Assistive Technology Summer Institute
Take Your Technology on Vacation
August 10-12, 2009
Northwest Regional ESD
Hillsboro, Oregon
Descriptions of each presentation by day
Registration form click here
Monday – August 10, 2009
* There will be an extra $10 fee for a flash drive pre-loaded with the software.
Abstract: This course will cover open source free programs that support planning and organization, reading and writing, visual supports, accessible browsers, keyboard and mouse alternatives, presentation and multi-media tools, and games. Participants will explore and use the tools to gain understanding of how to implement them for accommodating learners.
Learner Objectives:
In this session participants will be able to:
1. Build a working Knowledge of Access Apps and the different categories and tools within the suite and various student disabilities they support.
2. Apply a variety of tools in Access Apps to access text, create eBooks, sound files and access the web.
3. Compare and contrast different tools within the suite for an understanding of how they fit in AT strategies and strategies for implementation.
Course Description: Access Apps is a suite of free open source software, packaged to download, install and work from a 2 GB flash drive. No software is ever loaded on a computer. Learn about all the different categories of tools, including Open Office tools, planning and organization, reading and writing support, visual support, accessible browsers, keyboard/mouse alternatives, multimedia tools, presentation tools and games. These categories span all areas of student needs from blind and visually impaired to ADD and TBI.
Participants in this course will be taken through each category and given opportunities to explore and create using the different tools. Some activities explored will include: using text to speech tools in the suite, working with the scanned text tool, creating and working with sound files, speech to text, creating idea maps and using with other writing supports, using the DAISY book reader, screen reminders and alarms, voice notes, etc.
There will be discussion and emphasis on practical applications of the tools as well as the flash drive concept in the classroom and at home to accommodate learning styles. Participants will also be given the opportunity to discuss and compare these free tools with similar pay versions for strengths and weaknesses.
Session F4: High Tech Learning in ‘09: Kurzweil Reading, Writing & Study Tools!
Diane Miller
Hands-on · 6 hour session
Abstract: Kurzweil Software is a tool to match to Student profiles, Environments and Tasks. Participants will practice with Kurzweil reading, writing and study tools. Practice will include digital books and coordination with Bookshare. Handouts include materials for training students, school staff and family members. Sharing about Reynolds School District implementation experiences.
Learner Objectives:
- Participants will learn how to use Kurzweil Software Tools.
- Participants will learn about matching Kurzweil Software features with Students, Environments and Tasks (SETT).
- Participants will be competent to facilitate Kurzweil training for students, school staff and family members.
Description: “He tells me great stories but he can’t get them on paper!” “I can’t read her writing – she can’t read it herself!” “I have a 9th grader who doesn’t complete any assignments.” “I need digital books for my reading class!” We each have hundreds of stories about great kids who are “smart” but not able to complete assignments. Teachers are asking for help with tools and tasks and student profiles!
At the Reynolds School District, we tried word prediction software with a group of 4th and 5th grade boys. WOW! What a difference! Kurzweil Network Licenses were purchased for an elementary school and for a Middle School. The licenses were made available to all students – Universal Design! The next year, additional Network Licenses were purchased and made available to all schools in the district. This computer lab will share the results of our Kurzweil experience.
“Kurzweil 3000TM is the comprehensive reading, writing and learning software solution for any struggling reader, including individuals with learning difficulties, such as dyslexia, attention deficit disorder or those who are English Language Learners.” (from Kurzweil Education Systems)
Agenda:
1. What is Kurzweil?
Brief introduction to the software.
2. Try Kurzweil Out!
Practice with each of the Reading, Writing and Study Tools!
3. Let’s Talk About it!
Discussion and recommendations for matching Tools to Student profiles, Environments and Tasks (SETT).
4. Try it Out some more!
Use features for specific tasks. Complete some assignments with the software. Practice with a digital book from Bookshare. Information about the differences between Macintosh and Windows software.
5. What we are learning along the way?
Discussion about the Reynolds experience. Information about different purchase options. Discussions about funding.
6. Teach it!
Sample forms and protocols for Profiles, Quick Start Guides and Training Power Points presentations.
Session F5: Boardmaker/Speaking Dynamically Pro
Freda Caufield
Hands-on · 6 hour session
Abstract: In this active, hands-on class participants will learn to create dynamic boards, calendars games and more for their students. Laminator and printers will be available - be sure to bring your flash drive to save your work. This workshop is designed for Speech/Language Pathologist, Educational Assistance, Resource Teachers, and any other specialist who has need of designing visual systems for their students.
Description: Boardmaker with Speaking Dynamically Pro is a software program that allows the user to not only create communication boards, schedules and visuals to print, but also allows you to create dynamic boards that turn your computer into a communication system!
In this hands on lab, you will have the opportunity to learn the ins and outs of the Boardmaker software, how to create boards using the new features in version 6 such as Symbolate, swap and shuffle. We will explore the plethora of resources available on line that will save you time and effort.
We will also explore the dynamic features of this software and learn how to design, and create communication boards that will allow your students to communicate and provide opportunities to show what they know.
This will be presented on the PC platform.
Learner Objectives:
This hands-on workshop will provide participants with the following:
Participants will leave this session with the ability to create and use Boardmaker boards.
- Participants will be able to access pre-made board (both dynamic and static) available through a variety of sources.
- Participants will leave this session with the ability to create dynamic boards (using speaking dynamically component) to use with their students/child.
Session H1: From Partner Assisted Communication to Dynamic Screen Technology
Cat Mc Govern Zlotek
Lecture · 3 hour session · Morning
Abstract: Partner Assisted Communication (PAC) strategies can be a bridge for who use switches to participate in complex communication. The concept of PAC will be presented, scanning as an access method will be reviewed and translating PAC to dynamic screen technology on a computer will be demonstrated. Case studies will be presented.
Description: Partner Assisted Communication (PAC) developed by Linda Burkhart, may well be the missing link for helping those who have to use switches to access technology to be able to make the leap to complex dynamic screen communication technologies. This technique uses a communication partner who assists the communicator by presenting a range of set communication topics and options, using an established set of communication boards. The child initially can communicate by developing some type of yes/no behavior, which if possible can be translated to 2 switch activation sites. This session will provide an overview of partner assisted communication technique and a demonstration of how to use it. A case study in its use with a child with severe motor and cognitive disability will be shared. It will also show how PAC can transfer to dynamic screen technology on computers and AC devices, using software such as Boardmaker Plus or Speaking Dynamically. Switch scanning options and other possible access methods will be reviewed. Finally a process will be shown for moving those using switches only for play and yes/no responses to bridge to dynamic screen technologies, using 2 switch step scanning. Case studies will be presented as available with copies of some simple boards to start with. This process is mostly theoretical at this point, but holds much promise for allowing expansion of communication potential for those with severe disabilities.
Learner Objectives:
- Participants will have an understanding of how to implement partner assisted communication with children with severe disabilities
- Participants will understand the nuances of 1 & 2 switch scanning and when to use auditory cuing
- Participants will understand how to move from partner assisted communication strategies to dynamic screen communication on a computer or AC device.
Session H2: Tips for Maximizing your AT Potential with WYNN and
TestTalker Software
Steve Boyle
Hands-on · 3 hour session · Afternoon
Abstract: Students in today’s schools are struggling with the reading requirements they face, regardless of grade level. Those with a learning disability can be at an even greater disadvantage due to their need for a reading accommodation. WYNN reading assistance software can be the vehicle by which all students can succeed.
Description: Students in today’s schools are struggling with the reading requirements they face, regardless of grade level. Reading deficiencies are evident even in the general education community. Those with learning disabilities can be at an even greater disadvantage due to their need for a reading accommodation. WYNN software, developed from a universal Design for Learning approach (UDL), offers a unique and user-friendly software solution for those needing assistance with their reading comprehension.
This presentation will introduce the attendee to WYNN software, from A to Z. We will begin with a discussion of the philosophy behind the development of the software and how this approach makes it unique to the industry and the easiest interface available to the user.
The discussion will continue with an overview of the unique, four toolbar interface. Attendees will experience the ease by which each toolbar works with an initial emphasis, through a hands-on approach, on how customization of the visual and auditory presentation of content allows the program to effectively work for different learning styles.
Further interactive discussion will highlight the ease by which an individual can increase their comprehension of reading content through the use of readily accessible tools, such as multiple-level dictionaries, phonetic spelling, Highlighting and extraction of information, as well as the insertion of Written and Audio Notes into the text of the documents. In addition, attendees will experience the power of creative writing using WYNN. Tools, such as Outlining and Word Prediction, will be demonstrated.
Accessing the Internet is an important research tool for today’s students. WYNN allows students of all ages to easily navigate the Web and uses patented features to render the Web more accessible and less overwhelming.
Attendees will not only learn the basics of WYNN but also tips, tricks, and short cuts to make their use of the software even more fulfilling.
A common question relates to how a student can be tested on the subject matter when Assistive Technology has been used as an accommodation for learning. To address this need, attendees will be introduced to the TestTalker program. This program utilizes the same technology as WYNN, but applies it in a testing or evaluation environment.
This interactive session will encourage questions from all attendees to ensure an educational experience for all.
Learner Objectives:
- Attendees will understand the philosophy behind the development of WYNN that makes it unique in the Assistive Technology arena.
- Attendees will interactively learn the basics of WYNN, including importation of content, navigation within the program, and customization of the auditory and visual components of the program.
- Attendees will learn tips, tricks and shortcuts about the program to make it even more user-friendly.
- Attendees will learn about the use of TestTalker as an alternative to test readers.
Tuesday – August 11, 2009
Session F8: Text Accommodations on a Shoestring: Hands-On Exploration of Free
and Low Cost Tools for Accommodating Print Disabilities
Lon Thornburg
Hands-on · 6 hour session
Abstract: There are several free and low cost programs that support conversion of text for print disabilities. Participants will work with converting Word to DAISY files, scanned text files to Mp3, online conversion tools, etc. Participants will understand various text to speech converters, ethical issues and strategies for implementation.
Description: There is an increased awareness for the need to accommodate students with print disabilities. These students are becoming more visible within our school population as their impact on school AYP is being analyzed. New technologies are available to help address this issue. Tools that convert text and allow students to read and write using text to speech tools and talking word processors are coming down in cost and available for free.
In this session, participants will use combinations of tools that will create appropriate accommodated text products for students with different levels of print disabilities. Various tools used will include the MS Word save as DAISY tool, DAISY pipeline converter, DSpeech, Omnipage - that comes with many scanners, accessing locked and unlocked pdf files, Top OCR converter to read scanned text, the Odiogo online converter, and Natural Reader. Text file formats, limitations to conversion, using scanners, sound file conversion and various players will be explored. Ethics and copyright issues will also be brought into the activities throughout the day in this course.
The first half of the day will be spent looking at print disabilities and familiarizing the participant with different files, converters and activities to learn how to use them. The second half of the day will be spent looking at specific projects using these conversion techniques, free public domain text sources to access text as well as the ethics and copyright issues surrounding students who do not qualify for free eBooks and services but still need support.
Learner Objectives:
In this session participants will be able to:
1. Build a knowledge-base of free and pay text conversion tools, how they work and the different methods and strategies for converting text.
2. Create text products using a variety of conversion tools and methods that make accessible text, eBooks, text to sound file types and use different types of players.
3. Compare and contrast different tools for an understanding of how they fit in AT and strategies for implementation as well as issues of ethics and copyright.
Session F9: Making Memory: Cognitive Support Technology for People with
Intellectual and Memory Disabilities
Gayl Bowser
Lecture (with limited hands-on) · 6 hour session
Abstract: The same universal design features that meet the needs of some people with disabilities, may create barriers for people with cognitive and memory impairments. This session will explore questions such as “What is cognitive support technology?” and “How can technology support independence and self determination for people with cognitive and memory disabilities?”
Description: Cognitive support technologies (CST) are being used by students and adults with developmental disabilities, autism, cognitive and learning disabilities, as well as an intervention for people who have sustained a head injury. Research about CST indicates that technologies developed specifically for people with intellectual disabilities help them:
• Stay on task while on the job or at school
• Follow and stay on schedule
• Maintain communication with family members and caregivers
• Access a simplified computer desktop, internet and/or e-mail.
Overall, people with cognitive disabilities who use CST require fewer prompts, make fewer errors, complete more tasks successfully and are able to complete more complex tasks.
Learner Objectives:
1. Participants will be able to articulate the benefits of using Cognitive Support Technology.
2. Participants will be able to use low-tech AT devices in order to create cognitive supports for students with cognitive and memory disabilities.
3. Using CST software applications, participants will be able to create a simple task for a student they know.
Session F10: 2 Sides 2 Tech: Communication Technologies for Students with Autism
Kelly Fonner
Lecture · 6 hour session
Abstract: This session will include strategies for matching the augmentative communication and language support needs of a student with autism to the features of augmentative and alternative communication systems. We will look at product features such as input methods, processing/language representation strategies and output options as they relate to the variety of needs of students with autism/autism spectrum disorder.
Description: This session will include strategies for matching the augmentative communication and language support needs of a student with autism to the features of augmentative and alternative communication systems. Sorting through all of the options available in communication devices can be a challenging portion of the AAC (Augmentative & Alternative Communication) assessment process. We will look at product features such as input methods, processing/language representation strategies and output options as they relate to the variety of needs of students with autism/autism spectrum disorder. Participants will receive a feature match matrix and matrices that they can use during their AAC evaluation process. The benefits to learning this feature match approach is that this process extends beyond the current knowledge base and comfort level of products by giving the clinician a means in which to incorporate new products. The last portion of this presentation will focus on reviewing the variety of implementation strategies used for students to begin and prosper during their use of AAC in classroom settings.
Learner Objectives:
Participants will be able to:
- List the input and output features of AAC products.
- Describe and discriminate between the types of processing systems available in AAC products.
- Compare and contrast AAC products as they relate to the features needed by students with autism.
- Initiate an implementation plan for AAC utilization for a student with autism.
Session H6: Speak to Write: Voice Recognition Software
Shannon Henry
Hands-on · 3 hour session · Morning
Abstract: Come learn how to train your voice into Dragon Naturally Speaking – Voice Recognition Software and then speak to write. Learn the system requirements and compare the various features of the different voice recognition software. Gain knowledge on how to asses whether a student is an appropriate candidate for using this tool.
Description: Voice recognition is no longer a high tech tool but is incorporated into our daily lives in cell phones, when you call companies it is used to navigate their directories and now it is being incorporated into computer Operating Systems. With the launching of the Microsoft’s VISTA operating system, most of our schools will eventually have access to voice recognition on every computer. Are you ready to help your students take advantage of this universal design? In an article on February 22, 2008 by ABC News, it reported that “People will increasingly interact with computers using speech or touch screens rather than keyboards”, Microsoft Corp. Chairman Bill Gates said. Learn how this access method can benefit your students who struggle with getting their thoughts down on paper due to a motor impairment, learning disability or their autism. Come learn how to train your voice into Dragon Naturally Speaking – Voice Recognition Software and then speak to write. Learn the system requirements and compare the various features of the different voice recognition software. See video of student’s using the voice recognition to produce written communication and their thoughts on how voice recognition works for them. This session will include hands-on training in the voice recognition software, tips on how to train students with varying disabilities in this tool, how to assess whether a student is an appropriate candidate for this software and how to utilize voice recognition in the educational setting. Come join me an exciting glimpse into the future of computer access and how this can benefit many of our struggling students.
Learner Objectives:
- The participant will learn how to train and dictate into Dragon Naturally Speaking.
- The participant will learn how to use with students who struggle with reading and producing written language with either keyboarding or handwriting.
- Learn how to evaluate whether this is an appropriate tool for your student.
Session H7: Student-Lead Power Point IEPs
Karen George
Hands-on · 3 hour session · Afternoon
Abstract: Come play and learn how we have empowered our students by giving them the technology to be more involved in their own IEPs. Lots of fun!
Description: Teachers will be trained how to teach students to run their own IEP.
Learner Objectives:
The class will teach teacher how to:
- Write the student-lead IEP.
- Take digital pictures and download them to a computer.
- Insert into a PowerPoint.
- Insert student’s and teacher’s voice.
- Move around in PowerPoint using all the different “gadgets” that are available to make an eye-catching PowerPoint.
- Learn the empowerment that comes with student-lead IEPs.
Wednesday – August 12, 2009
Session F13: 200 a Day - The Easy Way
Freda Caufield, AAC Specialist & Debbie Carrillo, CCC-SLP
Lecture · 6 hour session
Abstract: “How do I provide opportunities for my (non-verbal or limited verbal) students/child to initiate throughout their day?” This is a question we often hear from teachers, parents, educational assistants, and other stake holders in the individual’s life. Recent research (Carolyn Musselwhite) indicates that non-verbal individual need to be presented with a minimum of 200 opportunities a day to interact. Her focus was with students using switches to engage in their environment – bit it is equally important for those students to engage communicatively with the adults AND peers in their lives.
Description: In this lecture/hands-on session we will explore a “typical” day for our students who attend the Intensive Skills Centers (ISC) in the Beaverton School District.
We will show materials such as the “Assistive Technology First Aid Kit” a tool box every classroom should have. This kit contains everyday materials that help make communication/academics accessible to our students.
We will share videos of how we have successfully been able to provide opportunities across the day for our students to not only request, but initiate a wide range of other communicative functions such as answering, commenting, asking questions, stating opinions and asserting independence.
Finally we will share ideas and materials that have helped the teams provide those precious opportunities for their students. Participants will get a chance to try some of the strategies and tools we have found to be helpful during several role plays.
Session F14: GPAT Assistive Technology Evaluation for Writing, Spelling and Reading
Shannon Henry
Lecture · 6 hour session
Abstract: During this session we will look at a comprehensive assistive technology evaluation protocol for writing and reading, my mobile AT evaluation toolkit, and report format that has enabled me to provide data driven decisions for Assistive Technology.
Description: In this day and age of budget cut backs and the need to be accountable with research and data driven decisions in education, how do you justify to your district that a student needs a piece or software or an expensive laptop with expensive software? What is your district providing when a request comes in for an Assistive Technology Evaluation - like me did you stumble in the dark not knowing where to find the resources and how to write it up? The Georgia Project of Assistive Technology has provided full access and easy to use comprehensive evaluation protocols for Assistive Technology evaluation, particularly in the area of learning aids for reading and writing. During this session I would like to share with you a comprehensive assistive technology evaluation protocol for writing and reading, my mobile AT evaluation toolkit, and report format that has enabled me to provide data driven decisions for Assistive Technology. I will model how I administer this evaluation, show video of how an assessment is done, and provide templates for the evaluation and a list of items needed for your own Assistive Technology toolkit. I will share samples of different student evaluations and the body of experience I have gathered from the last four years of utilizing this format. If this task has been given to you in your district, join me for an in depth instruction on how to provide a thorough data driven Assistive Technology assessment for writing and reading.
Learner Objectives:
1. The participant will learn how to scan in text books, worksheets, tests and have the software read it back to them.
2. The participant will learn how to make the scanned in worksheets and tests able to be typed or dictated into with ease.
3. The participant will learn how to convert scanned in text to an MP3 or wave file and download onto MP3 players for students to listen to homework or study for tests.
Session F15: Everyday Routines and Curriculum: Managing Technology in Teaching
Gayl Bowser
Lecture · 6 hour session
Abstract: Teachers are challenged to manage classroom technology use for improved student achievement in new ways. Five classroom organizational factors that significantly impact student learning are: classroom organization and set up; anticipatory set; goals, rules, procedures; relationships; and discipline. Their relationship to technology use will be addressed in this session.
Description: Increasing numbers of students with disabilities are using accessible instructional materials, IT and AT in general education classrooms. Teachers are challenged to manage classroom technology use for improved student achievement in new ways. Five classroom organizational factors that significantly impact student learning are: classroom organization and set up; anticipatory set; goals, rules, procedures; relationships; and discipline. Their relationship to technology use will be addressed in this session.
Learner Objectives:
1. Participants will be able to arrange environments to ensure accessibility, visibility and minimal distractibility.
2. Participants will develop classroom routines for technology use for all students and individualize those routines for specific students who use AT.
3. Participants will be able to describe the desired levels of participation for their students with disabilities and determine how technology solutions can be used to increase student participation in their educational settings.
Session H11: What About Math?
Liz Ferris
Hands-on · 3 hour session · Morning
Abstract: Is there any software tools to support math for a diversity of learners? YES!! This “hands-on” workshop is for you to learn about exciting tools to access math! Come and experience for yourself software to address access to math via technology tools.
Description: Do you find yourself “road blocked” when faced with supporting learners in the general education math curriculum? Can anything bring math alive “visually”? Have you ever wondered what to do with the “language” of math? This workshop can help fill a void in your “bag of tricks” to allow access to the language of math. Come and experience new tools available to address the needs of learners within the world of numbers.
Participants will get copies of the software demonstrated within the session. Additional technologies in the form of “free to shareware” applications resources will be shared with participants. How to use the various software tools will be discussed along with best practice implementation plans. Participants will be provided with current research references within the field of assistive technology and instructional supports to effectively utilize the depth of the tools presented.
Learner Objectives:
- Participants will explore/view a variety of software tools (electronic math editors, InspireData, voice recognition, online resources, etc.) to support math literacy.
- Participants will know how to evaluate software to support diverse learners in the home and school environments.
- Participants will participate in using the math support tools utilized in the workshop.
Session H12: Reaching Diverse Learners thru Audio-Visual Supports
Liz Ferris
Hands-on · 3 hour session · Afternoon
Abstract: Would you like to have a variety of exciting free to low cost software tools to support a diversity of learners? Then this “hands-on” workshop is for you! Come and experience for yourself software to create audio files, talking word processor-grammar checker-word prediction, scan and read technologies and MORE!
Description: Do you have a Windows operating system (Windows 98, 2000 or XP) on a computer? Would you like to have a variety of exciting software tools to support a diversity of learners? Then this “hands-on” workshop is for you! Explore a variety of access software tools is the focus of the workshop. Come and experience for yourself software that creates audio files (Mp3, WAV) from text documents, electronic books, talking word processor with grammar checker and word prediction, scan and read technologies, make PDF (portable document format) files with visual and auditory supports, and much more. All participants will take home a treasure of resources to support learning differences.
This workshop will feature the “Assistive Software Suite” available from Premier Assistive Technologies (http://www.readingmadeez.com). Participants will get copies of the software demonstrated within the session. Additional technologies in the form of “free to shareware” applications resources will be shared with participants. How to use the various software tools will be discussed along with best practice implementation plans. Participants will be provided with current research references within the field of assistive technology and instructional supports to effectively utilize the depth of the tools presented.
Learner Objectives:
- Participants will explore a variety of software tools (electronic word processor, graphic organizers, and screen readers) to support literacy.
- Participants will know how to evaluate software to support diverse learners in the home and school environments.
- Participants will create a sample “AT Implementation Plan” from a simulated case study using the AT consideration process and “access” tools utilized in the workshop.
Click here for a registration form