Global Positioning Systems

1. Global Positioning Systems • Trekker – HumanWare • system that uses GPS and digital maps to help blind persons find their way in urban and rural areas • Braille Note GPS – HumanWare • BrailleNote GPS software uses a cell-phone size GPS receiver to relay information from GPS satellites.  It calculates where you are and plots a route to a destination you choose. • MUKANA – SlashPhone • cell phone, a wireless headset, a Global Positioning System (GPS) module and voice recognition software • StreetTalk GPS – Freedom Scientific • Combined with a GPS receiver and a PAC Mate, StreetTalk provides a rich orientation solution for the blind and those with low vision

2. Personal Digital Assistant • Maestro • Manage your appointments and contact list, record voice memos, consult and edit documents, read books, and soon, manage your emails, listen to music, and more, all in the palm of your hand. • PacMate • Based on the iPaq Windows CE platform • BrailleNote • Proprietary PDA software for daily functionality • EasyLink • Windows Mobile operating system, which allows for seamless integration with other Microsoft applications

3. Current and Future Trends • Standardization between software and hardware developers • Rich Media Format eBooks • Conversion of audio books to digital CD format • Accessibility software integrated into operation system • Better accuracy and quicker OCR software • DVD produced with descriptive video format • Descriptive Video Format integrated into TVs • Smaller CCTVs for reading and possible O&M • GPS for O&M independent navigation • Instructional books accessible to all students • Communication devices accessible to visually impaired • Better voice recognition for data input • Better tactile production systems What’s NEW!

4. Transitioning Assistive Technology

5. Transitioning of AT – Equipment In 34 CFR § 80.3 Uniform Requirement for Grants and Cooperative Agreements to State and Local Governments of the Code of Federal Regulations (CFR), equipment* is defined as”…tangible personal property having a useful life of more than one year and an acquisition cost of $5,000 or more per unit. A [district or agency] may use there own definition of equipment provided that such definition would at least include all equipment defined above.”

6. Transitioning AT – Uses of Equipment 34 CFR § 80.3(c)(1) describes the uses of equipment and states “…shall be used by the [district or agency] in the program or project for which it was acquired as long as needed, whether or not the project of program continues to be supported by Federal funds. When no longer needed for the original program or project the equipment may be used in other activities currently support by the Federal agency.”

7. Transitioning AT – Uses of Equipment 34 CFR § 80.32 (c)(2), “ The [district or agency] shall make equipment available for use on other projects or programs currently or previously supported by the Federal Government, providing such use will not interfere with the work on the projects or programs for which it was originally acquired.”

8. Transitioning AT – Uses of Equipment Dedicated equipment such as some communication devices, some computer access devices, or other personal equipment customized specifically for the student should be transferred to another supporting agency, student or family upon graduation since the original program will no longer have a use for the equipment.

9. Transitioning AT – Uses of Equipment Other equipment, such as most computers, switches that can easily be repositioned, or expanded keyboard that can easily be reprogrammed, could be used by other students. This type of equipment would be transferred at the discretion of the school board.

10. Transitioning AT – Uses of Equipment If such equipment is not transferred, however, the IEP team must facilitate the acquisition of new AT that will allow the student’s uninterrupted access to the type equipment and services that meet the student’s needs for successful post-graduation activities.

11. Transitioning AT - Disposition Equipment no longer needed for the student may also be sold at fair market value to another agency (34 CFR § 80.32(4)(e)). However, if the district sells the property, “…proper sales procedures must be established to ensure the highest possible return” (34 CFR § 80.32(4)(d)(5)). Requirements regarding the retention of property records for equipment acquire with Federal funds are listed in § 80.32(d)(1) of the CFR.

12. Transitioning AT - Disposition • Items of equipment with a current per unit fair market value of less than $5,000 may be retained, sold, or otherwise disposed of with no further obligation to the awarding agency. • I Items of equipment with a current per unit fair market value in excess of $5,000 may be retained, sold, and the awarding agency shall have the right to an amount calculated by multiplying the current market value or proceeds from a sale by the awarding agency’s share of the equipment.

13. Transitioning AT - Review • assistive technology is considered equipment as defined in 34 CFR § 80.3 • upon graduation of a technology dependent student, if the district no longer needs the equipment for the original program and if the equipment is purchased with Federal funds or general revenue funds, the equipment can be transferred to a supporting agency, family, or to the student • this transfer can be a loan, gift, or sold at fair market value

14. Transitioning AT -Review • if the transfer is a loan or gift, an agreement must be developed to transfer care, maintenance, and upgrade responsibilities to the recipient • if sold, the fair market value should be based on a straight line of depreciation considering the nature of the equipment, the history of use, and other technology developments • property records should reflect the disposition of the equipment in accordance with district procedures • transfer of equipment is encouraged to assure continuing activities to meet post-secondary goals

15. Transitioning AT -Review • if the technology equipment is not transferred, the transition IEP team must develop a transition strategy that will focus on methods that will allow the student’s uninterrupted access to the type of equipment and services that will meet the student’s need for successful post-graduation activity • policy development regarding the transfer of assistive technology is strongly encouraged to support the transition IEP team in developing an effective transition process for the graduating student.

16. National and State Resources • American Printing House • National Federation of the Blind • American Foundation for the Blind • New Mexico School for the Visually Impaired • New Mexico Commission for the Blind • Arizona Center for the Blind and Visually Impaired • Arizona School for the Deaf and Blind • Foundation for Blind Children • Recordings for the Blind and Dyslectic • Related Resources • (See NMAZState Services File on CD for Links to Websites)

17. Lawrence Jeffrey Fitterman, Ed.S., ATP Micro-Enabling Resources, Inc. Assistive Technology Consultant to the 13176 North Dale Mabry Highway, Suite 135 Tampa, Florida 33618-2406 Cell Phone 813-244-7499 Voice Mail 813-837-7830 FAX 813-961-7513 or 813-837-7979

18. Just the Beginning