Technology Inclusion For All School Inservice

1. Technology Inclusion For AllSchool Inservice Sponsored by: Learning Technology Support Group Prince George’s County Public Schools

2. Welcome! This PowerPoint show has been designed to facilitate learning about the change in COMAR and to enable educators to implement changes that best meet student needs. Please review the “speaker’s notes” for each slide. This PowerPoint is also available on the TIFA web site at: http://www.pgcps.org/~tifa/tifa.htm

3. Goals: As a result of this inservice, each participant will: • Review the requirements for accessible technology-based instructional products. • Examine the meaning of “equivalent access” in regard to technology-based instructional products. • Gain an awareness of the PGCPS Board approved software and online resources evaluation process. • Consider ways to incorporate accessibility standards into your curriculum.

4. The Federal Law - 504 There is a distinction between 504, Americans with Disabilities Act, 508 and COMAR 13A.05.02.13H: Section 504 prohibits discrimination due to disability. For more information see: http://ericec.org/sect504.html

5. The Federal Law - ADA The Americans with Disabilities Act (ADA) grants equal opportunity and civil rights protection to individuals with disabilities. For more information see:http://www.usdoj.gov/crt/ada/adahom1.htm

6. The Federal Law - 508 Section 508 ensures access to and use of electronic information and data for Federal Employees. For more information see: http://www.access-board.gov/sec508/508standards.htm The Maryland Regulation is modeled on the Federal 508 technology standards..

7. What do you know about accessibility? • Share what you know about accessibility and why it’s important. • View the video on the Maryland accessibility regulation.

8. Code of Maryland Regulations (COMAR) COMAR 13A.05.02.13H is the regulation that brings change; the organization is: • Subtitle 05: Special Instructional Programs • 13A.05.02: Administration of Services for Students with Disabilities • .13: Local Public Agency Administration COMAR Online: https://constmail.gov.state.md.us/comar/13a/13a.05.02.13.htm This secure site works best when using Internet Explorer 5.0 or higher

9. COMAR 13A.05.02.13H(1)The law states: • H Accessibility of Technology-Based Instructional Products (1) A public agency shall ensure that a request for bid, request for proposal, and local public agency guidelines for the selection and evaluation of technology-based instructional products used by students include the requirements governing equivalent access consistent with Subpart B, Technical Standards, Section 508 of the Rehabilitation Act of 1973, as amended. PGCPS Review information: LTSG: http://www.pgcps.org/~support/software.html TIFA: http://www.pgcps.org/~tifa/review.html

10. COMAR 13A.05.02.13H(2)The law states: H (2) A public agency shall ensure that technology-based instructional products provide students with disabilities equivalent access unless doing so would: • Fundamentally alter the nature of the instructional activity; • Result in undue financial and administrative burdens on the public agency; or • Not meet other specifications.

11. COMAR 13A.05.02.13H(3)The law states: • H (3) If a technology-based instructional product meets the criteria described in § H(2) of this regulation or is not available, the public agency shall implement an alternative method of instruction designed to enable a student with a disability to access the general curriculum and meet the student’s IEP goals and objectives as specified in COMAR 13A.05.01.09A.

12. What does this include? Technology-based instructional products for students: • Instructional software • On-line resources • Computer-based equipment (Operating Systems, Desktop and Portable) • Telecommunications Products • Video and Multimedia Products • Self Contained, Closed Products (i.e.: calculators)

13. Important Terminology Equivalent Access Undue Burden Alternative Method of Instruction

14. Equivalent Access The functional outcome of using a technology-based instructional product results in students with disabilities being able to access the same instructional content.

15. Undue Burden Significant difficulty or expense. If applicable, the agency must: • Give a justification for why the standards impose an undue burden • Provide access to instruction for students with disabilities through an alternative means

16. Alternative Method of Instruction Answer the following questions when using technology-based instructional resources with students who have a disability: • What makes the product not accessible? • What additional equipment, services, or resources are needed to make it accessible? • Is another similar product accessible? • What other mode of instructional delivery may be used to provide the student with the disability the equivalent access to the curricular content in order to complete the instructional assignments and to learn and incorporate the information into the student's body of knowledge.

17. Did you know that… • Many commonly used technology products have accessibility features built in? • Accessibility features are available in: • Operating systems in Control Panel • Integrated office application products • Internet browsers Tutorials:http://www.pgcps.org/~tifa/training.html

18. Principles of Accessible Design • Allow for customization based on user preference. • Provide equivalent access to auditory and visual content based on user preference. • Provide compatibility with assistive technologies and complete keyboard access. • Provide contextual and orientation information. • Follow specifications, standards, and/ or guidelines. Rothberg, M. (August 7, 2001). Accessibility: Making Education Technology Accessible to Students with Disabilities.http://www.siia.net/divisions/education/8-7-01/contents.asp

19. PGCPS Evaluation Procedures 1. If the software or online resource is approved it may be purchased. To check for approval, go to: http://www.pgcps.org/~support/software.html 2. If the software or online resource has not yet been approved: • Interested faculty members may convene a review committee and complete the User and Accessibility review steps. These reviews plus a full version of the software must be sent to LTSG. • Interested faculty members may send a full version of the software to LTSG to complete the review process.

20. PGCPS Evaluation Procedures - Steps 1. User Review 2. Accessibility Review 3. Technical Review 4. Content Review 5. Board Approval 6. List in Approved Database http://www.pgcps.org/~support/software.html

21. Ways to Determine Web-based Product Accessibility • Use Section 508 Accessibility Standards Checklists:http://www.cte.jhu.edu/accessibility/Checklists.cfm http://www.pgcps.org/~tifa/review.html • Search for accessibility information on the company web site • Contact company for specific information See the TIFA web site for more information:http://www.pgcps.org/~tifa/web.html

22. Resources • Federal Resources • http://www.section508.gov/ • Maryland Resources • MSDE Accessibility Standards: http://msde.state.md.us/technology/access_tech.html • Accessible Computer-based Instructional Technology: http://cte.jhu.edu/accessibility

23. Prince George’s County Public Schools Resources Technology Inclusion for All web page: http://www.pgcps.org/~tifa Evaluation of software and online resources: http://www.pgcps.org/~support/software.html

24. Self-Guided Exploration If you would like to learn more: Please go to the TIFA Training Links page: http://www.pgcps.org/~tifa/training.html Tutorials: COMAR Software Accessibility Tutorial COMAR Online Resources Accessibility Tutorial Operating System and Software Tutorials Graphing Calculators and more! See also the Access Board Guide to the Section 508 Standards for Electronic and Information Technology: http://www.access-board.gov/sec508/guide/

25. What have you learned about accessibility? Please share with the large group what you learned from the video, your colleagues and this presentation.