it.2 receive medical information from It is also a pain. I hate being He listed a number of ways the a remote location when travel is thrown offline. I groan when I am information superhighway can difficult. told I need to download some “free” benefit people with disabilities: software to watch a webcast. 5. Enables individuals with mobility Although it is SUPPOSED to be 1. Drastically increases the ability or travel impairments to do their simple, it never, ever is. I detest for individuals with some types shopping, learning and working having spam delivered to my email of disabilities to access and use from their homes or other information. Continued on page 2

1 Clinical News, Continued from page 1 Table I. Top ten reasons to use ACOLUG, is housed at Temple the Internet (Dowden 1996)4 University and partially supported 3 facilities. 1 Communicate more with my family. by the AAC-RERC. ACOLUG is a Don’ t have to say I have a disability if I virtual space reserved for AAC user In 1996, Patricia Dowden re- 2 don’ t want to. ported on ten reasons consumers use discussions. While some people on 3 Participate in discussion groups. 4 ACOLUG are active discussants, the Internet. [See Table I.] These Express more forthrightly my opinions to reasons cluster into several catego- 4 government and TV stations. even more individuals are “lurkers” ries—community building, informa- 5 Download games to play offline. (i.e., they read posted messages, but Check out movie reviews and times before don’t participate in discussions). tion gathering, recreation, mentoring 6 and conducting business —and are making plans. Service providers, family members, 7 Make travel plans and reservations. discussed below. educators and manufacturers are Check the CNN home page for news instead 8 of watching TV news. Read magazines on among those “lurking” on Community building line. ACOLUG. Discussion topics vary Email, listservs, instant messaging 9 Decrease my phone bills. widely and have included issues and chat rooms are ways to commu- 10 Expand my horizons. related to AAC devices, general nicate over the Internet with friends art, music, gardening or sex. In using technology, funding, living indepen- and family, as well as with people these communication options, dently, health and safety, abuse, who share similar interests. These individuals can elect to participate school, employment, parental communication avenues can be the without mentioning their disability. concerns, transportation and more.5 mortar of communities and relation- Some individuals with newly Because independent participation ships. Email is fast becoming a acquired conditions, and their in listservs and chat rooms requires favored communication mode for family members, may find listservs considerable literacy skills, many many people with speech difficulties help them connect with others who from the AAC community do not who rely on AAC and are literate. In are going through similar experi- participate. However, friends, family addition, chat rooms offer lots of ences (e.g., people with aphasia or members and/or professionals can options, depending upon one’s age amyotropic lateral sclerosis). The support their inclusion by reading or and interests. People who rely on members of these listservs can offer summarizing postings when a topic AAC may choose to join listservs first-hand experience and ongoing of interest is discussed. Supporters and chat rooms that discuss their support. may also type questions, comments personal interests and needs, such as One popular AAC listserv, or requests for information on behalf Upfront, Continued from page 1 of someone who is not able to do so They are listed on page 15. independently. Being in the mix is targets clinicians, family members, The next issue will focus on what’s most important! educators and policy makers to autism and AAC, a topic that has help dispel myths about AAC. grown exponentially in importance Information gathering Clinical News discusses benefits over the past few years. Pat Mirenda There is information about almost for service providers. It includes and Emily Rubin are contributing everything all over the Internet. This information about AAC Internet their expertise. . . it promises to be a includes AAC strategies, equipment, courses. The Equipment section terrific issue. materials, conferences, treatment considers AAC manufacturer sites Sarah W. Blackstone, approaches, service providers and and the types of useful information Ph.D. CCC-SP AAC-related organizations. Anyone they currently provide. Govern- can find it overwhelming to sift mental highlights important through this information. For ex- accessibility guidelines and issues. ample, if you Google (www.google. Finally, the AAC-RERC section com) “augmentative communica- shares information about how the tion,” you get approximately 580 Internet can support research and websites; “AAC devices” yields 470 development activities. websites; “Literacy and AAC” has Many thanks to all who contrib- 520 websites. It is easy to feel uted their information and ideas. inundated and get lost.

2 Sophisticated consumers can Table II. Internet precautions encouragement. Participants in- target their Internet searches. Some (Dowden 1996)4 cluded 30 adult AAC mentors and know enough about the field to There is lots of misinformation out there. more than 30 adolescents and young 1 recognize the names of experts. Consumers beware. adults who used AAC. As mentoring However, many people with com- 2 Don’ t believe everything you read. relationships developed, it was plex communication needs and their evident that opportunities for the Single topic newsgroups and WWW sites 3 family members have no clue how to may take you out of the mainstream.. protégés to socialize with their evaluate the usefulness or authority Advertisements often look like objective mentors and share life experiences of the information they find on the 4 information. were also very important. The use of Internet. 5 Don’ t buy anything unseen. the Internet and email was essential Self-serving people who prey on Table II delineates some Internet 6 to the success of each of these AAC precautions.4 While the Internet is an vultnerabilities are out there. mentoring programs. Don’ t give or accept “medical” or “clinical” effective way to raise awareness, 7 advice on the Internet. Conducting business AAC consumers (like everyone else) Don’ t give out personal, identifying 8 E-commerce makes it easy to should beware. It is always smart to information. buy things. In fact, we are all just a consult with others who are more Watch what you say in emails. They can 9 knowledgeable and can assist in travel way beyond your expectations. few clicks away from maxing out evaluating information found on the Mentoring our credit cards. We can purchase Internet.6 groceries, books, movie tickets, A mentoring relationship consists birthday presents and airline tickets. Recreation of a person with more experience or We can register for conferences and Access to the web opens the door more confidence in a specific area buy AAC products. For some to a plethora of leisure activities: (a mentor) sharing what he or she individuals with disabilities, the games, music, video, art, chat knows and guiding someone who convenience of Internet shopping is groups, movie reviews, sports, news has less experience in that area (a highly valued. However, while there 7 and so on. However, these options protégé.) Most people find their are some terrific deals and opportu- are not readily accessible to people own mentors and have several nities out there, buyers beware. Take who can not read well or have mentors over a lifetime. Recently, another look at Table II. however, formal AAC mentoring difficulty navigating through the Summary Internet. For them, engaging in programs have been offered over the recreational activities on the Internet Internet to individuals who rely on Individuals who rely on AAC, means having a “guide on the side.” AAC technologies and can access like other stakeholder groups, look For example, I know a young man the Internet. Examples include the to the Internet for information, with autism who likes movies and Augmentative Communication and community, recreation and busi- CDs. He is minimally literate, but Empowerment Supports (ACES) ness transactions. Many prefer can recognize printed words and program and the Augmentative email as a communication mode copy text. He now happily spends Communication and Employment because it allows interactions to hours “surfing” his favorite websites Training Supports (ACETS) pro- occur on a more level playing because his teacher taught him how gram. Both projects were developed field. That’s the good news. to go on the Internet and find his by Diane Bryen and are offered The not so good news is that the sites independently. He can type in through Temple University. Program Internet is not readily accessible to 8 the address of the site he wants and graduates mentor new participants. everyone, particularly people with search for new ones. In addition, his The Penn State AAC Mentor disabilities. Those without an Internet motivation to surf the Web, his Project, developed by David connection, those who have difficulty repeated exposure to familiar text McNaughton, Janice Light, Carole using computers because of equip- and the support he has received over Krezman and Michael Williams, ment problems or disability-related time has resulted in significant focused, at the outset, on problem issues, and those who are not literate 9 improvement in his reading compre- solving and goal setting. Mentors will find themselves living on the hension—all while enjoying a offered a rich source of disability- wrong side of the “digital divide,” leisure activity. related information, effective without the benefit of the Internet. problem-solving strategies and

3 Dowden why she started video clips, I was impressed by the enABLES. She re- comprehensiveness and diversity AT/AAC sponded: of the materials. Dowden said: enABLES Like other experienced We know from your Social Networks clinicians, I was frustrated studies that people who use AAC rely after hearing the same on a wide variety of modalities— http://depts.washington. misconceptions over and over about from no tech to high tech. Only edu/enables AAC strategies and the people who use videos can truly capture the full them. I wanted to dispel some of the nature of communication. For with Patricia Dowden, Ph.D. myths and break down the stereotypes. example, some important strategies Patricia Dowden, from the University We have to do that because the inherent are strictly visual, such as signs, prejudices in our society are incredibly gestures and facial expressions. of Washington in Seattle, has devel- detrimental to the people who use AT Likewise, some techniques, like oped an important new Internet and AAC.10 scanning and Morse code, are resource and was kind enough to difficult to conceptualize through text grant me an interview.10 Her Website, Why the Internet? descriptions, still images or data from someone’s communication device.10 AT/AAC enABLES, is an educational Dowden chose the Internet as a resource for faculty, students, medium because her goal is to Videos offer a way to learn about practitioners and families, as well as connect with everyone who touches all of these important AAC strate- individuals who rely on AAC the lives of people who rely on gies. techniques. Its purpose is to dispel AAC/AT. As a professor at the Why functional activities? myths and misperceptions about University of Washington, she had Although Dowden describes the people who rely on AAC strategies, ready access to an infrastructure that site as a resource to learn about AAC technologies and other types of made it feasible to develop the AAC strategies, she designed it in assistive technologies (AT). The Website. She said: a way that clearly spotlights the Website features snapshots of My primary targets are clinicians, daily lives and activities of people teachers, students, family members, individuals with complex communi- who rely on AT/AAC. She pointed cation needs as they live, study, work caregivers and advocates, but, through them, I ultimately hope to reach third- out: and play in their communities. As party payers of equipment and services It is far too easy for clinicians and and supervisors and managers of clinical Dowden said, “enABLES is a great teachers to focus on technologies and programs. These are the people who tool for teaching and learning about techniques. It is much better to show control intervention and equipment, these strategies within the context of AT and AAC. It uses powerful media through caseload management and meaningful activities and the funding. By dispelling their misconcep- to provide just-in-time information individual’s life in general. This keeps tions and stereotypes, we may improve about people who use AAC/AT the focus on the individual and his or the funding for services and equipment 10 her participation in life.10 strategies.” for people who use AAC or AT.10 When I went on the website and AT/AAC enABLES depicts looked around [clicking first on Why Videos? activities that involve communica- “Dispelling Myths about AAC/AT” AT/AAC enABLES offers a library tion and AAC strategies. It also and then on “Facts about People who of video clips and stories so that shows people who rely on AAC/ use AAC”], I was able to read clinicians and family members can AT engaged in a range of activities stories, see photos and watch videos see a broad range of communication and, thus, depicts the breadth and of individuals who use AAC tech- equipment and strategies in use. depth of their lives. nologies living productive lives. My When asked why she decided to Exploring enABLES favorite was a video clip featuring collect and catalogue video clips, The site is organized so visitors my friend and colleague Michael B. Dowden said: Williams talking about his life and can find information in four ways: If a picture is worth 1000 words, a the role AAC technology has played video clip must speak volumes! We all 1) Myths: Tackles head-on the in his work, home and community know that communication is more than myths and misconceptions activities. What a terrific way to just the sounds we speak. It is dynamic about AAC. It includes compel- introduce AAC to a class or to a and involves multiple modes of ling stories of people whose expression, many of which are visual. 10 family. lives and activities break the During our interview, I asked As I explored the website and the stereotypes and helps clinicians,

4 students and family members Table III. Enabling YOU! Ways the Website can help AAC stakeholders10 think in new ways about people who use alternative strategies. Stakeholders Ways enABLES Can Help 2) Profiles: Provides in-depth biographies of individuals whose Learn about AAC strategies never seen in action. Expand expectations for people who use AAC so they become more aware of their ability to stories are particularly interest- live independently, work, worship, create art, etc. ing. Clinicians Show family members specific AAC techniques. Show specific techniques to other team members, supervisors and managers to clarify goals. 3) Search Engine: Gives visitors a Demonstrate the value of AAC intervention to those who determine caseloads. way to search for specific video Show funding agencies specific techniques they are being asked to fund. clips by age group, functional Assign homework to dispel student's prejudices about AAC and the people who use it. activity and AT/AAC strategy. Introduce and demonstrate graphically the value of multiple modalities. 4) enABLING YOU! Provides an Counter the belief that AAC is synonymous with equipment and high technology. Teachers Teach about AAC strategies, using video examples. on-line guide for visitors to the Expand students' expectations for people who use AAC/AT. website. This feature (available Demonstrate techniques used elsewhere in the country. soon) will guide clinicians, Demonstrate techniques teacher does not have in his/her tape library. teachers, family members and Help family members expand their horizons and increase their expectations. advocates in how to use the Help dispel prejudices about specific devices or techniques by showing the breadth and Family depth of possibilities. website for specific purposes.10 Members and Reinforce the value of multiple modalities. [See Table III.] Advocates Help families show friends/relatives what AAC “is” and “is not” in order to dispel their stereotypes. Impact Inspire teens and youth who use AAC with their own possibilities in life. Dowden reports that the response (1) Soliciting materials and obtain- structure. To construct AT/AAC to AT/AAC enABLES has been ing informed consent from enABLES, she obtained a grant overwhelming. individuals. This has become from the NEC Foundation of To my great surprise, the response is easier as the site has grown. America. She is now seeking not confined just to North America or even to countries where English is the (2) Developing a site that requires additional funds to maintain and primary language.10 the visitor to have high-speed expand the website. cable access and computers She notes there is substantial Summary interest from all over Europe, Asia powerful enough to view video and the Middle East. The website clips. This obstacle has lessened AT/AAC enABLES dispels long- has received hits from more than 50 with time. held myths and misconceptions countries. For example, a professor (3) Funding to sustain the site. about people who rely on AAC. It in Italy wants to use some of the Because Dowden’s university illustrates the multiple strategies video for teaching. In the U.S., the department (Speech and Hearing people use to communicate and lets father of a child on the east coast Sciences) has a web-based video us see people who rely on AAC and wrote: archive for teaching and research other assistive technologies leading their lives and participating in their Thank you for sharing [your] website. I as part of their Tele-collaboration went and visited and read about Steve Project, there is a built-in infra- communities. AT/AAC enABLES Harper. If anyone wants an inspira- provides the AAC community with a tional story, go to the site and read Contribute video clips dynamic, accessible Internet re- about him. I have a daughter who is source that can enhance teaching similarly involved, and this story helps and stories me realize that there is a very bright and learning. future for her.10 AT/AAC enABLES is currently soliciting stories and videos about Challenges people who use AAC and/or AT. According to Dowden, she faced Those interested in submitting three primary challenges in develop- materials can go to http:// ing AT/AAC enABLES. depts.washington. edu/enables/ share_story.htm for details.

5 promote specific reliable and useful Websites. Judith political agendas. Kuster from Minnesota State Univer- Researchers’ sites often sity has tips on evaluating the content need to satisfy funders, and performance of Websites.11 [See as well as to share Table IV.] Teaching and learning information about projects and [Note: Kuster writes a column on about AAC research results. Clinicians who Websites for speech-language The Internet offers ready access to have Websites may feature a spe- pathologists and audiologists for information for clinicians and cific philosophy, approach or the ASHA Leader. A recent article teachers with a limited amount of strategy. Websites supported by focused on Valuable Lessons time. While some service providers parent groups may recommend From Shared Memories (August look to the Internet as a valuable resources or post information they 5, 2003). She describes sites that resource, many still do not. “Not consider relevant to individuals with enable clinicians to stay in tune enough time” or “no access at a particular type of disorder. To with their clients’ interests (no work” are among the reasons clarify the purpose of a website, matter what their ages). Another mentioned. Today, professionals service providers should find out article, Picture It! Free Art for can use the Internet to participate who developed the site and who Therapy Materials (May 13, in listservs, email colleagues, paid for it. 2003), describes sites with clip search for information about AAC Quality control art.12 Archives of her articles from devices and treatment approaches, Currently there is minimal quality 1995 to the present are available take courses and “attend” web- control on the Internet. Unlike in a at http://www.mnsu.edu/dept/ based workshops. peer-reviewed journal, claims go comdis/kuster4/leader.html] Purpose of AAC-related unchallenged, and information may The smart service provider assumes websites or may not be accurate or reflect a critical attitude when reading Web Websites are created for a “best practices.” Service providers content, because, no matter who purpose, and it behooves the reader must decide which professionals and develops a site, it is rare for it to have to figure out what that purpose is. which organizations have the most undergone any type of peer-review An astute clinician quickly figures Table IV. Ways to evaluate a Website. Compiled by Judith Kuster11 out that a primary purpose of most Websites is marketing. In some CONTENT ISSUES PERFORMANCE ISSUES cases, the marketing is direct, i.e., 1.Who created the resource/who is providing the content? Is 1. Does the site load quickly (most the Website sells products and you he/she a recognized expert in this field? Was it created by sites should load within 20 to 30 parents, students, professionals, researchers, clients? [Note: Each seconds)? can order online. AAC manufactur- has important messages to deliver, but you should know who it is.] ers’ Websites are examples. While 2. Why was the resource created? Who was it created for? 2d. Are the graphics, sound, an these sites contain lots of good What is its purpose? Does it provide information, sell a multimedia used to enhance the product, entertain? Is the site appropriate for children? [Note: content, or do they distact? information, a primary goal is to sell A clue as to the purpose of the site may be at the very end of the products. See the Equipment URL. If it is .edu, it may be an educational site. If it is .gov, it is a US government site. If it is .com it may be, but isn’ t always, a section for more specific informa- commercial site designed to sell a product. If it is a .org site, it is tion about manufacturers’ sites. probably an organizational site.] Some marketing is more subtle. 3. Is the information on the resource accurate? Does it agree 3.Is the site accessible to people with other information resources that you know are reputable? with disabilities? [e.g., Bobby Most Websites have specific ideas, Has it been through any type of review process? approved] philosophies, projects or programs they promote. For example, univer- 4. What is the intended scope of the resource? Is the content 4. Is the site easy to “navigate? provided comprehensive? Are the links on the site clearly sity Websites hope to attract future indicated? students, as well as share informa- 5. Do the links on the site lead to appropriate content? 5. Do the links on the site work? tion. Professional organizations may wish to engage new members while 6. Is advertising on the site clearly identified as advertising? 6e. Is the design of the sit supporting their current member- attractive? 7. Is it current and kept updated, if that is appropriate? 7. Does the background interfere ship. Governmental Websites may with reading the content?

6 process with regard to its content. the quality of available information. There are no recognized “stamps of Thus, families look for, but can not Field Notes approval” except in the area of Web always find, information about Barb Lark is a speech-language accessibility. which procedures, technologies and pathologist working in the Everett practices are likely to be effective in Public Schools.14 She uses the Supporting families addressing a loved one’s communi- Internet as a resource to access Another challenge for clinicians cation needs and goals. The well- some of her favorite Websites and is that families increasingly see the informed service provider needs to she refers families to Websites. She said, “I find parents always check Internet as an enormous resource. At be a resource to clients as they sort them out.” She also uses the Internet the present time, however, there is through information about AAC on no easy way for families to know to keep the curriculum more the Internet. interesting for her students with what expertise underlies the content AAC courses severe challenges. Although many on a particular website. Missing are children with cognitive challenges the disclosures, standards and tools An increasingly important have difficulty reading the complex to assist family members to evaluate Internet application for students content, she tries to overcome the and service providers are AAC barriers by sitting side-by-side and Searching for information courses. Professionals now have talking them through. She also uses on the Web opportunities to take college the Internet to motivate children. “One thing they love to watch are 1. Think about what you want to courses and participate in continu- know. For example, I’m currently ing education programs while at trailers from their favorite movies.” looking for information on the use of home or at work. Here’s how she does it . . . AAC in the treatment of autism (e.g., Go to http://enjoytheshow.com/ SCERTS, ABA). Three AAC professionals who teach face-to-face courses and trailer/index.cfm. Save the html connection to access specific 2. Go on the Internet and type in workshop and who have experience the address for a powerful search movie trailers. Using IntelliPics engine. I prefer to use Google at teaching Internet AAC courses Studio, make a document that has www.google.com through universities and/or for three buttons for three different movies on the desktop. The 3. When prompted, type in some ASHA CEUs had the following software will scan between the key words. I typed augmentative insights to share. choices, and the student can select communication autism treatment, 1. Dr. Amy Finch is an associate the trailer he or she wants to watch. which yielded approximately 4,200 The software finds the html sites. Obviously, my key words were professor in the Department of connection saved on the desktop too broad. Communication Disorders at Fort and connects the student to the site Hays State University in Kansas.13 for viewing. The trailer will stream 4. Narrow the search. Google asks the video using RealOne, so there if you want to search within results. I She also offers Internet courses in is typically some “wait time.” 14 selected that option and typed AAC to undergraduate and graduate SCERTS (which is an approach to students and teaches on the faculty Lark also reported on taking an treatment I will write about) and got of the Masters of Liberal Studies Internet course, “It was a unique 14 sites. Then I cleared SCERTS and learning opportunity.” She said, (MLS) degree, which has an Assis- typed in AAC and ABA controversy “geographic barriers were over- (because I am interested in knowing tive Technology (AT) tract. Finch more about that). This time I got 20 come and my classmates repre- sites, including some on Facilitated says that getting information over sented multiple stakeholder groups Communication (probably because the Internet is: and brought a variety of back- of the word controversy.) Cost effective. Universities, grounds to the class. I especially 5. Scan down the list. Click on sites school districts and agencies see liked being able to interact with AAC users by email.”14 that seem interesting. It’s fun and cost benefits in offering courses you can learn a lot! over the Internet because it opens 6. Save the sites you like by up courses to more students. In “bookmarking” them. addition, faculty who take Note: Using Google, you can also Internet courses for continuing search for images, phone numbers, education may require a smaller addresses and more. The more specific you can be, the more travel budget each year. That can targeted your search results will be. Continued on page 8

7 Clinical News, Continued from page 7 be very appealing to college administrators. Convenient. Some people are unable to travel, or choose not to. Efficient. Staying up-to-date is difficult in the area of AAC and AT, which rapidly changes. An Internet course can offer current information to both faculty and students when they need it. 2. Dr. Patricia Dowden, Clinical Assistant Professor in Speech and Hearing Sciences at the University of Washington, has been teaching Figure 1.From www.eduworkshops.com AAC online for more than seven years.15 She reports that the advan- of AAC users. However, many World Wide Web might be the answer.16 tages of online courses include: parents have joined her online course over the years, and it has This site now enables eight Guest lectures by AAC users. been an enlightening experience instructors to offer workshops/ Every summer, Dowden has an for the parents, as well as for courses online. Each course is meant AAC user join the class in one of fellow students. One parent to be a near-replication of a hands- the week-long online discussions. recently said the course was an on workshop. King-deBaun reports The students generally learn a “amazing experience” providing that great deal about the rich life this her family with the tools and . . . rather than the traditional “down- individual leads. The students skills to tackle the “daunting load, read and test” method of instruc- report that an email discussion task” of organizing their life and tion, the philosophy of the workshops tends to “level the playing field” offered is more interactive…a “learn, home [to improve their son’s use and discuss” approach.16 and make communication more communication]. equal, and they get to know the Almost 1000 people from lecturer who uses AAC better 3. Pati King-DeBaun is a speech approximately ten countries have than in a short classroom appear- language pathologist who special- taken the courses. For each course ance. izes in communication for children offered, participants can obtain with severe physical and cognitive continuing education credit in three Diverse student population. Her disabilities.16 She is the owner of ways: online classroom reaches not Creative Communicating, a com- only SLPs and students of (1) A certificate of course comple- pany which develops and distributes tion. Includes documentation of Speech and Hearing, but also materials that promote communica- special education teachers, course hours and graduate level tion, creativity and emergent literacy equivalents. classroom assistants, family in classrooms. She is also the members and AAC users. This creator of eduworkshops.com, an (2) ASHA CEUs (American Speech has resulted in a much richer online training center that offers and Hearing Association). Each experience for all of the students courses and workshops in the area course is typically offered for 2.4 than would happen in an on- of AAC. ASHA CEUs. Participants can campus classroom with only I asked her why she decided to sign up for ASHA CEUs at no graduate students. develop this “virtual” learning extra charge. Reaching out to family mem- environment. She replied: (3) Graduate units from Colorado bers. With the on-campus AAC In 1996, I was getting ready to have State Occupational Therapy course, Dowden rarely has children and needed the flexibility to students who are family members stay at home more. I realized that the Continued on page 14

8 on their sites. Rather, the attainmentcompany.com] offers a article focuses on family section for sharing ideas plus website content that (1) clinical materials, including 30-day gives clinicians and demo versions of software, samples family members spe- of printed products, articles related Manufacturer sites cific application ideas for using to substance abuse, life skills, social products, (2) offers clinical materi- skills instruction and the value of Most manufacturers now have als, tutorial and/or software in a early labeling for students with Websites that offer descriptions of downloadable format, (3) provides severe disabilities. products and the opportunity to order articles, newsletters and presenta- Dynavox Systems, Inc. online. Most companies offer tions in a downloadable format and [www.dynavoxsys.com] has a catalogs to download (or to order), (4) offers online courses. resource library with ideas for list their upcoming conferences/ AbleNet, Inc. [www. product uses and links to other sites. workshops and offer a way to contact ablenetinc.com] has ideas for using They have articles with case ex- the company for technical support. In products from elementary through amples of individuals across the age addition, companies increasingly high school and beyond. You can span. They also have overlay pages include valuable information on their select the type of idea, context, age (page sharing), papers and presenta- Websites that you can download. range, etc. to access a range of ideas tions, as well as information about Many of their Websites are rich in for each category. They also offer funding. information and I highly recommend resource sheets and a newsletter Enkidu, Inc. [www.enkidu.com] periodic visits. You will find ideas called PowerVision. has a user area where people can for using specific products, read Adaptivation [www.adaptiva- share symbol configurations and a articles about devices and the people tion.com] has ideas and examples of user forum. Asynchronous tutorials who use them, get answers to fre- set-ups for some of their products. (really nice, with audio) for Word quently asked questions, see com- Materials include sample recipes, Power and Velocity are available. pany newsletters, view presentations, handouts and some articles previ- Demo software with speech, as well take tutorials, get therapy ideas from ously published in Closing the Gap. as publications and descriptions of colleagues, etc. In addition, compa- Attainment Company [www. nies are beginning to offer online Continued on page 10 courses. Table V. Available AAC content on manufacturers sites When I communicated with Ideas for Online Articles/ Clinical representatives from these compa- Company using Course newsletters/ Website Address materials nies, many shared exciting new products (synchronous) presentations plans for expanding the support they AbleNet, Inc. X X X www.ablenetinc.com provide on the Web. They will be adding new content in new formats Attainment X X X www.attainmentcompany.com Company to their Websites over the next few Dynavox, Inc www.dynavoxsys.com months. X X X X A brief description of the kinds Enkidu Research X X X www.enkidu.net of information manufacturers’ sites Inc. are currently sharing follows. The Intellitools X X X www.intellitools.com AAC-related manufacturers are listed in alphabetical order below Mayer Johnson Co. X X X www.mayerjohnson.com and in Table V. Prentke Romich X X X X www.prentkeromich.com This article does not highlight Company content that relates to product Tash www.tashinc.com descriptions, upcoming conferences, X X ordering information, special offers, Words +, Inc. X X www.words-plus.com company staff, etc. All manufacturers include that type of information Zygo Industries X X X www.zygo-usa.com

9 Equipment, Continued from page 9 Courses online www.prentrom.com/msu/gs.html Anyone who buys a PRC device research grants can also be found on Two AAC companies (Dynavox is given two “seats” in a course (a this site. Systems and Prentke Romich physical computer connection) free IntelliTools, Inc. Company) are now offering courses of charge. To register, individuals go [www.intellitools.com] has an over the Internet. Both are “synchro- to the PRC website and enter the activity exchange section, which is nous,” meaning that participants “Training and Conferences” area highly valued by practitioners. Fun must sign on at an appointed time and select the “E-Training” link. Two Three! has sample activities. and need to be using a phone and a Students are sent a password and You can select by skill level, type of computer (connected to the Internet) conference call number to enable product, curriculum area and to take part in the course. The them to participate. platform to get these ideas. There teacher and students are online at the Reportedly, enrollment has are sections for seniors and rehab same time and talk over the phone increased every year. Over 400 also. Free software and upgrades, as while viewing course content on a people have taken courses from well as other downloadable materi- computer. These activities are briefly January 2003 to May 2003, includ- als include Quick Start Guides, Tips described below: ing SLPs and special educators, and Tricks and product demos (with Dynavox Systems Inc. On parents, OTs, PTs, and some audio). August 20, 2003, Dynavox offered individuals who are using an AAC Mayer Johnson Co. [www. its first “virtual class,” entitled device. mayerjohnson.com] has tips, tutori- Introduction to Gateway to Lan- als and sharing sections. For those guage and Learning. Another course with Boardmaker software on their is scheduled for the fall, entitled computer, there are downloadable Strategies for Selecting and Organiz- files with overlays, etc. There are ing Vocabulary. The Virtual Class- also tutorials for Boardmaker, room will expand its course offer- Speaking Dynamically and Writing ings with topics ranging from a basic with Symbols and some research introduction to augmentative and articles to download. alternative communication (AAC) to Tash, Inc. [www.tashinc.com] advanced language application has a downloadable demo disk. strategies. Courses are free. Partici- Manuals are also available. pants must register online to receive Words +, Inc. [www. words- instructions about how to partici- plus.com] has downloadable soft- pate. Information is available at ware for demos and for product http://www.dynavoxsys. com. First upgrades. There is in-depth informa- click on “Education Support.” Then tion about funding and articles about click on “Virtual Classroom” people who use Words+ devices. Prentke Romich Company. Zygo Industries. [www.zygo- PRC has offered online training usa.com] has video clips [with courses designed to help people audio] with information about the learn how to program PRC devices LightWriter. The Zygo Chatter since April 2000. Courses include: newsletter has lots of helpful clinical Getting Started with Distance information and funding tips and Education, Funding, Minspeak, ideas. Some sample overlays for Liberator, Vanguard, DeltaTalker, devices also are available. AlphaTalker, SideKick, Pathfinder, Intro Unity and other Unity courses. A listing of current courses and times can be found at

10 persons with disabilities Web designers often ignore in employment, state access, even when it’s easy to and local government provide. Although Macromedia’s services, public accom- “Flash” plug-in has instructions modations, commercial that allow one to make it acces- Access for all facilities and transportation sible, if they’re followed a tenth by requiring “reasonable accommo- of the time I’d be surprised.17 with Kevin Caves dations.” When it comes to the “digital (Blaser, p.16) We can move the “should it be divide,” disability is a more Two examples of ways to check accessible?” discussion from “it’s significant variable than to see if website access standards the right thing to do” (with condi- ethnicity, income or age.17 are met are Bobby21 and A-Prompt.22 tions attached) to “It’s the only (Blaser, p.16) Both are software programs de- thing to do.”17 (Blaser, p.45) The World Wide Web (WWW) is a signed to help expose and repair wonderful tool for information and barriers to accessibility and encour- W3C and WAI recreation. The Web is unlike other age compliance with existing media because it is constantly The World Wide Web Consortium guidelines. changing and growing. Today’s Web (W3C) is an international group with Web accessibility for indi- development tools are so easy to use over 400 member organizations. The viduals who rely on AAC W3C has working groups. One is the that almost anyone can create a Investigators at WebAIM and WAI—Web Accessibility Initiative, website. Because of this, you may Temple University are developing which recently published the Web have visited sites that are difficult to tools for individuals with disabilities Content Accessibility Guidelines 2.0 navigate. For those who have based on the work of Len Kasday.23 (June 2003).18 The guidelines outline difficulty using a computer mouse, The Web Accessibility Versatile design principles for creating acces- navigating some sites is extremely Evaluator (WAVE) is a comprehen- sible Web content and address a difficult. In addition, sites that rely sive website accessibility evaluation variety of Web-enabled devices, heavily on images can be difficult tool and can be found at including phones, handheld devices, for individuals with visual impair- www.wave.webaim.org/index.jsp. kiosks, network appliances, etc. ments, and sites with lots of text The White Paper, Web Browsing These guidelines are an outcome of may be inaccessible to persons with Challenges, Strategies and Tools for collaborations among industry, cognitive/linguistic challenges. [AAC Users and] People with Motor disability and research organizations, There is an international effort to Disabilities is the basis for “Accent” as well as governments from around enact laws and policies to insure that (Accessibility Enhancement Tool) a the world.19 the WWW is accessible to people Web tool in beta version 1.5 that with disabilities. In the United may be found at www.accent. States, for example, the Rehabilita- Many providers of inaccessible webaim.org/index.jsp. tion Act of 1998 requires Federal materials may not even know their agencies to make electronic and materials are inaccessible.17 The future information technology accessible to (Blaser, p.17) The WWW is an information people with disabilities. Section 508 resource that will continue to evolve of the Act addresses the elimination Accessibility tools and and challenge individuals with of barriers in information technol- checkers disabilities. However, through ogy and encourages the develop- In order to facilitate implementa- advocacy and the continued work of ment of technologies that enable tion of the WAI recommendations, researchers and standards organiza- disabled employees and members of tools are available for Website tions, the Web can evolve in ways the public to access information in developers to make sites accessible. that are more accessible to people ways that are comparable to others. One example is Dream Weaver 4.0 with all types of disabilities. In addition, the Americans with by MacroMedia, which assists Disabilities Act (ADA) seeks to developers to adopt W3C and WIA ensure equal opportunities for standards for accessibility.20

11 24 Use of several important ways. Two are specialized site. This approach described below.24 allows for an asynchronous response the strategy, which is helpful for Internet 1. Data collection a. Collecting data from multiple individuals who require extensive in AAC AAC stakeholders using email and time to complete a questionnaire. research an address list. Email is helpful in Participants accessed the Website to cases when researchers need to read a letter, which described the know the identity of their partici- project and presented the Institu- Programs at Penn State, Temple pants so they can conduct follow-up tional Review Board guidelines for University and the University of discussions and ask for clarifica- the project. It also informed indi- Nebraska have demonstrated that tions. [Note: In other circumstances, it viduals that their responses would Internet tools (largely freeware) and is important that participants remain be confidential, and that by com- other technology innovations can anonymous.] pleting the questionnaire and assist researchers and developers in An example of a project using submitting it, they would have 24 AAC. The Internet can remove email follows.24 Twenty-six AAC agreed to participate in the project. barriers to participation in research intervention specialists, located Each AAC user and AAC spe- for many stakeholder groups, across the United State and Canada, cialist was contacted by telephone. particularly for individuals who rely were placed on an email address list Then, using a Virtual Network on AAC technologies to communi- and sent a message inviting them to Computing application (VNC) cate. Distance and costs (monetary, participate in the project. Attached [described in more detail in #2 physical and emotional) that are to the email was a standard below], researchers demonstrated a associated with travel to a university questionnaire. In the message, prototype version of an interface or clinic are widely recognized researchers delineated the purpose known as AAC Menu from a com- barriers. In addition, the Internet of the project. Clinicians were puter in their laboratory. enables people from more diverse informed they would not be anony- VNC works as follows: All geographic locations and ethnic mous and were told that by complet- parties see the same screen, and groups to participate in research. ing and returning the questionnaire VNC software allows the remote This can make the results more they were agreeing to participate in computer to interact with and even useful and meaningful. Also, the this project. Each was asked to control the host computer. [See Internet can support certain types of complete the questionnaire and Figure 2.] Of course, access is designs that researchers have found return it to the AAC-RERC staff secured through the use of pass- useful in AAC research, e.g., survey using the “reply” function of his or words and the IP address of the research and participatory action her email application. server computer.25 research (PAR). Finally, Internet For this project, the response rate Researchers manipulated the tools can make it possible for was high and responses were interface from the host computer to participants to test prototypes, try prompt, as 92% of the respondents show participants various features them out and give feedback, which completed the questionnaire follow- and functions while they described can greatly facilitate the research ing the first request. Following the their actions via the telephone. At and development process. second request, a total of 98% of the selected times, the interface was The AAC-RERC, a partnership participants responded. Data also manipulated by the participant that involves researchers from collection was completed within ten using his or her own computer across the United States (Duke days. A summary of results was system. University Medical Center, the electronically sent to each of the Following the demonstration, University of Nebraska, the Univer- respondents. respondents were asked to complete sity of Buffalo, Temple University, b. Collecting data from partici- a questionnaire located on the Penn State University, the University pants using a specialized WWW site. specialized Website. Respondents of North Carolina at Chapel Hill and In another project where anonymity received brief instructions about Augmentative Communication, was important, AAC intervention how to access the questionnaire. The Inc.), has found that Internet re- experts and AAC users responded to questionnaire asked participants search tools can assist in the re- a questionnaire by accessing a about the extent to which they felt search and development process in 12 the proposed interface had a series c. Displaying a video to a colleague of design specifications. Each or consumer who can evaluate it person had one week to complete or give their permission to use the questionnaire and eventually selected segments. When devel- everyone did. oping a video or preparing a In yet another project, persons presentation, AAC-RERC staff with ALS who relied on AAC, their can contact individuals involved spouses and primary caregivers and demonstrate the pertinent provided the research team with a tape segments. list of frequently used messages d. Computer training. Researchers (single words and phrases).24 They Figure 2. Screen shot with VNC in use can use VNC in training someone gave information according to and involve multiple stakeholder at a remote site to operate specific message categories, such as groups in research and development software. For example, if a partner requesting assistance, discussing projects. In the AAC-RERC, several or consultant were unfamiliar feelings about the disease and so partners use Virtual Network with net conferencing software, on. Initially, researchers contacted Computing (VNC) to enable one AAC-RERC staff could download participants personally and pre- computer to gain control of another the software for the individual and sented the IRB guidelines for the 25 computer. then teach him or her how to use project. After each had provided One computer acts as a “server” it. They would also use a conven- consent, they were given a copy of and other computers are “viewer” tional telephone for simultaneous the questionnaire in paper form and computers. David Beukelman communication with the remote were asked to complete the ques- reported he has used up to four site during the process. tionnaire on a specialized Website, viewer computers in some sessions. section by section. Each section of The rate of response, however, is e. Research Meetings. A virtual the questionnaire was submitted dependent on the number of viewer research consortium involves electronically to the laboratory at computers and the speed of the researchers at a number of the University of Nebraska-Lincoln Internet connection.24 locations. VNC is used regularly for analysis. This strategy allowed Researchers can use remote to support research meetings. For individual AAC users to: (1) work computer control over the Internet example, prior to a presentation, on the project at their convenience for several purposes, including: staff from one site can prepare a and (2) prepare their responses a. Involving experts in evaluating PowerPoint presentation that using their own computer technol- software by viewing and operating contains data collected at a ogy and AAC technology. In addi- prototypes. Researchers may dem- number of sites. The presentation tion, it permitted participants to onstrate early ideas and prototypes is loaded onto a server computer submit responses confidentially with to colleagues using VNC. For and then researchers at remote regard to the research team and, in example, researchers at the Univer- sites sign on as viewers. Using the many cases, with regard to family sity of Nebraska completed 20 telephone for verbal interaction, members, caregivers or friends. evaluations of AAC Menu using the presentation is discussed, and Finally, because the research team VNC. Informants also provided changes can be made. received responses in electronic written comments or spoken com- format, they did not have to enter ments over the phone.24 data. Message lists could be ana- b. Computer support. VNC can lyzed and cataloged without delay. [Special thanks to David R. Beukelman allow AAC-RERC staff to evaluate for his substantial contributions to this 2. Remote Computer Control and fix computer problems for article.] For additional information, go As described earlier, another consultants, field test personnel and to http://aac-unl.edu (Virtual Tools) and useful research tool is remote AAC users at remote sites so they also visit http://www.aac-rerc.com computer control. It can help The AAC-RERC section is partially funded by can participate in a project. Staff the National Institute on Disability and researchers demonstrate software at also can use VNC to control a Rehabilitation Research under grant number remote sites, conduct computer H133E9 0026. The opinions herein are those of remote computer and download the grantee and do not necessarily reflect those training, provide technical support software applications. of the U.S. Department of Education.

13 Clinical News , Continued from page 8 2. Autism and Literacy: Practical 9. Assistive Technology Solutions for Solutions. Susan Norwell and Pati Individuals with Learning Department. An equivalent of 15 King-DeBaun. This class focuses on the Disabilities. Scott Marfilius. This development of literacy skills for course considers aspects of learning semester hours of instructional children on the autism spectrum. disabilities and offers participants a time (or 1 credit) is offered. Instructors emphasize the development framework with which to provide Participants pay $55 per credit of comprehension for hyperlexic assistive technology support in children, language development and remediating and accommodating directly to Colorado State processing skills for sight readers, and individual learning differences. University. strategies to help children who are nonverbal to become literate. 10. Developing Representational Play The classes/workshops cost $250 Skills for Children with Severe each and run for eight weeks. The 3. Singing to Learn: Using Music to Disabilities. Susan Norwell. This Jump Start Reading. Caroline workshop help facilitate play with formats are similar. Instructors Musselwhite. This workshop shares children who have limited expressive assign activities both on and off the strategies for accessing songs and using language, poor motor planning skills, computer for each topic area. Every songs to support learning. The focus is limited physical abilities, difficulties two weeks a new topic is posted. For on independence, interaction, reading, with interaction and/or poor organiza- writing and phonics. Participants will tional skills. Participants will gain a example, students may need to visit learn light and high tech ideas for basic understanding of Drs. Greenspan other Websites, download programs, jump-starting learning through music. and Weider’s Developmental Stages of read articles, do projects, view Play and the concepts of affective 4. Adapting the Visual Arts for engagement. videos, etc. The courses are asyn- Students with Severe Disabilties. Pati chronous. The instructor uses slides King-DeBaun. This class focuses on 11. Let’s Talk Together: Creating making adaptive art tools and using Interactive Augmentative Communi- that look like a PowerPoint presenta- them with individuals who have severe cation Opportunities. Ylana Bloom tion to introduce each topic and then physical and/or cognitive disabilities. and Dolly Bhargava. This workshop require discussion among partici- Participants learn to use art to develop offers solutions to supporting effective or foster interactive communication and interaction by considering each person’s pants online. emergent literacy skills simultaneously. preferences, abilities, environments and Many different classes are communication tasks. Participants will offered each year and some are 5. Emergent Writing Success learn practical ways to support effective Workshop. Caroline Musselwhite and repeated. All are interactive except communication partners using a multi Pati King-DeBaun. Participants learn modal AAC approach. for the Independent Study courses. how to create appropriate and motivat- In most, participants receive a CD, ing activities and materials that 12. Everyone Can Participate capitalize on support and on writing Through Communication. Ylana overlays and other supportive success using both high and light Bloom and Dolly Bhargava. Phase 1 of materials to use during and after the technology as emergent writing the course focuses on principles of course. To illustrate both the range scaffolds. assessment and intervention. Phase 2 supports participants to complete a of topic areas and the practical 6. Lets Start Communicating communication assessment for a nature of the expertise that an Workshop. Pati King-DeBaun. specific individual. In Phase 3, individual can now tap from any- Participants learn strategies to promote participants design a communication the development of language and “action plan” for the focus individual. where in the world, I have included communication through play, using below brief descriptions of the 13 computer technology and augmentative 13. Curriculum Development with courses planned for this one site in communication techniques. Real Photos and QuickTime Movies in Intellipics Studio Workshop. Patti 2004. (Imagine what an exhaustive 7. Emergent Literacy for Older Rea. Participants will explore search of all AAC course offerings Students. Pati King-DeBaun. Partici- IntelliPics Studio and learn tips, tricks, by 2005 might yield). pants learn how to develop and create and techniques for using real photo- age appropriate activities and materials graphs and QuickTime movies to 1. As Simple as ABC! Simple to address the communication and develop an activity to support the Strategies for Emergent Literacy. Pati emergent literacy needs of students in curriculum. King-DeBaun. This workshop high- middle school, high school and beyond. lights simple activities that set the stage for emergent literacy success. Informa- 8. Storytime Implementation tion is for parents, preschool teachers, Strategies Workshop. Pati King- HeadStart teachers, speech language DeBaun. The emphasis of the course is pathologists, special education teachers, on story selection, physically adapting ESL teachers, and other supportive materials for greater student participa- personnel. tion and strategies to develop emergent literacy skills and beginning communication skills.

14 References Resources TO ORDER SOCIAL David R. Beukelman, Dept of Special Education 1 Christopher Anderson. The Economist and Communication Disorders, 202 Barkley NETWORKS Newspaper Limited. As quoted in Gromov, G. Memorial Center, PO Box 830732, Lincoln, NE Roads and Crossroads of Internet History. $75 Social Networks (Manual and set 68583. 402-472-5463. [email protected] Chapter 9. http://www.netvalley.com/ of 10 Inventory Booklets) intvalstat.html, August 19, 2003. Kevin Caves, Duke Medical Center, Box 3888, $65 Social Networks (Manual only) Durham, NC 27710. 919-681-9983. $15 Set of 10 Inventory Booklets 2 Williams, M.B. (1995). The Internet and AAC. [email protected] Alternatively Speaking.2:3, p. 1 (PLUS shipping/handling costs) Pati King-DeBaun, Creative Communicating 3 Ibid. PO Box 3358, Park City UT 84060. 435- 645- Order at: www.augcominc.com 4 Dowden, P. & Amtmann, D. (August 1996). The 7737. [email protected] Send check/money order/purchase order to: 1 Power of the Internet & WWW for AAC Patricia Dowden, Dept of Speech and Hearning Surf Way, #237, Monterey, CA 93940 Users. Presented at the Biennial Conference of Sciences, PO Box 354875, Seattle, WA 98195. Call 831-649-3050 or fax 831-646-5428 the International Society for Augmentative and 206-616-6217. [email protected]. Alternative Communication, Vancouver, Judith Kuster, Communication Disorders and Canada. Rehabilitation Services 5 Bryen, D. & Cohen, K. (2001). Augmentative MSU BOX 77, Minnesota State University, Communication News. 13:4,5; p. 8. Mankato, Mankato, MN 56002-8400. [email protected] 6 Dowden, Patricia (July 2003). Personal communication. 7 Williams, M.B. (1996). Mentoring. Alternatively Speaking. 3:2; p.1. 8 http://disabilities.temple.edu/programs/assistive/ aces.htm and http://disabilities.temple.edu/ programs/assistive/acets.htm/ August 19, 2003. 9 http://mcn.ed.psu,.edu/~mentor/outcomes/ mentor.html/ August 19, 2003. 10 Dowden, Patricia (August 2003). Personal communication. 11 Kuster, Judith (July 2003). Personal communication. 12 http://www.mnsu.edu/dept/comdis/kuster4/ leader.html/ August 19, 2003. 13 Finch, Amy (July 2003). Personal communication. 14 Lark, Barb (July 2003). Personal communica- Augmentative Communication News tion. (ISSN #0897-9278) is published 15 Dowden, Patricia (June 2003). Personal bi-monthly. Copyright 2003 by communication. Augmentative Communication, Inc. 1 16 DeBaun, Pati (July 2003). Personal communica- Surf Way, Suite 237, Monterey, tion. CA 93940. Reproduce only with 17 Blaser, A. (2001). Distance learning - boon or written consent. bane? The Ragged Edge. v. 5. Author: Sarah W. Blackstone Techni- 18 http://www.w3.org/WAI/ August 19, 2003. cal Editor: Carole Krezman 19 Brewer, J., Director of the Web Accessibility Managing Editor: Harvey Pressman Initiative International Program Office. http:// One Year Subscription: Personal www.w3.org/WAI/. check U.S. & Canada = $50 U.S.; 20 http://www.macromedia.com/macromedia/ Overseas = $62 U.S. accessibility/ August 19, 2003. Institutions, libraries, schools, 21 http://bobby.watchfire.com/bobby/html/en/ hospitals, etc.: U.S. & Canada=$75 index.jsp/. August 19, 2003. U.S.; Overseas = $88 U.S. 22 http://www.aprompt.ca/. August 19, 2003. Single rate/double issue = $20. 23 http://www.webaim.org/. August 19, 2003. Special rates for consumers and full- time students. Periodicals Postage 24 Beukelman, David (August, 2003). Personal communication. rate paid at Monterey, CA. POST- MASTER send address changes to 25 Available from AT&T Laboratories. www.uk. research.att.com/vnc Augmentative Communication, Inc. 1 Surf Way, Suite 237, Monterey, CA 93940. Voice: 831-649-3050. Fax: 831- 646-5428. [email protected]; www.augcominc.com

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