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2. Background Sondra Scott-King • BA in Economics (Youngstown State University) • MCRP Masters in Community and Regional Planning (Rutgers, The State University of New Jersey) J.Thomas King • BS in Mathematics and Computer Science (YSU) • MS in Mathematics (YSU) • MS in Computer Science (University of Pittsburgh)

3. Our Family Sean, age 6 X 7 Casey, age 5 Erin, age 4 • Severe to Profound • Diagnosed at 18 months

4. Instructional Technology and Education of the Deaf NTID at RIT June, 27-29 2005

5. Keynote Speakers • Judith E. Heumann • The World Bank • Email: jheumann@worldbank.org • Recognizing Technological Advances Benefiting Individuals with Disabilities; and Acting as Agents for Change • Markku Jokinen • The World Federation of the Deaf • Email: majokine@edu.jyu.fi • Positioning Ourselves for the Impact of Instructional Technology: 2005 and Beyond

6. Categories of Presentations • Commercial Software to Help with Administration tasks • Insertion Close Captioning and/Or ASL signing into existing Video Literature • Sign Language Integration via Hypertext Link format

7. Categories of Presentations • Hardware/Software Systems Teaching Aids • Tablet PCs • SMART Board • Real-time Assistance for Deaf and HOH Students • Close Captioning (on site) • CART (Communication Access Real-time Translation) • Machine • Voice • CPRINT

8. Commercial Software to Help with Administration Tasks • Lori Elliott (Arizona State Schools for the Deaf and Blind)Email: lelliott@asdb.state.az.us • Phoenix Day School for the Deaf uses PowerSchool, eIEP Pro2, Cox Education Desktop, and Arizona Schools Services through Educational Technology. • These Web-based programs provide student information, case management, student software/e-mail, on-line videos, and teacher training/support.

9. TABLET: Toward a Boundless Learning Environment Tablet • Kathryn PetersonEmail: kpeterson@hinsdale86.org • Hinsdale District 86 in Illinois is one of the first public high schools in the nation to utilize wireless tablet computers. The tablet initiative was deployed in June 2004 with distribution to all classroom teachers coinciding with initial training provided by Toshiba, Microsoft and District Technology Personnel. The desktop computers in all classrooms were removed thus creating a total Tablet environment within the high school setting. Several Tablet labs were created within the district enabling students to access this technology to its fullest. • Hinsdale South High School has been the regional site for secondary education of the deaf and hard of hearing for 37 years. The deaf program has been an integral part of the Hinsdale South's learning environment. The program has been at the forefront of trends in deaf education. Hinsdale South was one of the first schools to offer American Sign Language for foreign language credit in the hearing population as well as to incorporate numerous deaf student activities into the extra curricular program. The Tablet initiative is the most recent example of our commitment to best practices in deaf education. • The Tablet combines the power of a notebook computer with the convenience of pen and paper. Student assignments can be completed in a digital format that can be shared in an interactive environment using LCD display. Student assignments can be completed in a digital format that can be shared in an interactive environment using LCD display. The Tablet also enables built-in wireless connectivity with access to on-line resources at the touch of a pen. The benefits to the deaf and hard of hearing learning environment are numerous.

10. SMART Board • Outsmarting the Technology: The Secrets Behind the SMART Board • Denise Stappenbeck

11. Voice-to-Text Translation • Philip HyssongEmail: phil.hyssong@captionfirst.com • Communication has become a complex concept in the new millennium. Educational lecture delivery is becoming equally complex. Big business is moving towards e-business and telecommunications support. It is time to bring the knowledge learned by business to the classroom. Harnessing the Internet to utilize its far-reaching potential and instantaneous method of delivery has been a major focus of the voice-to-text (CART) industry. • Major factors affecting voice-to-text support in higher education include cost, availability, stigma and complexity. Through remote voice-to-text services, disability resource offices can lower their cost for accessibility services. Voice-to-text writer availability increases due to the fact that the actual physical location of the writer becomes a non-issue. One can utilize the services of a text translator (C-Print/TypeWell), voice writer or CART provider due to Internet connections regardless of physical location. • For remote voice-to-text services to be successful, guidelines need to be established between the coordinator and student (A "user contract" will be shared with participants as a take home). Further, communication with professors is critical to their understanding (A letter of explanation will be shared with participants as a take home). And preparation materials need to be gathered. (A prep material checklist will be shared with participants as a take home). • Presentation participants will have the opportunity to see a live demonstration of remote services.

12. Cost Reduction Trends • Remote Services • Fewer “service” people in the classroom • Reduces the amount of guaranteed time when scheduling, one hour vs. 3-4 hr. • Utilizing Web Connectivity • Simplified setup, no additional equipment needed into a classroom than is usually already there . • Additional access is a combination of a voice connection (telephone), and/or video connection to the classroom. • Movement of Tech Learning to Service Providers • The service providers takes on the headache of mastering complex new technologies. • Use of the new technologies simplifies the job of the actual service provider. • This also lowers the cost of providing these services, which can be passed on to the customer

13. Example : CART Onsite • Transcriber/Service Provider ONSITE in the classroom • Highly skilled, and trained individual, • real-time translating classroom session into “text”. • Travel Time, to and from location • Entry into school (Security issues etc). • Accommodations in the classroom, desk space, setup time. • Students (esp. HS) don’t like having another adult involved in their day to day activities.

14. Example : CART, Remote Service • Transcriber/Service Provider Remote, NOT in the classroom. • Highly skilled, and trained individual, • Real-time translating classroom session into “text”. • Voice connection to classroom (Cell phone, regular phone, VOIP)

15. Example : CART, Remote Service, Voice • Service Provider Remote (NOT in the classroom). Repeating classroom session into microphone. • Computer translates Service Provider Voice into text • No voice training sessions for teachers/presenters • Less training required for service provider tech. • Voice connection to classroom (Cell phone, regular phone, VOIP)

16. Websites • WWW.deafed.net - Once at this site look under "grant activities" and find the "Join Together" grant information. This is also where "master teachers" are to be nominated and registered. Supposedly this site can be used to get some mini-grants that will help with web-based video, Nettrekker, and the Jason Project which should all enhance teaching and learning. It appears to be a collaborative effort but the man that runs the grant piece is Harold Johnson at Kent State at 330-672-0735. • http://clerccenter.gallaudet.edu/vcweb -Once registered under the individual school, there is access to virtual tours that are shared by other enrollees, as well as lots of teaching/instructional information. This is a giant data base for those that really want to get connected and share info. • WWW.tea.state.tx.us/starchart - This was developed by the Texas people but open to all. At this site, teachers and administrators self assess their technology readiness as well as whether their technology is appropriate and efficiently utilized. • WWW.ccmaker.com - This site appears to contain Closed Captioning Software that is “do-it-yourself.” Price will be important. • http://ncam.wgbh.org/webaccess/magpie - This software is used to integrate pictures up on the computer screen as well as open text spaces to write about the inserted pictures. This can help students creatively write and edit.

17. Thank You • This board for the opportunity to attend this Symposium. • And the opportunity to present this information here today. • And special thanks to Meredith for recommending us to the board for this trip. Sincerely Sondra & Tom King