INTERNET an I Clusive Magnet for Teaching All Students

T INTERNET An I clusive Magnet for Teaching All Students

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A Pub ication of the World Institute on Disability March 1998 ABOUT THE WORLD INSTITUTE ON DISABILITY

The World Institute on Disability (WID) is a non-profit research, training and policy development center led by persons with disabilities located in Oakland, California. Founded in 1983 by leaders of the Independent Living movement for people with disabilities, WID has grown into an internationally recognized organization with a reputation for leadership, innovation and quality work. WID emphasizes consumer-directed projects and policies that empower people with disabilities to exert control over their own lives.

Ordering Information: Free copies of this handbook can be downloaded from the Web at: http://www.wid.org/tech/handbook/. This handbook is available in Braille, audio tape and diskette formats. Additional print copies are $5.00 each. To order, or to request an alternate format, write to:

Internet Handbook World Institute on Disability 510 Sixteenth St., Suite 100 Oakland, CA 94612

Voice: (510) 763-4100 TTY: (510) 208-9496 Fax: (510) 763-4109 E-mail: [email protected] THE INTERNET: ACKNOWLEDGEMENTS An Inclusive Magnet for Teaching All Students Research, publication and distribution of this March, 1998 document is made possible through the Written by Rehabilitation Engineering Research Center on Universal Betsy Bayha, Director, Technology Policy, Telecommunications World Institute on Disability Access, a partnership between Gallaudet Senior Researcher University (tap@ gallaudet.edu ), the World Tanis Doe, Ph.D., Research Consultant Institute on Disability and the Trace Research and Additional Research Development Center at the University of Wisconsin Suzanne C. Levine, M.A. ([email protected] ). Funding is provided by the Advisors U.S. Department of Education, National Michele Bishop, The Bridge School Institute on Disability and Rehabilitation Research Jacquelyn Brand, Founder, Alliance for Technology Access Grant Number Kate Byrnes, Marin County Office of Education H133E50002. Donna and Dusty Dutton Renee Gorevin, Center for Accessible Technology Additional Funding generously provided by: Jill Rivers, California Department of Education Pacific Bell Lisa Wahl, Center for Accessible Technology Bell Atlantic Special Thanks

Yuri Wellington, Hana High and Elementary School

Permission to copy, disseminate or otherwise use this work is normally granted to noncommercial entities as long as ownership is attributed to the World Institute on Disability.

Any mention of a commercial product or service provider in this Handbook is for example only and should not be construed as an endorsement of any kind.

*Printed on recycled paper

Book design by Sheridon Keith CONTENTS

Why You Should Read This 3

How To Use This Handbook 3

General Guidelines for Success 4

Computer Specifications — More Information 6, 7

Talking Tech 10

Planning Access for All 11

Mentoring Magic 12

Cool Captions 14

Internet Encounters 15

Cyberspace Sampler 16

Resources for Finding Assistive Technology 18

Education Technology Funding 18

Web Resources 20

Index 21 WHY YOU SHOULD READ THIS HOW TO USE THIS HANDBOOK

The goal of this handbook The World Wide Web, the information superhighway, is to provide simple, I cyberspace, the net: this global network of computers, direct, concise and databases, libraries, images and sounds brings new challenges practical tips to help and opportunities to education. This resource book is aimed at teachers assist all of their students in mining the helping you use the Internet as a tool to educate all students in riches of the Internet. your classroom, including students with disabilities, auditory We start by identifying and visual learners, students from rural areas, those who do some common access not speak English as their first language — in short, everyone. strategies teachers can use and the multiple ways in Teachers who have used the Internet in their classrooms report which students can benefit benefits that reach beyond scholastic performance. Listen to from them. Dorothy Leighty-Parks, a teacher from Then we turn to practical "The Internet is a Milpitas High School in northern models from teachers who California who says motivation and high-status skiii have taken concrete steps attendance were twin problems for her to provide access to the that motivates students — until they got on the net. Internet for all of their students. The key words at "The Internet is a high-status skill that these students." the top of the page are a motivates these students." Not only is guide to the central issues -Dorothy Leighty-Parks attendance up, but Dorothy says when addressed in each story. her students work on the Internet , Please copy "Their projects are superior to those they produce using only pages from this library resources." handbook and share them with The Internet can also be an equalizing force. CAST, the Center others. Or visit for Applied Special Technology in Massachusetts reports that our regularly updated the Internet offers a strong potential to, "break down the website, and download a free copy: barriers and inequities encountered by students of different socioeconomic, racial, linguistic and disability backgrounds."' http://www.wid.org/tech/ handbook/. Schools across the country have been working to get on-line and provide training to teachers. But teachers and administrators have little hands-on information on how to address some of the challenges and barriers that arise in using the Internet with a diverse student body.

'Center for Applied Special Technology, "The Role of Online Communications in Schools: A National Study" Follansbee et al, 1995 page 2

GENERAL GUIDELINES 1 STRATEGY BENEFITS FOR SUCCESS

Use a large monitor — ► Allows use of the Every teacher can create at least 17 inches. computer for group opportunities for all of learning. their students to use the ► Allows font enlargement Internet successfully. for users with low vision Sometimes, the biggest and those with learning barriers to Internet access disabilities. are solved simply by ► Provides large print on planning ahead and screen without the need to making smart choices scroll down and across about which equipment web pages for users with and software to buy. limited hand coordination. Readily available add-on devices can also be used. Get a high-speed connection ► Downloads web pages Here are some general - at least 56 kbps (kilobits per faster, helps reduce strategies to enhance second). frustration levels for students with short access to the Internet. A high-speed telephone line attention spans. such as an ISDN line or T1 line is preferable to a dial-up k Necessary for using line. Internet videoconferencing.

Some cable TV companies ► Becomes more important offer high-speed Internet as video and audio are access. "streamed" across the Internet for real-time transmissions.

Try a trackball as an ► Helps younger students alternative to the mouse. and those with limited fine motor skills.

tP- Helps children with limited coordination.

Helps computer users with tremors or spastic movements.

► Can help to reduce repetitive strain injuries.

STRATEGY BENEFITS HELPFUL

HINTS Provide "Assistive ► Assistive technology is Technology" as needed to necessary to provide basic enhance access. For example, access to the Internet for ► If keys on a standard use touch screens, alternate some students with keyboard are too small, keyboards, switches, head- disabilities. consider using an mounted pointers, on-screen alternate keyboard keyboards, word prediction ► Many students without with larger targets. Most come with software and voice input and disabilities also benefit from assistive technology. authoring software to output technology. make custom ► To learn more about keyboards. assistive technology, or to find local resources, ► If a mouse and please see listings on keyboard are too page 18. confusing for a student, consider a touch Set the computer font size screen for simplified within the web browser at May help some students direct selection. 14-18 points or larger. with learning disabilities n If neither a mouse or such as dyslexia to read trackball is accessible to Set colors within browser to text more easily. heighten contrast. (Black type a student, an electronic head on a yellow background ► Makes text more visible in provides the greatest group learning situations. pointing device with contrast). an on-screen ► Helps students with low keyboard may work Set the color of the vision see screen content better. Or, consider hyperlinks to heighten more easily, though some using voice-input contrast. may need a more technology. powerful screen If all keyboards and enlargement program. ► mouse-emulating ► May reduce eyestrain and devices are inaccessible headaches. to a student, consider the use of scanning software that allows Turn off the image-loading ► Helps students who are the selection of option in the web browser. blind and use characters or icons by screenreaders which simply hitting a switch. cannot "read" graphics. n What if clicking on ► Helps speed up searches hyperlinks poses a on computers with slow barrier for some modem connections. students? Choose a web browser that offers an option to use the "Tab" key to get to hyperlinks instead of using the mouse. COMPUTER STRATEGY BENEFITS SPECIFICATIHNS Use operating systems with For more information built-in Easy Access features. Flexibility of input and output about computer Apple System 7 or higher specifications, check out ► features allows students with a range of abilities to use the the U.S. Department of ► Microsoft Windows 95 or Education's TechPack on higher computer more easily. the Web at: ► Easy Access can be added http://www.ed.gov/ to Windows 3.1 offices/OSERS/whatsnew/ techpack.html. Easy Access control panels allow customization of input Or, send a written request and output controls including: for the Tech Pack in Executing multiple Avoids the need to hold alternate formats to: ► ► keystroke commands down two keys Assistant Secretary Judith sequentially rather than simultaneously. Neumann simultaneously. Office of Special Education and Rehabilitative Services Providing keyboard Helps students who find Department of Education ► ► alternatives to the mouse. the mouse inaccessible. Mary E. Switzer Building 330 C. Street, S.W. ► Providing visual indicators ► Gives visual cues to Washington, DC 20202 of warning beeps. students for whom Voice/TTY: (202) 205-5465 warning beeps are inaudible.

te- Adjustment of acceptance ► Helps avoid unintended rate for keystrokes and repeats. keyboard repeat features.

► Adjustable font size on ► Makes menu bars, icons screen elements such as and cursor easier to find menu bars, icons and on the screen. cursor track.

► User-defined color and ► Heightens contrast and contrast. makes text easier to read.

► Macintosh features "Close ► Provides screen View" a screen zoom magnification. function.

Have at least 32 megabytes New computer programs

of Random Access Memory demand sufficient memory or RAM. to run well. This is also necessary if you are adding on any access-enhancing peripheral devices. A good rule of thumb is to double the amount of memory required to run 90% of your instructional software.2 Missouri Assistive Technology Project, Missouri Technology Center for Special Education Quicklist, September, 1996 COMPUTER STRATEGY BENEFITS SPECIFICATIONS Use computers with Computers with room to add Two good resources for additional slots to add a sound card, video card or information on access peripheral devices. other peripheral devices offer standards are: greater flexibility and can accommodate future Missouri Assistive unanticipated needs. Technology Project 4731 South Cochise, Suite 114 Install a sound card with text Making the computer "talk" Independence, MO 64055 reading voice output or read aloud text written on Voice: (800) 747-8557 features. the screen helps a broad TTY: (800) 647-8558 range of end-users. Fax: (816) 373-9314 Note: Macintosh computers E-mail: [email protected] have enhanced voice-output Some students with low capacity in the basic unit. vision. Missouri Technology Center for Special Education Add external speakers for Students who are learning UMKC, School of Education, to read. enhanced audio output. Room 24 5100 Rockhill Road ► Students with dyslexia and other learning Kansas City, MO 64110-2499 disabilities who have Voice: (800) 872-7066 trouble with reading Fax: (816) 235-5270 E-mail: comprehension. [email protected] Students who are learning Web: English as a second http://techctr.educ.umkc.edu language.

► Students with limited motor coordination who have trouble keeping their eyes focused on the computer screen. r- Students with short attention spans who need multiple modes of receiving information.

► Students in a brightly lit room with lots of glare that makes reading the computer screen difficult. Students who don't use print at all, but who comprehend spoken language. STRATEGY BENEFITS WHAT IF...

What if...writing text is Use a computer with a fast This is necessary to use the difficult for a student? processor. majority of educational software, RealAudio or any Word-prediction For PCs use at least a 486 ► add-on devices needed. software might help. As processor running at 75 the student begins to type, megahertz. A Pentium The U.S. Department of word choices are processor running at Education promotes this displayed from which the 200 MHz or higher is standard. student can select. Some preferable. text authoring software allows the selection of pre- ► For Macintosh, use a defined phrases as well. machine with a 68040 microprocessor running at 75 megahertz. A Power Mac running at 200 MHz or higher is preferable.

Use headphones. ► Helps students who may need to turn up the volume.

► Helps students filter out distracting noises.

► Keeps computer voice- output from disturbing others. Talking Tech SUCCESS STLTRIES Deborah Fell of Urbana, Illinois, helps students with learning disabilities through the use of "talking" computers. Planning Access For All Ken Lentz of Haviland, Ohio, integrates special education technology into the overall technology plan for his school district. Mentoring Magic Susan Dudley of Carlyle, Illinois, uses e-mail and the Internet to build bridges between her students with disabilities and students at other schools. Cool Captions Barbara Franklin of Grants Pass, Oregon, helps deaf and hard of hearing students develop literacy skills and vocabulary with a textbook available on the Internet.

INe all learn by example, especially when it comes to Internet Encounters VV computers. The stories that follow highlight successful Betty Groesbeck of strategies used by other teachers to integrate all of their Hillsboro, Oregon integrates students into usage of the Internet. These stories may help a student with guide you in finding solutions for the students in your a visual impairment into classroom. classroom activities using the Internet. But don't forget, technology is changing every day, creating new opportunities for access, as well as potential new barriers. Cyberspace Sampler You may identify other strategies for providing access that are Yuri Wellington of Hana, different from the ones listed here. Please send us your Hawaii, uses assistive success stories so we can learn from them and share them technology to integrate with others. Our e-mail address is: [email protected] . students with disabilities And remember, access often comes down to the creative and students for whom energy and vision of teachers and technology teams who are English is a second motivated and willing to try new strategies. language. TALKS1,1I TECH KEY WORDS Deborah Fell Urbana High School, 1002 S. Race Street Urbana, Illinois 61801 Reading Comprehension E-mail: [email protected] Print Access Grades: 9-12

Learning Disability wavingg Internet access has been like having a pot of gold in wavin classroom," says Deborah Fell, a special education Visual Impairment resource teacher for students with learning disabilities at Urbana High School in central Illinois. Deborah helps her students identify the learning style that works best for them. "If Did you know? students can receive information in two or three different ways, the better off they are," says Deborah. "Many of my students It is legal to scan are auditory learners." copyrighted books and publications to create an Deborah has found that the auditory learners in her class alternate format accessible benefit when they can hear text spoken aloud in addition to to students who are blind reading it on the computer screen. She uses a variety of or have other disabilities. hardware and software to make the computers in her The U.S. Copyright Code classroom "talk." This same technology has also helped a says that non-dramatic student with a visual impairment, whose work has improved literary works protected by noticeably since she started using the Web to research her copyright may be homework assignments. "This student recently said she never produced in alternate would have tried the Internet without a large monitor and a formats for exclusive use text reader," says Deborah. by blind people and those Deborah describes herself as a "techno toddler" who didn't with other disabilities. even know how to use a computer mouse until the mid-1990's. For more information, But her curiosity and fearless attitude have served her and her contact the Library of students well. "There's so much out there to discover," says Congress Copyright Office, Deborah, "It's like being a pioneer." Voice: (202) 707-3000. On the web: http://lcweb.loc.gov/ BARRIERS SOLUTIONS copyright/ Written text is Text reading software reads aloud E-mail: [email protected] difficult to ► text on the screen. comprehend for ra- Font enlargement makes the text students with easier to read. learning disabilities. \\n Textbooks and Scanner with optical character other printed ► recognition software converts IT BRIGHT IDEAS materials are often books into electronic format. unavailable in electronic formats. 10. Text reading software reads aloud Deborah has also used text appearing on the screen. CD-ROMs with voice- output features. Her top two picks: Computer screen is A 17-inch monitor helps with inaccessible to ► screen enlargement programs. students with ► A talking dictionary Software enlargement programs visual impairment.. ► magnify text and graphics to a ► ACT/SAT testing preparation programs greater degree than the operating system's built-in font options. that talk out loud. 10 [I, ACCESS FUR ALL .1nI•1In KEY WORDS Ken Lentz Wayne Trace High School, 4915 U.S. 127, Haviland, OH 45851 Technology Planning Grades: K-12 Policy Development

A Iways assess your needs before you get your computer Teacher Mentoring hi hardware," says Ken Lentz, a high school computer teacher and the former technology coordinator for his school district in rural Ohio. Thinking broadly about all of the students who will use the computer to guide the planning process has helped put Ken's school district far ahead of most others. In 1993, when Ken's district applied for a Technology Equity Who's on your tech grant from the State of Ohio, assistive technology and special team? education needs were included in the original plan. As a result, Most schools entering the specialized equipment is readily available when it's needed. For Information Age have example, some of the computers at the elementary school technology teams to plan were equipped with touch screens and alternative keyboards to the computer needs for make using the computers easier. their school or district. "If you can find one or two good resource people to learn Special Education teachers about assistive technology, that's enough," says Ken, who bring a valuable learned about touch screens, font enlargement, "talking" perspective to the software and other strategies from his own informal network of technology planning technology mentors and from reading up on it. (For guidance process, since their to more assistive technology resources, please see listings on students are likely to work page 18). with computers and assistive technology. If "Learning how to use computers as part of the curriculum is your school has a our biggest challenge," says Ken. That's why the district technology team, invite a decided to invite motivated teachers to become peer mentors Special Education teacher to train other teachers about computers. "Instead of sitting in a to participate. Chances workshop where your instructor leaves at the end, our teachers are, their input will identify are developing their skills and sharing their computer know- strategies to help how with their colleagues," says Ken, "That way, the expertise technology work better as stays here at the schools where it is needed." a learning tool for all The U.S. Department of Education is now promoting policies students. similar to what Ken's school district did several years ago. Information about how to include the needs of all students into technology planning is available on the Web, with detailed pointers on technical specifications, procurement guidelines and other policy information. Resources: The U.S. Department of Education's TechPack is a good resource: http://www.ed.gov/offices/OSERS/whatsnew/techpack.html Technology plans for the state of Ohio can be found at: http://www.ohioschoolnet.k12.oh.us/ MENTORING MAGIC Susan Dudley Carlyle High School, 1461 Twelfth St., Carlyle, Illinois 62231 Ergonomics E-mail: [email protected] Short Attention Span Grades: 9-12 Sequencing Difficulties e use the Internet constantly," says Susan Dudley, "It's so W much fun!" In fact, the Internet has attracted many general Memory Retention education students into Susan's special education resource Hand Dexterity Control room at Carlyle High School. Even though Carlyle is a small town of only 3,500, high speed telephone lines with Internet Dyslexia access keep the students plugged into the riches of the Internet. Reading Comprehension "Even fun and games on the Internet can be educational," says Susan, who lets her students log on to check the latest sports scores. "Online, they read at a higher vocabulary level compared to a book that would not hold their interest," she says. Susan also led her students in a conflict resolution project using e-mail. Students with behavioral problems acted as mentors to non-disabled junior high school students in a town „WHAT IF... several hundred miles away. "The students on the other end didn't know my students as poorly behaved or disabled," says What if...Susan had a Susan. The project helped the students in Susan's class student who couldn't type? improve their behavior by teaching them how to think critically She recently discovered about situations that lead to conflict and make choices about voice recognition software the best way to respond. that types words as they are spoken into the computer. Voice input technology is widely available and offers even more options for computer use. It also highlights an important lesson: Multiple ways of putting information into the computer can be just as important as multiple ways of receiving it.

The mentoring project provided Susan's students with new responsibilities and leadership along with boosting their self-esteem - the real magic of mentoring! BARRIERS SOLUTIONS .1.NHAT IF... The computer v Adjusting the monitor's screen is difficult to resolution creates sharper What if....you have a blind images. read. student who is unable to Repositioning the monitor read the computer screen ► reduces glare. at all? A screen reader and external speakers make Written materials It. High contrast colors of the computer read text are difficult to background and text improve aloud and provide comprehend. readability. auditory prompts to help a v Font enlargement helps some student navigate around students read written information the screen. more easily. ► Screenreaders work to. Text reading software and books best on Web sites on audiotape create access for without graphics. Turn auditory learners. off the image loading option on your web it- Highlight-and-read utilities allow the selection of words or phrases browser, or if you're to be read aloud. making a web page, provide a text only version. This also helps Keyboard is difficult ► Adjustable workstations and web surfers who are to reach for short chairs help students reach the using slow modem students. computer. connections. Noisy classrooms ► Headphones covering the ears ► If you're developing a and distracting block out distracting noises. web site with lots of graphic elements, make sounds interrupt Headphones giving auditory students. ► sure to provide a short feedback from the computer description of the provide redundancy to help images for people who students focus. are unable to see them and utilize the alt-text Small cursors are 0° Lower blinking speed of cursor option in your HTML hard to see on the increases visibility. programming when computer screen. I:. Software programs increase the displaying a picture. For size of the cursor on the screen. more information about designing accessible web pages, point your Complex steps it. Desktop icons provide shortcuts web browser to the for launching programs. involved in National Center for launching web Accessible Media at browsers are WGBH in Boston difficult for some http://www.boston. students to com/wgbh/pages/ remember. ncam/currentprojects/ wapindex.html Misspelled words Dictionary and spell check aren't recognized ► programs improve accuracy of ► or to the Web by search engines searches. Accessibility Initiative on the Internet. http://www.w3.org/ TR/WD-WAI- PAGEAUTH KEY NHS NHL CAPTIEINS Barbara Franklin Literacy Development North Middle School, 1725 N.W. Highland Ave., Grants Pass OR 97526 E-mail: [email protected] Reading Comprehension Grades: 7-9 Deaf Education etudents in my class are much more willing to do reading and English as a Second danswer questions using the Internet," says Barbara Franklin, Language a resource teacher of students who are deaf and hard of hearing in Grants Pass Oregon. "They don't think they're doing reading comprehension!" Barbara's middle school students use the Internet to conduct research and develop their reading skills. Many of her students have difficulty with English, particularly reading and spelling. !WHAT IF... But a recently developed textbook available on the World Wide Web has helped Barbara's students learn to read and develop What if...hyperlinks and their vocabulary. bookmarks are difficult for "Students with reading difficulties often don't like basic some students to readers which they think of as 'baby books. — says Barbara. understand? You can She found a Website offering subjects that appeal to older create a web page that students, such as sports and myths, but written at a uses pictures graphics and comprehension level her students could understand. The icons instead of words to program offers the same material at basic, intermediate and navigate the web. Check advanced levels so that students in the same class who read at out Dusty Dutton's web different levels can still work together on the same lessons. page at http://www.microweb. The reading program has also incorporated animated graphics com/ddutton/favorites . into a Sign Language Dictionary to help the students develop html. their vocabulary. And the program also includes a Spanish language version. One click on a picture of Neil Diamond links to a web site about him and Resources: further links. Dusty's Check out the K-8 Aeronautics Internet Textbook at: mother, Donna Dutton, http://wings.ucdavis.edu . says the web page is simply, "a set of bookmarks linked via picture icons on Dusty's Have you noticed that Web sites are starting to talk? home page." Audio and video clips, even streamed audio "netcasts" are becoming more common on the Web. While this helps many blind users, it creates access barriers for users who are deaf and hard of hearing. Remember: always provide captions or a text transcript for any audio information you post on your web site. Web producers should check out SAMI, a new multimedia captioning tool from Microsoft. http://microsoft.com/enable/products/multimedia.html. If you are interested in captioning in general, a good starting point is "CCWeb"at http://www.erols.com/berke. 14 1TERNET ENCOUNTERS KEY WORDS Betty Groesbeck Peter Boscow Elementary School, 452 N.E. Third Ave., Hillsboro, OR 97125 Visual Impairment E-mail: [email protected] Group Learning Grades: Fourth Assistive Technology "T he Internet opens a door on the world for my students" says Resources Betty Groesbeck, who has used the Web to take her fourth- graders on virtual field trips to Antarctica and other points around the globe. Betty uses simple videoconferencing software for high-tech pen-pal projects with her students. "The Internet connects them to other kids in an immediate way and they love that connection," says Betty. In addition to Where do I start? developing communication skills, Betty says the Internet has also stimulated her students' interest in science and reading. Betty knows that assistive technology like read-aloud Over the years, Betty has taught students with a variety of keyboard programs are disabilities, but she showed unusual ingenuity in getting one of available... somewhere. her students with a visual impairment onto the Net. The The question is, how to fourteen-inch computer monitor in Betty's classroom was too find it? Most states in the small for this student to see easily, so she found a special piece U.S. have a federally of equipment to connect the computer monitor to a television funded Technology with a 21-inch screen. Not only did it help her visually impaired Assistance Program; there student, but Betty also found the large TV screen made it may be other local easier for all of her students to see the computer, especially in resources available too. group learning situations. Assistive Technology Resources including books, organizations and BARRIERS SOLUTIONS Websites are listed on page 18. Or check out our Small computer Y. An external connector routes web handbook at: screen is hard to the computer monitor to a http://www.wid.org/tech/ read for students large-screen TV set for easier handbook/ to find even with visual viewing. more. impairments. It also ∎ Thirty students can share one makes group computer more easily when it has learning difficult. a large screen.

Graphical web sites Y. Screen enlargement programs are hard to see for make the graphics easier to see. students with visual impairments. CYBERSPACE SAMPLER Yuri Wellington Hana High and Elementary School, P.O. Box 128, Hana Hawaii 96713 English Language E-mail: [email protected] Acquisition Grades: K-12 Reading Skills The Internet provides instant gratification for students at my Language Interpretation I school," says Yuri Wellington, the Technology Administrator Reading Comprehension for a combined Elementary and High School in rural Hawaii. "The students get discouraged if they're looking for Keyboard and Mouse Use information and can't find it right away," she says, "But that Understanding usually doesn't happen on the Internet." Yuri's training as both Information a special education teacher and a technology coordinator is well matched to the needs of her school. Almost one-fourth of Focusing Attention the students at Hana High and Elementary are in special education or other programs for special needs children. Many of the students speak Hawaiian Creole as their first language and have to learn Standard English in school. Hana is a rural and geographically isolated area, and the school relies heavily on the Internet for communications. Yuri's commitment to educating and integrating students with disabilities, her passion for technology and her creative WHAT IF... problem solving have helped make the Internet a learning tool for all students in Hana. What if...you are developing a web site and want to make sure it's accessible? A free web- based service called Bobby can help. Bobby automatically evaluates your site to determine if it is accessible to disabled web surfers. It will also find problems that may keep your web page from displaying correctly on different web browsers. Go to http://www.cast.org/ bobby/ for more information. Bobby was developed by CAST — the Center for Applied Special Technology. •• BARRIERS SOLUTIONS BRIGHT IDEAS Mouse A trackball is easier for some maneuvers like ► students to manipulate. One of the "double clicks" buttons launches programs with a ► For students who are can be hard for single click. A "lock" button keeps hyperactive, working young students pull-down menus open while the with a buddy may help student makes a selection. with small them stay focused on hands and those ► A device can be added that their projects. with limited fine converts the standard computer motor screen into a touch-screen for coordination. easier navigation. Have you seen? Standard Color-coded stickers on the keyboards can be keyboard help students remember A web site built to deliver difficult for ► the function of certain keys. math curriculum to students in grades 3-8 students with A keyguard placed over the uses examples from limited motor ► keyboard provides hand support aeronautics to provide role coordination, so that key choices can be models for students with memory intentional, not accidental. problems or disabilities. The site is also cognitive v,- An alternative keyboard lets accessible. Point your web disabilities. students work by touching large browser to: Sometimes they pictures instead of small keys. http://www.planemath . hit the wrong corn. keys.

Computer Flow charts and checklists help programs require ► students follow a step-by-step following specific process to start their work. sequences to "Macro" software can automate launch, creating ► a series of steps, which are barriers for activated with a single keystroke. students with limited memory.

Text-based web Websites with graphics, pictures, sites are ► sounds and other non-textual inaccessible to information are easier for these students who do students to use. not speak English Text can be copies and pasted in a and some with ► talking word processor and then learning "read" to the student. disabilities.

Time limitations Bookmarks on Web Browsers help on computer use ► students go back and pick up make it hard for their work over a period of days or students who weeks. work slowly and Downloading information from need extra time ► websites for use later also helps. to complete Web projects. EDUCATION R f:SOUREES FOR INIIING TECHNOLOGY

FUNDING GRANTS: ASSISME TECHNULOGY. Resources for Finding Assistive Technology: Several non-profit Information about organizations, government agencies, telephone hotlines and foundations and publications provide a wealth of information about Assistive corporations who fund Technology. Here are some of the best: education technology initiatives can be found ABLEDATA is a national database of Assistive Technology through the Foundation and rehabilitation equipment. More than 23,000 products are Center Library. The Center listed. Their toll-free telephone hotline is: has national collections in Voice: (800) 227-0216 New York City and TTY: (301) 608-8912 Washington, D.C. and field On the web at: http://www.abledata.com offices in Atlanta, The Assistive Technology Project in your state. These Cleveland and San programs provide information about purchasing and using Francisco, plus a network accessible technology. To locate the program closest to you, of 210 cooperating contact the Rehabilitation Engineering and Assistive libraries in all 50 states. Technology Society of North America: Visit their web site at: RESNA Technical Assistance Project 1700 N. Moore Street, Suite 1540 http://www.fdncenter.org Arlington, VA 22209 Voice: (703) 524-6686 Office Locations: TTY (703) 524-6639 Fax: (703) 524-6630 National Collections: On the Web at http://www.resna.org/resna 79 Fifth Avenue New York, NY 10003-3076 The Alliance for Technology Access is affiliated with 43 Voice: (212) 620-4230 community technology centers across the United States that offer training and hands-on opportunities to use assistive 1001 Connecticut Avenue, technology. For a referral to the technology center nearest N.W. you, contact: Suite 398 Alliance for Technology Access Washington, D.C. 20036 2175 E. Francisco Blvd. Suite L San Rafael, CA 94901-5523 Voice: (202) 331-1400 Voice: (415) 455-4575 TTY: (415) 455-0491 Field Offices: Fax: (415) 455-0654 312 Sutter St. E-mail: [email protected] San Francisco, CA 94108 Or, point your web browser to: http://www.ataccess.org Voice: (415) 397-0902 The Council for Exceptional Children Technology And Media 1356 Hanna Bldg. Group provides support for classroom teachers and holds an 1422 Euclid Avenue annual conference to promote the availability and effective Cleveland, OH 44115 use of technology and media for students with disabilities Voice: (216) 861-1934 and/or who are gifted. Contact them at: The Council for Exceptional Children Suite 150 Hurt Bldg. 1920 Association Drive 50 Hurt Plaza Reston, VA 20191-1589 Atlanta, GA 30303-2914 Voice: (703) 620-3660 Voice: (404) 880-0094 TTY: (703) 264-9446 Fax: (703) 264-9494 e-mail: [email protected] Web: http://www.cec.sped.org 18 The Trace Center at the University of Wisconsin - Madison, has a number of technology access projects, along with comprehensive website with a wealth of information about assistive technology. Contact them at: Trace Research and Development Center University of Wisconsin-Madison S-151 Waisman Center 1500 Highland Ave. Madison, WI 53705-2280 Voice: (608) 263-6966 TTY: (608) 263-5408 Fax: (608) 262-8848 E-mail: [email protected] On the Web at: http://www.trace.wisc.edu The 1998-99 Trace Resource Book is an encyclopedic guide to software, hardware and augmentative communication equipment listing over 1,500 products. Contact information for manufacturers and prices are included in the listings. To order, contact the Trace Center, listed above, or visit http://tracecenter.org Computer Resources for People with Disabilities: A Guide to Exploring Today's Assistive Technology by the Alliance for Technology Access is a book with a wealth of information about the process of finding information about available technology, funding strategies, resources and references. To order the book, contact The Alliance for Technology Access, listed above. Has Technology Been Considered? A Guide for IEP Teams provides information about appropriate ways to include technology into a student's individualized education program. The book can be ordered from: The Council of Administrators of Special Education, Inc. 615 16th Street, NW Albuquerque, NM 87104 Voice: (505) 243-7622 Order Number AT-12

19 How Do I Find It? OH RESOURCES: Searching the Web can be a snap if you use the right keywords and connectors. For a complete listing of regularly updated websites relevant to The trick is to avoid students, teachers and technology administrators, check out getting overwhelmed by the electronic version of this handbook posted at our website too much information. In http:www.wid.org/tech/handbook/ general, the more specific Here are a few more web sites worth looking at: the search terms the better the results. Use key words EASI--Equal Access to Software and Information has a for a specific disability, a K-12 Information Technology Centre on its home page along type of equipment, a grade with a wealth of information about science and math level or subject rather programs for students with disabilities. Visit them at: general concepts. Put http://www.isc.rit.edu/-easi/index.html quotation marks around your terms to look for a Do-It Disabilities, Opportunities, Internetworking and specific combination of Technology features extensive links to accessible Web words. Use the boolean development resources. If you're designing a web page connectors: and, or, not accessible to everyone, check out the resources at: to narrow your search. http://weber.u.washington.edu/-doit/ Sometimes a combination of both works best. The Web Accessibility Initiative recently launched by the World-Wide-Web Consortium (W3C) is aimed at making the For example, a search for Web more accessible to people with disabilities. Their web blind AND student AND page provides pointers to diverse resources as well as the screen reader using the latest official guidelines for creating accessible web pages. Alta Vista search engine yielded 101,426 hits. But http://www.w3org/wai narrowing the search to web page has pointers to information "blind students" AND The Trace Center "screen reader" came back about web accessibility and tools to facilitate the with a more manageable construction of accessible web pages. Go to the web section of the category entitled "Designing a more usable world." 43 hits. http://tracecenter.org A great search engine for beginners: http://www.yahooligans. corn/ This site features hints and a text-only option with links to schools, activities and, most importantly, a HELP page. -A- -G- Optical character recognition, 10 ABLEDATA, 18 Group learning, 4, 5, 15 INDEX Accessible Web Design -H- -P- and Captioning, 14 Has Technology Been Plane Math Website, 17 Diagnostic tools -- Bobby, Planning, 4, 11 16 Considered? A Guide for IEP Teams, 19 Print Access, 7, 10, 17 Alliance for Technology Processing speed, 8 Access, 18, 19 Head-mounted pointers, 5 Alternate keyboard, 5, 11, Headphones, 8, 13 -R- 17 High Contrast, 5, 13 Random Access Memory, Assistive Technology, 5, 7, High-speed connection 6 11, 15, 18, 19 and benefits, 4 Reading Comprehension, Resources, 18 Hyperlinks 10, 11, 12, 14, 15, 16 Students without and increasing contrast, 5 and Web-based textbook, Disabilities, 5 and tab key navigation, 5 15 Auditory learners, 3, 5, 10 Repetitive strain injuries, 4 -B- Image-loading overriding RESNA, 18 Blind students, 5, 10, 20 for blind users, 5 -S- overriding for faster -C- Scanning software, 5 downloads, 5 Screen enlargement, 5, 10, Captioning Input and output 15 and accessible web customizing, 6 using TV, 15 design, 14 Internet, 3, 4, 14, 15 Screen reader, 5, 20 and video clips, 14 and access -- general Software enlargement, 10 SAMI multimedia tool, 14 strategies, 4 Spell check Center for Applied Special and diverse student body, and Internet searches, 13 Technology, 3 3 Switches, 5 Cognitive disability, 17 and reading Computer Resources for development, 14 -T- People with Disabilities, and Sign Language Talking computers, 7, 10 19 dictionary, 14 multiple benefits, 7, 10 Computer Specifications, and Spanish textb000k, Talking software, 10, 11 6, 7, 8 14 Technology Assistance Control panels and streamed audio, 4 Program, 18 and input/output and videoconferencing, 4, Technology procurement, adjustments, 6 15 11 Copyright exemptions and virtual field trips, 15 Text reader, 10, 13 accessible formatting, 10 Barriers to Access, 3 Touch screen, 5, 11, 17 Council for Exceptional Equalizing Force, 3 Trace Research and Children, 18 Motivating Students, 3 Development Center, 19 Council of Administrators Educational Tool, 3 Trace Resource Book, 19 of Special Education, 19 -K- Trackball, 4, 14, 17 Cursor enlargement, 13 K-8 Aeronautics Internet -U- -D- Textbook, 14 U.S. Department of Deaf education, 14 Keyboard Education, 6, 8, 11 Do-It Disabilities, and color-coding, 17 -V- Opportunities, and keyguards, 17 Internetworking and alternate keyboards, 5, Visual impairment, 4, 5, 7, Technology, 20 11, 17 10, 15 Visual learners, 3, 10 Dyslexia, 7, 12 -L- Voice input, 5, 8, 12 -E- Large monitor, 4, 10 Voice output, 5, 7, 10, 11, EASI--Equal Access to Learning disability,4, 5, 6, 14 Software and 7, 17 and sound card, 7 Information, 20 Library of Congress, 10 Voice-recognition Easy Access features, 6 Limited coordination, 4, 5, software, 12 Education Technology 17 -IN- Funding, 18 Literacy development, 14 E-mail Low vision, 4, 5, 6, 7 Web and bookmarks, 17 and mentoring projects, -M- 12 resources, 20 English as a Second Macros, 17 searching, 20 Language, 3,7,14,16 Missouri Assistive Word prediction software, Ergonomics, adjustable Technology Project, 7 8 workstations, 13 Missouri Technology _y_ Eyestrain Center for Special reducing, 5 Education, 7 Yahooligans, 20 Mouse -F- and keyboard Flow charts alternatives, 6 to launch programs, 17 -0- Font enlargement, 4, 5, 6, 10, 11, 12 On-screen keyboard, 5 Foundation Center, 18 and headpointing device, 5