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Part 2: Evaluating AT For the Student

Part 2: Evaluating AT For the Student. SETT: Framework for Technology Decisions. Evaluating for AT. The web is a dynamic and changing environment. Sites and URLs listed in this workshop can change names, move to another location, or just disappear.

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Part 2: Evaluating AT For the Student

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  1. Part 2: Evaluating AT For the Student SETT: Framework for Technology Decisions

  2. Evaluating for AT • The web is a dynamic and changing environment. Sites and URLs listed in this workshop can change names, move to another location, or just disappear. • If you attempt to go to a site and it is not there: • Check first that you have entered the address correctly. Any error, an extra space, a capitalized or lower case letter will lead you to a dead-end. Check carefully and try again. • Wait a few moments and try the site again. Sometimes the internet is busy and it will work fine in awhile. • Try using a search engine to find the site. Enter the name, not the URL of the site you are looking for. • Trim the URL by eliminating parts of the address from the right end back. Remove elements one step at a time from each slash (/…/). • Try the Wayback Machine (www.archive.org). • If you need to use steps 3 – 5, notify the instructor whether you find the site or not

  3. Computer Access • The SETT approach to Computer Access • S = Skills • E= Environment • T= Tasks • T = Tools • http://sweb.uky.edu/~jszaba0/JoySETT.html • http://www2.edc.org/ncip/workshops/sett/SETT_Framework.html

  4. The STUDENT • What does the Student need to do? • What are the Student's special needs? • What are the Student's current abilities?

  5. Skills • Motor • Cognition/Memory/Attitude • Language/Processing • Sensory

  6. The ENVIRONMENT • What materials and equipment are currently available in the environment? • What is the physical arrangement? Are there special concerns? • What is the instructional arrangement? Are there likely to be changes? • What supports are available to the student? • What resources are available to the people supporting the student?

  7. Environments • Work • Recreation • Community • Education • Home

  8. The TASKS (Be as specific as possible) • What naturally occurring activities take place in the environment? • What is everyone else doing? • What activities support the student's curricular goals? • What are the critical elements of the activities? • How might the activities be modified to accommodate the student's special needs • How might technology support the student's active participation in those activities?

  9. Tasks • Access to standard apps • Education/Rehab • Alternative Writing • Recreation • Organization • Internet

  10. The TOOLS • What no tech, low tech, and high tech options should be considered when developing a system for a student with these needs and abilities doing these tasks in these environments? • What strategies might be used to invite increased student performance? • How might these tools be tried out with the student in the customary environments in which they will be used?

  11. Tools • Access to • Keyboards • Mouse • Monitor • Drives/Storage • Printer

  12. Input • Assisted Keyboard • On-screen keyboard • Cursor-Control-Pointer Systems • Alternative Keyboards • Voice Recognition • Eye-Gaze • Switches • Keyboard Emulation • Mind Control

  13. Assistive Keyboard • Physical Adjustments • Keyguards • Slant Boards • Splints and sticks • Electronic Adjustments • Sticky keys • Slow keys • Rearrange keys • Mouse keys

  14. Assistive Keyboard • Physical Adjustments • Keyguards • Slant Boards • Splints and sticks • Electronic Adjustments • Sticky keys • Slow keys • Rearrange keys • Mouse keys

  15. Input • Cursor Control • Mouse • Joystick • Trackball • Paddles • Head Mice • Touch Screen • Touch Pad

  16. Alternate Keyboards • Shaped to fit hands • Membrane surface • Programmable • Click or Speech feedback • Variable Key Size Intellikeys

  17. Voice Recognition • There are two major uses for speech recognition systems: • Dictation-- translation of the spoken word into written text, • Computer Control-- control of the computer, and software applications by speaking commands • Issues • Types • Discrete vs. Continuous • Compatibility with apps • Enrollment

  18. Eye Gaze • Camera Types • Letter, number, function keys • Programmable • Scripts and Macros • Correction Handling • Training Mode

  19. Mind Control • Interface Design • Head band • Electrodes • Implant • Activation Method

  20. Input - Switch Control • Direct Interface Switch • Scanning • Morse Code • Auditory Scanning

  21. Keyboard Layouts • QWERTY • ABC • AEIOU • Frequency • DVORAK • Center Space • ETA • Overlays

  22. Rate Enhancements • Word Prediction • Abbreviation/Expansion • Word/Phrase Supplements • Macros • Chording

  23. Output • Visual • Print, • Braille, • Text on screen • Auditory • Feedback, speech • Tactual • Braille • Interface • serial, parallel, scsi, USB, firewire

  24. Computer Access Information Closing the Gap - https://www.closingthegap.com/ http://www.washington.edu/doit/Brochures/Technology/wtcomp.html http://www.abilityhub.com/ http://www.makoa.org/computers.htm http://www.washington.edu/doit/Video/comp_acc.html

  25. Operating System Modifications Microsoft Accessibility http://www.microsoft.com/enable/ Apple http://www.apple.com/accessibility/

  26. Accessible Web Sites CAST - http://www.cast.org/ Bobby - Webxact http://webxact.watchfire.com/

  27. Screen Enlarger Information http://www.at.ufl.edu/accessibility/accessibility_cd/BATAAS/screen_enlargers.html Zoomtext9 http://www.enablemart.com/productdetail.aspx?store=10&pid=292&dept=12 ZoomAbility – enlargers http://www.visionmatters.net/catalog.php?cid=19

  28. Web Readers ReadPlease http://www.readplease.com/ Universal Reader http://www.sforh.com/vision/universal-reader-plus.html JAWS http://www.freedomscientific.com/fs_products/software_jaws.asp WYNN http://www.freedomscientific.com/LSG/products/wynn.asp

  29. Text Readers Aspire Reader http://www.cast.org/products/ereader/index.html Kurzweil 3000 and 300 http://www.kurzweiledu.com/ Powertalk http://fullmeasure.co.uk/powertalk/

  30. Speech Recognition Dragon Natural Speak http://www.enablemart.com/productDetail.aspx?pid=214&dept=23&store=10 Q Pointer http://ability.enablemart.com/productDetail.aspx?pid=11&dept=12&store=10 Word Q and Speak Q http://www.wordq.com/

  31. Ebooks and Talking Books DAISY Standard http://www.daisy.org/about_us/brochure.asp NIMAS http://www.afb.org/Section.asp?SectionID=58&TopicID=255 URAWKAWA http://urakawa.sourceforge.net/ Book Wizard Reader http://www.aph.org/tech/bwr_info.htm Washington Talking Books and Braille Library http://www.wtbbl.org/ Gutenberg http://www.gutenberg.org/wiki/Main_Page Bookshare.org http://www.bookshare.org/web/Welcome.html

  32. Alternate Keyboards • Intellikeys • http://store.cambiumlearning.com/ProgramPage.aspx?parentId=074003405&functionID=009000008&site=itc • From Intellitools • http://www.intellitools.com/about/index.aspx

  33. The Definition of Assistive Technology Devices and Services as Incorporated in the Tech Act and IDEA • Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially, off-the-shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. • Assistive technology service is any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. • Assistive technology has opened the avenue for access to education, employment, and independent travel, as well as leisure time activities for many individuals with cognitive, physical, and communication disabilities. When used in a variety of environmental settings (home, school, community, work place), assistive technology provides innovative solutions that allow individuals with disabilities to be more independent, productive and integrated into the mainstream of society and community life. • What no tech, low tech, and high tech options should be considered when developing a system for a student with these needs and abilities doing these tasks in these environments? • What strategies might be used to invite increased student performance? • How might these tools be tried out with the student in the customary environments in which they will be used?

  34. Categories of Assistive Technology • Aids for Daily LivingAids to improve self-help skills and encourage independence in activities such as cooking, eating, dressing, toileting, and home maintenance. • CommunicationElectronic and non-electronic devices that enhance communication skills for persons who are semi-intelligible or non-verbal. Additional devices include text-to-speech, voice-to-text, telecommunication devices for the deaf, and text telephones (TTs). • Instructional Material AidsComputers with adaptive switches and keyboards that substitute for normal keyboard use or conventional handwriting; audiotape players, braille displays or print magnifiers for students who are blind or visually impaired. • Sensory AidsDevices for people who are blind or visually impaired or hearing impaired may include hearing aids, FM systems, auditory trainers, eyeglasses, low vision aids, reading devices, and telecommunication devices for the deaf. • Mobility Aids Vehicles used to increase personal mobility including manual and electric wheelchairs, canes, scooters, walkers, modifications of vans for travel, and canes used by pedestrians who are blind or visually impaired.

  35. Categories of Assistive Technology • Environmental Control SystemsSwitches that allow persons with limited voluntary movements to access security systems in their home or surrounding area, home appliances, television, and computers. • Home/Work Site ModificationsModifications in the home or work environment to remove or reduce bathrooms, ramps, customized desks and work tables to accommodate wheelchairs, automatic door openers, alternate computer systems, and voice output devices for the blind or visually impaired. • Seating and Positioning AidsAdapted seating, standing tables, seat belts, braces, transfer aids, cushions and wedges to maintain posture, and devices for trunk alignment that assist people in maintaining body alignment and control so they can perform a range of daily tasks. • Leisure time or Recreational AdaptationsStructural adaptations to promote participation in cultural events and leisure time activities for individuals with disabilities. Devices may include guide rails in bowling alleys for people who are blind, special prostheses that assist amputees to participate in sports, computer decelerators that slow down arcade games, and audio descriptions for movie, sporting, and cultural events.

  36. IEPs • Tacoma School District Omniforms • http://www.tacoma.k12.wa.us/distinfo/spec_ed/forms.asp • IEP Pro • http://www.e-ieppro.com/ • IEP Software • http://www.educational-software-directory.net/special-needs/iep.html • http://home.swbell.net/jraneri/edsoftware.html

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