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Stepping Stones of Technology Innovation for Students with Disabilities 2001-2003

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 Students with Disabilities 2001-2003

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  1. 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

  2. Using Refreshable Braille in the Inclusive Classroom Center for Assistive Technology University at Buffalo Kathleen Beaver, MS Ed., ATP Christine Oddo, MS, OT, ATP

  3. innovative alternative to hardcopy braille • moveable pins that represent text stored electronically in braille format Refreshable Braille

  4. available in portable, talking, note taking devices Refreshable Braille Braille Input Keys Refreshable Braille Cells

  5. 15 Students

  6. Students received +

  7. BrailleNote Training “Hands-on” individual and small group training provided in multiple settings for: • Student • Teacher of Visually Impaired • Aide/Braille Transcriptionist • Parent

  8. BrailleNote Training • Guided, step-by-step instruction • 9 modules • Color coded to assist team members working with the students

  9. BrailleNote Training • Practice exercises are related to integration strategies

  10. BrailleNote Training • Students were enthusiastic • Eager to assist others during the training • Access to Braille makes it easy to use

  11. Project Website http://cat.buffalo.edu/refreshablebraille/

  12. Scanning & OCR Training Technical support and training to help school teams build capacity for materials conversion

  13. Textbook Conversion 14 Social Studies textbooks and 8 supplemental texts unbound

  14. Textbook Conversion Scanned into the computer using a high speed scanner with ADF and OCR software

  15. Textbook Conversion Print Page Computer Page

  16. Textbook Conversion • Each page is edited: • correct recognition errors • adjust formatting • add map & picture descriptions

  17. Map Descriptions 1. In what state did the American victories take place?

  18. Map Descriptions 2. How did the British General Howe travel from New York to Brandywine?

  19. Map Descriptions • Title • Legend • Scale of miles • Geographic Setting • Content specific information using cardinal directions

  20. 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.

  21. Picture Descriptions • Objective • Characteristics and attributes related to topic content • Description of setting, when appropriate

  22. Graph & Chart Descriptions • Title • Type (line, bar, pie) • Axis labels & increments • Data points

  23. Tables and Graphics

  24. Format Issues • Both speech and Braille outputs must be considered • Maximize electronic capability of the device

  25. 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

  26. Vocabulary Words On higher ground, planters grew * indigo, a plant that yields a deep blue dye. Vocabulary words are identified with an asterisk

  27. Bulleted Lists Identify 1. Pilgrims 2. Mayflower 3. Puritans • Identify • Pilgrims • Mayflower • Puritans

  28. Descriptive Text Identifiers --- There is a map on this page titled ---- • Inserted before and after: • Added descriptions • Picture captions • Side bars

  29. 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.

  30. APH Louis Database www.aph.org/louis.htm

  31. 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

  32. Online Textbook Editions

  33. Integration Examples Early learners in elementary classrooms

  34. Fill in the Blank Worksheet • Worksheet was scanned into computer • The word “blank” was used where the blank lines occurred

  35. Fill in the Blank Worksheet The words in the Word Box were provided to Beth in hard copy Braille

  36. 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

  37. 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.

  38. Student Impact • Acquire technology and adaptive skills • Achieve technology benchmarks

  39. Student Impact • Increased independence • Work alongside peers • Less classroom pullout

  40. Vision Teacher Impact • Learn how to use the BrailleNote to support the student • Time with the device

  41. Vision Teacher Impact • Develop processes based on academic task • Coordinate tasks with the classroom teacher and the Braille transcriptionist

  42. Classroom Teacher Impact • Needs information about the BrailleNote • Provide instructional materials in advance to facilitate conversion

  43. Journal Writing • Each day, Beth uses her BrailleNote to write in her journal • The BrailleNote is connected to a computer monitor in the classroom

  44. Classroom Teacher Impact This enables the classroom teacher (who doesn’t know Braille) to actually help Beth with her writing in “real time.”

  45. Integration Examples Use in middle and secondary schools

  46. Writing & Notetaking • Provides a compact, portable writing system for use in multiple settings

  47. Student Impact • Fewer hardcopy Braille materials to organize & transport • More flexibility in where and when work can be completed

  48. Impact on Parents • Increased awareness of technology and electronic resources • Portability enables work at home • Access to the textbook with descriptions provides increased independence

  49. 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

  50. Classroom Teacher Impact The teacher must verbalize: • chapter number • page number • beginning phrase

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