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Stepping Stones of Technology Innovation for Students with Disabilities 2001-2003 U.S. Dept. of Education Office of Special Education and Rehabilitation Services CFDA 84.327A – PHASE 1 DEVELOPMENT. Using Refreshable Braille in the Inclusive Classroom Center for Assistive Technology
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Stepping Stones of Technology Innovation for Studentswith Disabilities 2001-2003 U.S. Dept. of Education Office of Special Education and Rehabilitation Services CFDA 84.327A – PHASE 1 DEVELOPMENT
Using Refreshable Braille in the Inclusive Classroom Center for Assistive Technology University at Buffalo Kathleen Beaver, MS Ed., ATP Christine Oddo, MS, OT, ATP
innovative alternative to hardcopy braille • moveable pins that represent text stored electronically in braille format Refreshable Braille
available in portable, talking, note taking devices Refreshable Braille Braille Input Keys Refreshable Braille Cells
BrailleNote Training “Hands-on” individual and small group training provided in multiple settings for: • Student • Teacher of Visually Impaired • Aide/Braille Transcriptionist • Parent
BrailleNote Training • Guided, step-by-step instruction • 9 modules • Color coded to assist team members working with the students
BrailleNote Training • Practice exercises are related to integration strategies
BrailleNote Training • Students were enthusiastic • Eager to assist others during the training • Access to Braille makes it easy to use
Project Website http://cat.buffalo.edu/refreshablebraille/
Scanning & OCR Training Technical support and training to help school teams build capacity for materials conversion
Textbook Conversion 14 Social Studies textbooks and 8 supplemental texts unbound
Textbook Conversion Scanned into the computer using a high speed scanner with ADF and OCR software
Textbook Conversion Print Page Computer Page
Textbook Conversion • Each page is edited: • correct recognition errors • adjust formatting • add map & picture descriptions
Map Descriptions 1. In what state did the American victories take place?
Map Descriptions 2. How did the British General Howe travel from New York to Brandywine?
Map Descriptions • Title • Legend • Scale of miles • Geographic Setting • Content specific information using cardinal directions
Picture Descriptions Picture caption: This Aztec mask represents the god that Montezuma feared had sent Cortes. There is a photograph on this page of a primitive face mask made out of blue mosaic tiles. Some of the small blue tiles are missing. The mask has big white eyes with dark pupils, a broad nose, and a wide mouth with large square white teeth.
Picture Descriptions • Objective • Characteristics and attributes related to topic content • Description of setting, when appropriate
Graph & Chart Descriptions • Title • Type (line, bar, pie) • Axis labels & increments • Data points
Format Issues • Both speech and Braille outputs must be considered • Maximize electronic capability of the device
Print Page Numbers Page 56 On higher ground, planters grew indigo, a plant that yields a deep blue dye. Print page numbers are inserted at the top of each page
Vocabulary Words On higher ground, planters grew * indigo, a plant that yields a deep blue dye. Vocabulary words are identified with an asterisk
Bulleted Lists Identify 1. Pilgrims 2. Mayflower 3. Puritans • Identify • Pilgrims • Mayflower • Puritans
Descriptive Text Identifiers --- There is a map on this page titled ---- • Inserted before and after: • Added descriptions • Picture captions • Side bars
Special Symbols 3 m 30 ° N “For score and seven a) b) c) 3 meters 30 Degrees North Beginning of quotation: “For A. B. C.
APH Louis Database www.aph.org/louis.htm
From Publisher • Many publishers provide “e-editions” of newer textbooks on CD ROM • Most publishers have a web site that can be searched for online textbooks and contact information
Integration Examples Early learners in elementary classrooms
Fill in the Blank Worksheet • Worksheet was scanned into computer • The word “blank” was used where the blank lines occurred
Fill in the Blank Worksheet The words in the Word Box were provided to Beth in hard copy Braille
Fill in the Blank Worksheet • Worksheet file was imported into the BrailleNote • Beth used the refreshable Braille display to read the worksheet and fill in the answers
Fill in the Blank Worksheet Use the words Mrs. Smith gave you to fill in the blanks in the story below: Martin Luther King, Jr., was born on January 15, 1929. His family called him M.L. They lived in Atlanta, Georgia. Their big house was just three blocks from the church where his father was a minister. As a boy, M.L. liked listening to the big words his father used while speaking. Beth replaced the word “blank” with the correct word from the list and printed it out for her teacher.
Student Impact • Acquire technology and adaptive skills • Achieve technology benchmarks
Student Impact • Increased independence • Work alongside peers • Less classroom pullout
Vision Teacher Impact • Learn how to use the BrailleNote to support the student • Time with the device
Vision Teacher Impact • Develop processes based on academic task • Coordinate tasks with the classroom teacher and the Braille transcriptionist
Classroom Teacher Impact • Needs information about the BrailleNote • Provide instructional materials in advance to facilitate conversion
Journal Writing • Each day, Beth uses her BrailleNote to write in her journal • The BrailleNote is connected to a computer monitor in the classroom
Classroom Teacher Impact This enables the classroom teacher (who doesn’t know Braille) to actually help Beth with her writing in “real time.”
Integration Examples Use in middle and secondary schools
Writing & Notetaking • Provides a compact, portable writing system for use in multiple settings
Student Impact • Fewer hardcopy Braille materials to organize & transport • More flexibility in where and when work can be completed
Impact on Parents • Increased awareness of technology and electronic resources • Portability enables work at home • Access to the textbook with descriptions provides increased independence
Reading Textbook in Class • Each textbook chapter is a separate file • Heather opens the file, uses the “search” command to locate the correct print page & starting point
Classroom Teacher Impact The teacher must verbalize: • chapter number • page number • beginning phrase