Introduction
17 years ago
Saturday, June 28, 2008
Paula's Demonstration 3: TTY
Paula R. Ulloa
ED443G, Assistive Technology
Dr. J. Cyrus
June 30, 2008
Demonstration 3
Product: Tele TYpewriter (TTY) aka TDD (Telecommunications Device for the Deaf)
Brand: Ultratec
Distributors: Ultratec, Inc. Madison WI
Product name: The SUPERPRINT
Function:
Allows individuals who are deaf or HoH to have telephone conversations with anyone. These services are extended to internet browsing and ordering through IP relay services. Calls placed to or from a non-TTY user can be placed through the Telecommunications Relay Service
Price:
Superprint basic $499.00 (additional features range from $5.00 [paper rolls, dust covers] - $99.00 [extended warranty])
Superprint Pro80 Series $579.00 (“most sophisticated model”)
Non-print range from $299 – 379 (covers, warranty, built in flasher, ringing option, etc)
Mini-prints range from $349 - $679 (covers, warranty, caller ID, & special features)
Public Access TTY: ranges $700-$1500 can be placed in public phone stalls (installation not included but is easy to install)
Availability:
through Various distributors
Vehicles (OnStar TTY Interface Module (OTIM)* enables the deaf, hard of hearing, and speech-impaired
subscribers to receive most OnStar services in English text.)
Internet (IP relay)
Other brands: Varied & numerous
Preliminary needs:
Ø Telephone (TTY not needed be: of relay service = dial 711)
o Traditional relay services have all communication in text only, through a TTY or via the internet.
o A broadband video relay service uses a videophone or a webcam, and a sign language interpreter.
o Using a regular telephone, a traditional relay service can be accessed 24 hours a day by dialing either 711 or a toll-free number. The Federal Communications Commission has a fact sheet on using 711 to contact a relay service. Every state has its own relay service. An internet relay service can be accessed via a relay service website or instant messaging. Video relays are accessed by contacting the relay service via the videophone.
o All conversations are considered confidential
o Telecommunications relay service provides voice telephone access to people who use TTYs. Specially trained relay agents complete calls and stay on-line to relay messages either by TTY, or verbally to hearing parties. This service is available 24 hours a day with no restrictions to the length or number of calls placed.
Features:
Ø Manufacturer warranty, cases, covers, tech support, some have caller ID etc.
Ø Some TTYs are now equipped with both Baudot and ASCII. Baudot is the communication code used by TTYs, and ASCII is the code used by computers. A TTY equipped with ASCII allows the user to call any computer that has a telecommunication set-up. If the TTY does not have ASCII, the computer must have a special modem to translate the Baudot code.
Ø TTYs do not require special telephone equipment or installation. The telephone receiver, or handset, is put in the cradle of the acoustic coupler on the TTY before the conversation begins. The MODEM converts electric TTY impulses into acoustic signals and transmits those tones to the telephone receiver.
Getting Started:
Ø TTY: HOW IT WORKS: This device 'rings' via flashing light or the more recent vibrating wrist band that resembles a watch. The TTY consists of a keyboard, which hold somewhere from 20 to 30 character keys, a display screen, and a modem. The letters that the TTY usre types into the machine are turned into electrical signals that can travel over regular telephone lines. When the signals reach their destination (in this case another TTY) they are converted back into letters which appear on a display screen, are printed out on paper or both. Some of the newer TTYs are even equipped with answering machines.
Ø MRC (Message Relay Centers) & HOW THEY WORK: A hearing caller who needs to get in touch with a TTY user yet does not possess a TTY of his own can use a MRC to make his call. The caller simply calls MRC in their state. The operator at the center will use a TTY to call the party that the hearing person is trying to reach. The operator acts as an interpreter, typing the hearing person's message into a TTY and reading the response to him as it returns. (This works vice versa for a deaf caller trying to reach a hearing party.)
Users & Caveats:
Ø WHO USES IT: The TTY has 4 million users nationwide. 3 million of tese users are hearing impaired and the other 1 million have severe speech impairments.
Ø ADVANTAGES: Without a means of Telecommunication, the deaf were, in a sense, isolated from many people and services. Life without a telephone substitute involved many miles of driving to deliver and relay messages. (Which was very time consuming and frustrating.) The TTY gives deaf people the luxury of just being able to pick up the phone and chat. It also provided an easier way to connect to police and fire stations in case of emergency. And with the later creation of MRCs (message relay centers) the TTY users could connect to any phone anywhere in the world.
Ø DISADVANTAGES: TTY users must know how to type. The alarmingly high spelling error rate of 5-6% (10% of which is TTY machine related as in the misfunction of a key) sometimes causes a problem in communication. One half million of TTY users communicate using ASL (American Sign Language) or which there is no written counterpart. ASL also has a grammatical system which differs greatly from that of Standard English. If a TTY user is especially "chatty", the other party must just sit quietly until the "chatty" person sends the message, which they must then read and respond to. A conversation such as this would end up taking much longer than the avg. phone call.
Ø MRC COST: $300-$600 depending on what type of model you purchase. (source: Communications of the ACM May 1992 v35 n5 p80)TTYs (TDD) can be rented from US West for five dollars a month.
Ø MRC ADVANTAGES: The deaf can connect to any phone anywhere at any time. Their communication is no longer limited to other TTY users. It opened up many services including mail order catalogs.
Ø MRC COST: free (same cost as call would have cost to dial direct)
Ø IP relay crimes
Ø International (interpreters)
GLOSSARY OF TERMS
TTY, TDD, and TEXT TELEPHONE - All refer to the same device. TTY is the preferred acronym.
AUTO ID - Automatically transmits an audible tone to identify TTY calls. Helpful in emergency situations.
TURBO CODE - Allows typed information to transmit faster.
MEMORY - Memory buffers allow information to be saved and retrieved as needed.
TTY ANNOUNCER - Pre-programmed voice announcement that identifies a TTY call.
VCO- Voice Carry Over, used in conjunction with the relay service where user talks into handset & reads incoming conversation.
HCO - Hearing Carry Over, used in conjunction with the relay service, the user listens to the other party and types their response using a TTY.
REFERENCES
about.com http://deafness.about.com/cs/relayservices/a/internetrelay.htm
ADCO Hearing Products Inc. http://www.adcohearing.com/tty_what_tty.html
ATT wireless www.ATT.com
Captions.com www.Captions.com
Onstar http://www.onstar.com/us_english/jsp/explore/onstar_basics/helpful_info.jsp?info-view=tty
How does the service work?
A2.
The OnStar TTY Interface Module (OTIM)* enables the deaf, hard of hearing, and speech-impaired subscribers to receive most OnStar services in English text.
To connect to OnStar, simply push the OnStar button and a dedicated OnStar TTY Advisor will be ready to assist you. The OnStar TTY Interface Module (OTIM*) is connected directly to the OnStar system before you leave the dealership so that your OnStar service is available as quickly and seamlessly as possible. Included with the system is a TTY device and dial pad for use in the vehicle.
* WARNING: This equipment is installed by your GM dealer. Under no circumstance should your dealer-installed equipment be removed from your vehicle. (The TTY device may be transferred in and out of the vehicle. It is important to remember to bring the device back into the vehicle to use OnStar TTY.) Failure to comply with this process may cause permanent damage to your equipment. Damaged or misplaced equipment may prohibit communication with OnStar.
Is there an additional cost to have the OnStar TTY service?
A3.
Eligible subscribers can request the TTY equipment through their GM dealer. Most or all of the equipment cost can be reimbursed through the GM Mobility Reimbursement Program during the first year of ownership, subject to program rules. The use of OnStar services requires an active OnStar subscription. In addition, access to OnStar's Hands-Free Calling capability requires prepaid OnStar Hands-Free Calling minutes. A dedicated OnStar TTY Advisor will be happy to provide you with plan and pricing information.
Potomac Technology http://www.potomactech.com/index.phtml
Precise hearing http://precisehearing.com/krown
Ultratec.com www.ultratec.com
ED443G, Assistive Technology
Dr. J. Cyrus
June 30, 2008
Demonstration 3
Product: Tele TYpewriter (TTY) aka TDD (Telecommunications Device for the Deaf)
Brand: Ultratec
Distributors: Ultratec, Inc. Madison WI
Product name: The SUPERPRINT
Function:
Allows individuals who are deaf or HoH to have telephone conversations with anyone. These services are extended to internet browsing and ordering through IP relay services. Calls placed to or from a non-TTY user can be placed through the Telecommunications Relay Service
Price:
Superprint basic $499.00 (additional features range from $5.00 [paper rolls, dust covers] - $99.00 [extended warranty])
Superprint Pro80 Series $579.00 (“most sophisticated model”)
Non-print range from $299 – 379 (covers, warranty, built in flasher, ringing option, etc)
Mini-prints range from $349 - $679 (covers, warranty, caller ID, & special features)
Public Access TTY: ranges $700-$1500 can be placed in public phone stalls (installation not included but is easy to install)
Availability:
through Various distributors
Vehicles (OnStar TTY Interface Module (OTIM)* enables the deaf, hard of hearing, and speech-impaired
subscribers to receive most OnStar services in English text.)
Internet (IP relay)
Other brands: Varied & numerous
Preliminary needs:
Ø Telephone (TTY not needed be: of relay service = dial 711)
o Traditional relay services have all communication in text only, through a TTY or via the internet.
o A broadband video relay service uses a videophone or a webcam, and a sign language interpreter.
o Using a regular telephone, a traditional relay service can be accessed 24 hours a day by dialing either 711 or a toll-free number. The Federal Communications Commission has a fact sheet on using 711 to contact a relay service. Every state has its own relay service. An internet relay service can be accessed via a relay service website or instant messaging. Video relays are accessed by contacting the relay service via the videophone.
o All conversations are considered confidential
o Telecommunications relay service provides voice telephone access to people who use TTYs. Specially trained relay agents complete calls and stay on-line to relay messages either by TTY, or verbally to hearing parties. This service is available 24 hours a day with no restrictions to the length or number of calls placed.
Features:
Ø Manufacturer warranty, cases, covers, tech support, some have caller ID etc.
Ø Some TTYs are now equipped with both Baudot and ASCII. Baudot is the communication code used by TTYs, and ASCII is the code used by computers. A TTY equipped with ASCII allows the user to call any computer that has a telecommunication set-up. If the TTY does not have ASCII, the computer must have a special modem to translate the Baudot code.
Ø TTYs do not require special telephone equipment or installation. The telephone receiver, or handset, is put in the cradle of the acoustic coupler on the TTY before the conversation begins. The MODEM converts electric TTY impulses into acoustic signals and transmits those tones to the telephone receiver.
Getting Started:
Ø TTY: HOW IT WORKS: This device 'rings' via flashing light or the more recent vibrating wrist band that resembles a watch. The TTY consists of a keyboard, which hold somewhere from 20 to 30 character keys, a display screen, and a modem. The letters that the TTY usre types into the machine are turned into electrical signals that can travel over regular telephone lines. When the signals reach their destination (in this case another TTY) they are converted back into letters which appear on a display screen, are printed out on paper or both. Some of the newer TTYs are even equipped with answering machines.
Ø MRC (Message Relay Centers) & HOW THEY WORK: A hearing caller who needs to get in touch with a TTY user yet does not possess a TTY of his own can use a MRC to make his call. The caller simply calls MRC in their state. The operator at the center will use a TTY to call the party that the hearing person is trying to reach. The operator acts as an interpreter, typing the hearing person's message into a TTY and reading the response to him as it returns. (This works vice versa for a deaf caller trying to reach a hearing party.)
Users & Caveats:
Ø WHO USES IT: The TTY has 4 million users nationwide. 3 million of tese users are hearing impaired and the other 1 million have severe speech impairments.
Ø ADVANTAGES: Without a means of Telecommunication, the deaf were, in a sense, isolated from many people and services. Life without a telephone substitute involved many miles of driving to deliver and relay messages. (Which was very time consuming and frustrating.) The TTY gives deaf people the luxury of just being able to pick up the phone and chat. It also provided an easier way to connect to police and fire stations in case of emergency. And with the later creation of MRCs (message relay centers) the TTY users could connect to any phone anywhere in the world.
Ø DISADVANTAGES: TTY users must know how to type. The alarmingly high spelling error rate of 5-6% (10% of which is TTY machine related as in the misfunction of a key) sometimes causes a problem in communication. One half million of TTY users communicate using ASL (American Sign Language) or which there is no written counterpart. ASL also has a grammatical system which differs greatly from that of Standard English. If a TTY user is especially "chatty", the other party must just sit quietly until the "chatty" person sends the message, which they must then read and respond to. A conversation such as this would end up taking much longer than the avg. phone call.
Ø MRC COST: $300-$600 depending on what type of model you purchase. (source: Communications of the ACM May 1992 v35 n5 p80)TTYs (TDD) can be rented from US West for five dollars a month.
Ø MRC ADVANTAGES: The deaf can connect to any phone anywhere at any time. Their communication is no longer limited to other TTY users. It opened up many services including mail order catalogs.
Ø MRC COST: free (same cost as call would have cost to dial direct)
Ø IP relay crimes
Ø International (interpreters)
GLOSSARY OF TERMS
TTY, TDD, and TEXT TELEPHONE - All refer to the same device. TTY is the preferred acronym.
AUTO ID - Automatically transmits an audible tone to identify TTY calls. Helpful in emergency situations.
TURBO CODE - Allows typed information to transmit faster.
MEMORY - Memory buffers allow information to be saved and retrieved as needed.
TTY ANNOUNCER - Pre-programmed voice announcement that identifies a TTY call.
VCO- Voice Carry Over, used in conjunction with the relay service where user talks into handset & reads incoming conversation.
HCO - Hearing Carry Over, used in conjunction with the relay service, the user listens to the other party and types their response using a TTY.
REFERENCES
about.com http://deafness.about.com/cs/relayservices/a/internetrelay.htm
ADCO Hearing Products Inc. http://www.adcohearing.com/tty_what_tty.html
ATT wireless www.ATT.com
Captions.com www.Captions.com
Onstar http://www.onstar.com/us_english/jsp/explore/onstar_basics/helpful_info.jsp?info-view=tty
How does the service work?
A2.
The OnStar TTY Interface Module (OTIM)* enables the deaf, hard of hearing, and speech-impaired subscribers to receive most OnStar services in English text.
To connect to OnStar, simply push the OnStar button and a dedicated OnStar TTY Advisor will be ready to assist you. The OnStar TTY Interface Module (OTIM*) is connected directly to the OnStar system before you leave the dealership so that your OnStar service is available as quickly and seamlessly as possible. Included with the system is a TTY device and dial pad for use in the vehicle.
* WARNING: This equipment is installed by your GM dealer. Under no circumstance should your dealer-installed equipment be removed from your vehicle. (The TTY device may be transferred in and out of the vehicle. It is important to remember to bring the device back into the vehicle to use OnStar TTY.) Failure to comply with this process may cause permanent damage to your equipment. Damaged or misplaced equipment may prohibit communication with OnStar.
Is there an additional cost to have the OnStar TTY service?
A3.
Eligible subscribers can request the TTY equipment through their GM dealer. Most or all of the equipment cost can be reimbursed through the GM Mobility Reimbursement Program during the first year of ownership, subject to program rules. The use of OnStar services requires an active OnStar subscription. In addition, access to OnStar's Hands-Free Calling capability requires prepaid OnStar Hands-Free Calling minutes. A dedicated OnStar TTY Advisor will be happy to provide you with plan and pricing information.
Potomac Technology http://www.potomactech.com/index.phtml
Precise hearing http://precisehearing.com/krown
Ultratec.com www.ultratec.com
Paula's Case Study AT Evaluation Report
Paula R. Ulloa
ED 4443G
Assistive Technology
Dr. J. Cyrus
AT Evaluation Case Study 1
June 30, 2008
Assistive Technology (AT) Evaluation Report
Student: Sarah Case Study Grade: 3rd SY: 2007-2008
The following report indicates current functioning gathered from previous reports, and current academic, personal (including self-help), and social needs as indicated by parent(s) and general education teacher. The assistive technology report is determined based on an individual’s needs. Hence, this report is not exhaustive as more information is required for further AT assessment needs for the student. All recommendations in this report are made to provide Sara education in the Least Restrictive Environment (LRE). This is a preliminary suggestive report based on current information provided.
Student information & current functioning:
1) Sara has Down Syndrome
2) Sara is eight years old
3) Sara is in third grade
4) Her social skills are comparable to her typical peers
5) She attend Special Education classes part of the day and is in general education classes for the part of the day
6) Her Speech and Language skills are at a 5 years old level; Kindergarten equivalent
7) Oral reading (expressive reading) is affected by her speech difficulties
8) Fine motor coordination problems which may OR may not affect her cursive writing
9) Reads at a second grade level
10) Has "reasonably good comprehension:"
11) Addition with carry over (at least double digit?)
12) Subtraction with borrowing (at least double digits?)
13) Parents would like Sara in general education class
14) Parents believe Sara's writing and speaking problems are keeping her from her best work
15) Current third grade (general education?) teacher "suggests" Sara cannot keep up with her classmates
16) Current third grade teacher recommends a self-contained classroom to be 'with peers who work at her pace'
Student needs:
Ø Speech & Language services (Specific needs are not clear, AT specialist will work with Speech Therapist to determine effective AT devices for Sara)
Ø Occupational Therapy (OT) (fine motor) (Specific needs are not clear, if there are OT services, AT specialist will work with OT to determine effective AT devices for Sara)
Ø Environment: Classroom, social, and possible lunch/snack setting. Sara’s social level is comparable to her peers at this time hence no current needs are indicated in a social setting. However, speech occurs in all environments and augmentative communication devices may benefit Sara. Continuous observation of peer-relations & social skills is recommended as Sara gets older and peer interests vary.
Parent Concerns:
Ø Would like Sara in general education class
Ø Sara’s writing & speaking problems keep her from her best work
AT Device recommendations & outcomes:
Potential AT devices for Speech & Language:
Sara’s expressive reading skills are affected by her speech impediment, yet seems to be socially comparable to that of her typical peers. This indicates that Sara is able to speak well enough to socially interact with peers without the need of an AT device at this time. The following recommendation may be used primarily for expressive reading lessons in and out of the classroom, but limited to a secondary output device for social interaction. Further information regarding when, where, and in what situation to use the AT device may be ascertained from the Speech Therapist.
Ø Picture/word to voice output to be used as an augmentative device. Current devices available in our district include:
o Go talk
o Go talk 2000
o Might Mo
o Photo talk 2008
o Numerous computer programs addressing language comprehension and speech
Potential AT devices for OT therapy:
Fine motor coordination is indicated as a need by Sara’s general education teacher. This affects Sara’s cursive writing and may affect her holding and manipulating utensils in other environments (snack & lunch time). The following are AT device recommendation to assist Sara with her fine motor skills. Further information on how often to use the devices, where, and in what situations may be ascertained from the Occupational Therapist.
Ø Light-tech weighted pen
Ø Wax strings to assist with size & movement of writing instrument (inconspicuous)
Ø Universal Design door handles
Ø Universal Designs for sink handles
Ø Computerized cursive writing program
Auxiliary AT devices:
Ø Computer (CPU, monitor, mouse, keyboard)
Ø Large keys keyboard
Ø Computer programs (games & academics): would help fine motor skills, social interaction, and act as an academic supplement. (CompuThera, Words Around Me, or Earobics)
Ø Programs would be apropos to elementary students and would be very easy to learn and use
Ø Teachers may check out educational computer programs from the AT office in the Division of Special Education
Ø Teacher must designate a desk for the computer
Ø The desk should be near an electrical outlet and any wire access to the internet
Pilot Period:
Ø Sara’s use of all devices will be monitored during the first week by general and special education teacher, speech and occupational therapists, and AT specialist
Ø The team will meet at the end of the week to determine how well Sara is functioning with the devices and whether alternative devices are needed.
Ø Parents will be part of this meeting.
AT direct or consultative services:
The following consultative services are recommended:
Ø Provide computer hook-up in classroom
Ø Install all computer programs
Ø Train teachers, therapists, and parents (opt) in computer programs
Ø Train teachers, therapists, and parents (opt) in Speech and Language augmentative device
Ø Provide disability & AT sensitivity training to school peers
Ø Monitor use of AT devices & change-up if necessary
Ø Consult teachers and therapists monthly to determine continued effectiveness of AT devices
Ø Consult teachers and therapists monthly to determine upgrading computer programs
Ø Other consultative services may be determined
Direct services are not recommended at this time.
Intended educational outcomes of AT device interventions:
Sara’s use of the speech and language augmentative device is intended to promote & improve her speech and language skills. It is important to note that it is not a substitute for Sara’s speaking, rather allow her to clarify what she has said. Additionally, the speech therapist may want to consider allowing Sara to attempt clearly repeating what is said in the AT device. This device should be used primarily in the academic classroom as Sara’s speech is not an impediment to socialization with peers. If there are no physiological deficiencies in Sara’s speech functioning, this device is intended to be temporary and increase clarity in Sara’s speech.
Sara’s fine motor skills may or may not be affecting her cursive writing skills. Cursive writing is difficult for students with a severe learning disability or mild to moderate metal retardation. Nonetheless, a weighted pencil and wax string may assist Sara in keeping with cursive writing size limits and flow. The IEP team should determine whether cursive writing is an integral part of Sara’s curriculum if she is able to handwrite successfully. Additionally, a fine motor skills deficit will affect all areas of Sara’s life. Areas in which to consider using the AT weights for instruments include breakfast, lunch and snack for utensils. Also, observation of utilizing door and sink handles to determine effectiveness and upgrades is highly recommended. The Universal Designs for the handles is intended to imbed Sara’s needs into the typical environment without specifically indicating the need for Sara. Also, the weighted instruments and writing wax strings are intended to be temporary and used in conjunction with OT therapy.
The computer and computerized academic & social learning is a comprehensive system to address all needs indicated by the general education teacher and parents. Speech and language programs will address the academic and speech & language needs and the keyboard and mouse manipulation is intended to increase Sara’s fine motor coordination. As Sara maneuvers through the internet and academic programs her reading skills should gain more fluency which in turn should positively affect her cursive writing. As Sara continues to improve in keyboarding skills the large key keyboard may be switched-up to the typical keyboard. As students in general enjoy the use of computers, this AT device may be used to explore alternatives to social interaction with typical peers. The computer use is also intended to introduce Sara to computer knowledge necessary to the youth of today. This computer program, although temporary, is intended to assist Sara in all areas of designated needs as well as integrate much needed technology for individuals with disabilities.
As stated previously, further information on the outcomes may be ascertained from the therapists.
Factors to Consider:
Sara’s recommended AT devices range from light-tech to high tech and are all currently available in the AT office of the Division of Special Education. Should parents or teachers require or request further computer hardware or software ordering and budget requirements may prolong the receipt of the AT device. All AT devices have AT specialist consultation services that include training in installation, use, maintenance, and troubleshooting. If the site is unable to use the AT device for any reason the appropriate personnel should contact the AT office immediately. All programs and AT devices are ordered and reviewed with the intention of being user-friendly to children of disabilities and acceptance of typical peers in a social setting, with ability. It is important to remember, all AT devices are intended to assist individuals with disabilities temporarily or permanently so they may receive education in the Least Restrictive Environment (LRE).
At any time the educational staff deems it necessary to add, upgrade, change, or review any type of AT device for students with special needs, contact with the AT office is recommended. Additionally, at any time parents of students with special needs request training in the AT device their child is using, the AT office must be contacted so we may accommodate the request. We strongly encourage parents to be aware of all the interventions their child is receiving.
Summary & Conclusion:
At her current functioning as reported by educational staff, Sara may benefit from the use of AT devices in her educational setting. The recommended AT devices are limited in that more specific information is needed from the general and special education teacher, therapists, and parents. Further evaluations or classroom assessments are recommended in the areas of reading comprehension, expressive & receptive language, current socialization level (is it in fact aligned with her typical peers?), services she is addressing in the special education class, specific fine motor functioning, and potential reasons for deficits in cursive writing (fine motor vs. cognition). All these issues impact the AT assessment and intervention. For example, if Sara’s cursive writing issue stems from cognition, then a different AT device will be recommended. For now, we must presume the cursive writing issue stems from a fine motor issue.
Additionally, Sara’s general education teacher (GET) has not specified Sara’s specific need in ‘keeping up with her classmates.’ There are several issues here. First, in comparing Sara to her typical peers we are denying her disability, thus providing a disservice which may affect her education. If the GET can specify Sara’s needs, without comparison to typical peer, the IEP team can attempt to address those needs so Sara may continue to receive education in the LRE, which, in this case, is currently the general education classroom. If Sara is unable to receive meaningful education in the general education classroom with supports, then specific time in the special education classroom should be considered. Sara’s social and basic academic (reading & math) skills are not far from her typical peers, hence, she should not be in a self-contained classroom. GET specifies “at her pace” which indicates Sara may simply need more time or modified work to complete assignments. Again, teacher should be more specific in this area. Also, in-house consultation on modification and accommodations from the Principal Teacher, a grade level chair, or special education teacher should be made available to the GET.
An important part of the AT assessment includes the parent request. Parents would like Sara to remain in the general education classroom. The time period is not clear, so we must presume it is for the same time period she is currently in the general education room, which is ‘part’ of the day. Parents may not be aware that they just requested that Sara be afforded all resources to enable her to receive meaningful education in the general education classroom. As LRE is a specific right to students with special needs per IDEIA 2004, the district must ensure all supportive resources have been explored to assist Sara in the general education classroom. The evaluations – or lack of in this case – directly impact the type of AT needs Sara may be expected to receive. This is very serious and a second meeting to determine further appropriate supports should be held after all evaluations or classroom assessments have been conducted. This second meeting should not hold up the current AT recommendations, yet will hold up the placement of Sara in a self-contained class. Placement should not be considered until all AT supports and teacher interventions (including supports determined after the second meeting) have been in place and determined successful or not as well as documented by general education teacher and therapists. Parents concerns regarding Sara’s writing and speaking problems should be specified so they may be discussed and addressed by the educational team. Training in Down Syndrome including speech & language and Occupational needs of children with Down Syndrome should be made available through the Technical Assistant office of the Division of Special Education. Additionally, current local supports (government agencies, community & parent support groups) and information via internet should be made available to parents.
Finally, Sara’s transition needs must be addressed. This includes her receiving education staff for the next school year, natural supports in the community & home, and determined progress with the use of all the AT devices. If there are natural environments in which Sara can generalize her skills these should be considered by parent and the AT specialist. For example, if Sara becomes proficient in the use of the computer, parents may take her to the local library so she may search for books via the computerized catalog system.
Overall, despite the lack of information, Sara’s educational, personal, and social AT needs will be addressed to ensure she is receiving meaningful education in the LRE.
ED 4443G
Assistive Technology
Dr. J. Cyrus
AT Evaluation Case Study 1
June 30, 2008
Assistive Technology (AT) Evaluation Report
Student: Sarah Case Study Grade: 3rd SY: 2007-2008
The following report indicates current functioning gathered from previous reports, and current academic, personal (including self-help), and social needs as indicated by parent(s) and general education teacher. The assistive technology report is determined based on an individual’s needs. Hence, this report is not exhaustive as more information is required for further AT assessment needs for the student. All recommendations in this report are made to provide Sara education in the Least Restrictive Environment (LRE). This is a preliminary suggestive report based on current information provided.
Student information & current functioning:
1) Sara has Down Syndrome
2) Sara is eight years old
3) Sara is in third grade
4) Her social skills are comparable to her typical peers
5) She attend Special Education classes part of the day and is in general education classes for the part of the day
6) Her Speech and Language skills are at a 5 years old level; Kindergarten equivalent
7) Oral reading (expressive reading) is affected by her speech difficulties
8) Fine motor coordination problems which may OR may not affect her cursive writing
9) Reads at a second grade level
10) Has "reasonably good comprehension:"
11) Addition with carry over (at least double digit?)
12) Subtraction with borrowing (at least double digits?)
13) Parents would like Sara in general education class
14) Parents believe Sara's writing and speaking problems are keeping her from her best work
15) Current third grade (general education?) teacher "suggests" Sara cannot keep up with her classmates
16) Current third grade teacher recommends a self-contained classroom to be 'with peers who work at her pace'
Student needs:
Ø Speech & Language services (Specific needs are not clear, AT specialist will work with Speech Therapist to determine effective AT devices for Sara)
Ø Occupational Therapy (OT) (fine motor) (Specific needs are not clear, if there are OT services, AT specialist will work with OT to determine effective AT devices for Sara)
Ø Environment: Classroom, social, and possible lunch/snack setting. Sara’s social level is comparable to her peers at this time hence no current needs are indicated in a social setting. However, speech occurs in all environments and augmentative communication devices may benefit Sara. Continuous observation of peer-relations & social skills is recommended as Sara gets older and peer interests vary.
Parent Concerns:
Ø Would like Sara in general education class
Ø Sara’s writing & speaking problems keep her from her best work
AT Device recommendations & outcomes:
Potential AT devices for Speech & Language:
Sara’s expressive reading skills are affected by her speech impediment, yet seems to be socially comparable to that of her typical peers. This indicates that Sara is able to speak well enough to socially interact with peers without the need of an AT device at this time. The following recommendation may be used primarily for expressive reading lessons in and out of the classroom, but limited to a secondary output device for social interaction. Further information regarding when, where, and in what situation to use the AT device may be ascertained from the Speech Therapist.
Ø Picture/word to voice output to be used as an augmentative device. Current devices available in our district include:
o Go talk
o Go talk 2000
o Might Mo
o Photo talk 2008
o Numerous computer programs addressing language comprehension and speech
Potential AT devices for OT therapy:
Fine motor coordination is indicated as a need by Sara’s general education teacher. This affects Sara’s cursive writing and may affect her holding and manipulating utensils in other environments (snack & lunch time). The following are AT device recommendation to assist Sara with her fine motor skills. Further information on how often to use the devices, where, and in what situations may be ascertained from the Occupational Therapist.
Ø Light-tech weighted pen
Ø Wax strings to assist with size & movement of writing instrument (inconspicuous)
Ø Universal Design door handles
Ø Universal Designs for sink handles
Ø Computerized cursive writing program
Auxiliary AT devices:
Ø Computer (CPU, monitor, mouse, keyboard)
Ø Large keys keyboard
Ø Computer programs (games & academics): would help fine motor skills, social interaction, and act as an academic supplement. (CompuThera, Words Around Me, or Earobics)
Ø Programs would be apropos to elementary students and would be very easy to learn and use
Ø Teachers may check out educational computer programs from the AT office in the Division of Special Education
Ø Teacher must designate a desk for the computer
Ø The desk should be near an electrical outlet and any wire access to the internet
Pilot Period:
Ø Sara’s use of all devices will be monitored during the first week by general and special education teacher, speech and occupational therapists, and AT specialist
Ø The team will meet at the end of the week to determine how well Sara is functioning with the devices and whether alternative devices are needed.
Ø Parents will be part of this meeting.
AT direct or consultative services:
The following consultative services are recommended:
Ø Provide computer hook-up in classroom
Ø Install all computer programs
Ø Train teachers, therapists, and parents (opt) in computer programs
Ø Train teachers, therapists, and parents (opt) in Speech and Language augmentative device
Ø Provide disability & AT sensitivity training to school peers
Ø Monitor use of AT devices & change-up if necessary
Ø Consult teachers and therapists monthly to determine continued effectiveness of AT devices
Ø Consult teachers and therapists monthly to determine upgrading computer programs
Ø Other consultative services may be determined
Direct services are not recommended at this time.
Intended educational outcomes of AT device interventions:
Sara’s use of the speech and language augmentative device is intended to promote & improve her speech and language skills. It is important to note that it is not a substitute for Sara’s speaking, rather allow her to clarify what she has said. Additionally, the speech therapist may want to consider allowing Sara to attempt clearly repeating what is said in the AT device. This device should be used primarily in the academic classroom as Sara’s speech is not an impediment to socialization with peers. If there are no physiological deficiencies in Sara’s speech functioning, this device is intended to be temporary and increase clarity in Sara’s speech.
Sara’s fine motor skills may or may not be affecting her cursive writing skills. Cursive writing is difficult for students with a severe learning disability or mild to moderate metal retardation. Nonetheless, a weighted pencil and wax string may assist Sara in keeping with cursive writing size limits and flow. The IEP team should determine whether cursive writing is an integral part of Sara’s curriculum if she is able to handwrite successfully. Additionally, a fine motor skills deficit will affect all areas of Sara’s life. Areas in which to consider using the AT weights for instruments include breakfast, lunch and snack for utensils. Also, observation of utilizing door and sink handles to determine effectiveness and upgrades is highly recommended. The Universal Designs for the handles is intended to imbed Sara’s needs into the typical environment without specifically indicating the need for Sara. Also, the weighted instruments and writing wax strings are intended to be temporary and used in conjunction with OT therapy.
The computer and computerized academic & social learning is a comprehensive system to address all needs indicated by the general education teacher and parents. Speech and language programs will address the academic and speech & language needs and the keyboard and mouse manipulation is intended to increase Sara’s fine motor coordination. As Sara maneuvers through the internet and academic programs her reading skills should gain more fluency which in turn should positively affect her cursive writing. As Sara continues to improve in keyboarding skills the large key keyboard may be switched-up to the typical keyboard. As students in general enjoy the use of computers, this AT device may be used to explore alternatives to social interaction with typical peers. The computer use is also intended to introduce Sara to computer knowledge necessary to the youth of today. This computer program, although temporary, is intended to assist Sara in all areas of designated needs as well as integrate much needed technology for individuals with disabilities.
As stated previously, further information on the outcomes may be ascertained from the therapists.
Factors to Consider:
Sara’s recommended AT devices range from light-tech to high tech and are all currently available in the AT office of the Division of Special Education. Should parents or teachers require or request further computer hardware or software ordering and budget requirements may prolong the receipt of the AT device. All AT devices have AT specialist consultation services that include training in installation, use, maintenance, and troubleshooting. If the site is unable to use the AT device for any reason the appropriate personnel should contact the AT office immediately. All programs and AT devices are ordered and reviewed with the intention of being user-friendly to children of disabilities and acceptance of typical peers in a social setting, with ability. It is important to remember, all AT devices are intended to assist individuals with disabilities temporarily or permanently so they may receive education in the Least Restrictive Environment (LRE).
At any time the educational staff deems it necessary to add, upgrade, change, or review any type of AT device for students with special needs, contact with the AT office is recommended. Additionally, at any time parents of students with special needs request training in the AT device their child is using, the AT office must be contacted so we may accommodate the request. We strongly encourage parents to be aware of all the interventions their child is receiving.
Summary & Conclusion:
At her current functioning as reported by educational staff, Sara may benefit from the use of AT devices in her educational setting. The recommended AT devices are limited in that more specific information is needed from the general and special education teacher, therapists, and parents. Further evaluations or classroom assessments are recommended in the areas of reading comprehension, expressive & receptive language, current socialization level (is it in fact aligned with her typical peers?), services she is addressing in the special education class, specific fine motor functioning, and potential reasons for deficits in cursive writing (fine motor vs. cognition). All these issues impact the AT assessment and intervention. For example, if Sara’s cursive writing issue stems from cognition, then a different AT device will be recommended. For now, we must presume the cursive writing issue stems from a fine motor issue.
Additionally, Sara’s general education teacher (GET) has not specified Sara’s specific need in ‘keeping up with her classmates.’ There are several issues here. First, in comparing Sara to her typical peers we are denying her disability, thus providing a disservice which may affect her education. If the GET can specify Sara’s needs, without comparison to typical peer, the IEP team can attempt to address those needs so Sara may continue to receive education in the LRE, which, in this case, is currently the general education classroom. If Sara is unable to receive meaningful education in the general education classroom with supports, then specific time in the special education classroom should be considered. Sara’s social and basic academic (reading & math) skills are not far from her typical peers, hence, she should not be in a self-contained classroom. GET specifies “at her pace” which indicates Sara may simply need more time or modified work to complete assignments. Again, teacher should be more specific in this area. Also, in-house consultation on modification and accommodations from the Principal Teacher, a grade level chair, or special education teacher should be made available to the GET.
An important part of the AT assessment includes the parent request. Parents would like Sara to remain in the general education classroom. The time period is not clear, so we must presume it is for the same time period she is currently in the general education room, which is ‘part’ of the day. Parents may not be aware that they just requested that Sara be afforded all resources to enable her to receive meaningful education in the general education classroom. As LRE is a specific right to students with special needs per IDEIA 2004, the district must ensure all supportive resources have been explored to assist Sara in the general education classroom. The evaluations – or lack of in this case – directly impact the type of AT needs Sara may be expected to receive. This is very serious and a second meeting to determine further appropriate supports should be held after all evaluations or classroom assessments have been conducted. This second meeting should not hold up the current AT recommendations, yet will hold up the placement of Sara in a self-contained class. Placement should not be considered until all AT supports and teacher interventions (including supports determined after the second meeting) have been in place and determined successful or not as well as documented by general education teacher and therapists. Parents concerns regarding Sara’s writing and speaking problems should be specified so they may be discussed and addressed by the educational team. Training in Down Syndrome including speech & language and Occupational needs of children with Down Syndrome should be made available through the Technical Assistant office of the Division of Special Education. Additionally, current local supports (government agencies, community & parent support groups) and information via internet should be made available to parents.
Finally, Sara’s transition needs must be addressed. This includes her receiving education staff for the next school year, natural supports in the community & home, and determined progress with the use of all the AT devices. If there are natural environments in which Sara can generalize her skills these should be considered by parent and the AT specialist. For example, if Sara becomes proficient in the use of the computer, parents may take her to the local library so she may search for books via the computerized catalog system.
Overall, despite the lack of information, Sara’s educational, personal, and social AT needs will be addressed to ensure she is receiving meaningful education in the LRE.
Tuesday, June 24, 2008
Assitive Technology & Special Education
A whole new world of sports....Special Olympics and Assistive Technology as you've never seen before...
CS1: The Saga of Sarah continues...
Case Study: What are Sara's needs? What kinds of service providers need to be consulted for the AT disposition for Sara? What kinds of questions need to be addressed? How can assistive technology devices and services enable Sara to receive an education in the least restrictive environment? What kinds of technology should go in Sara's IEP? How would you make a case for putting assistive technology into her IEP? Is there a 'knowledge gap' between Sara's mother and Sara's teacher?
---------------------------------------------
Sara, who has Down syndrome, is eight years old. Her language and speech skills are three years delayed, but she has age appropriate social skills. Sara has spent part of her school day in a regular classroom ever since kindergarten, but this year her third grade teacher is suggesting that Sara really cannot keep up with her classmates. The teacher thinks that Sara would be better off in a self-contained class with students who work at her pace. Sara has some fine motor coordination problems, and she has had difficulty learning to write in cursive. Her oral reading is hampered by her speech difficulties. However, Sara has learned to do addition and subtraction problems well and has mastered adding with carrying and subtraction with borrowing. She reads at about a second grade level with reasonably good comprehension. Sara's parents would like to see her continue in the regular classroom for as much time as possible, but they recognize that Sara's writing and speaking problems are keeping her from doing her best work.
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Second Thoughts... after reviewing classmates responses
After reading the comments of my classmates, it seems that we are generally on the same page regarding needed information and potential services. We agree that more accurate & specific levels of functioning information is needed, determined that, at least, Speech Language therapist/Pathologist (SLT/P) & Occupational Therapist (OT) services (direct & consult) are needed, and Sara's Least Restrictive Environment (LRE) is NOT in a self-contained class. This is a good start, now let's outline and see some more issues more clearly. Let's review:
1) Sara has Down Syndrome (disability would most likely fall under Mental Retardation as there is no IDEA catergory for Syndromes)
2) Sara is eight y/o in the third grade
3) Her social skills are comparable to her typical peers
4) She attend Special Education classes part of the day and is in general education classes for the part of the day
5) Her Speech and Language skills are at a 5 y/o level; Kindergarten equivalent
6) Oral reading (expressive reading) is affected by her speech difficulties
7) Does this affect her expressive language as well, if so does it affect her socialization?
8) She has fine motor coordination problems which may OR may not affect her cursive writing
9) She reads at a second grade level
10) she has "reasonably good comprehension:" what exactly does this mean? what is her comprehension level? more information is needed here.
11) addition with carry over (at least double digit?)
12) subtraction with borrowing (at least double digits?)
13) Parents would like Sara in GE class
14) Parents believe Sara's writing and speaking problems are keeping her from her best work
15) Current third grade (general education?) teacher "suggests" Sara cannot keep up with her classmates
16) Current third grade teacher (general education teacher: GET?) recommends a self-contained classroom to be 'with peers who work at her pace'
Although the Present levels of functioning are vague it is suggested that Sara is socially typical; reading & math skills are at a comparable level; reading comprehension is "reasonably" good; fine motor coordination & Speech & language (S/L) are areas of concern (to include cursive writing). It is also apparent that Sara is currently receving special education (Sped) services as she is in the general education class (GE) only part of the day. The assumption is that she is receiving special education for speech & language in the resource room (RR) as well as individual & group sessions from a speech therapist. There is a possiblity of having goals & objectives for these areas.
As Sara is currently socially comparable to her peers it would be detrimental to her social (& possibly language) development to place her in a self-contained classroom, particularly since the issue is Sara keeping up with her typical peers. How Sara performs in class with the use of recommended modifications & accommodations is instrinsic and should not be compared to her peers, particularly when Sara's disability is part of that direct comparison. Much care must be taken here. Sara's parents also prefer that she be in the general education classroom as much as possible, yet seem to yield to the GET's suggestions. Parents may simply not be aware of the IDEA concept of LRE as well as IEP allowable supports for Sara in the GE class, or even the option of increasing RR time. As parents are a part of the IEP team, these concepts should be made clear to them. Should parents retain legal representation as a result of a disagreement in placement of Sara, the school district will have to explain more than just placement. A potential for updating and quantifying assessments (rdg, math, Language, Fine motor, speech, etc.) & evaluations may occur which would affect placement eventually. The fact that not enough information is provided prevents the IEP team from making valid program and placement decisions. It is not fair to Sara, despite well-intended decisions.
Some potential AT devices for Sara may include computerized reading, language, and "writing" programs. This would require a computer with program capabilities and training the teacher(s) & Sara. Some Programs may include CompuThera, Words Around Me, or Earobics. I would exercise caution and yield to the speech therapist's recommendation of whether to use a picture communication system (PCS) as a primary means to communicate to others. If Sara has a moderate ability to speak to others she should keep talking, if there is such an impediment that she is noncomprehendible then a PCS is an option. This is a very delicate issue given Sara's comparable social skills to that of her peers as well as speech being part of the support for language & social skills development.
Sara may also benefit from a weighted pencil. The weight of the pencil may allow for more coordination & control.
This is a lot to chew on for now. I look forward to your responses and input.
---------------------------------------------
Sara, who has Down syndrome, is eight years old. Her language and speech skills are three years delayed, but she has age appropriate social skills. Sara has spent part of her school day in a regular classroom ever since kindergarten, but this year her third grade teacher is suggesting that Sara really cannot keep up with her classmates. The teacher thinks that Sara would be better off in a self-contained class with students who work at her pace. Sara has some fine motor coordination problems, and she has had difficulty learning to write in cursive. Her oral reading is hampered by her speech difficulties. However, Sara has learned to do addition and subtraction problems well and has mastered adding with carrying and subtraction with borrowing. She reads at about a second grade level with reasonably good comprehension. Sara's parents would like to see her continue in the regular classroom for as much time as possible, but they recognize that Sara's writing and speaking problems are keeping her from doing her best work.
---------------------------------------------------
Second Thoughts... after reviewing classmates responses
After reading the comments of my classmates, it seems that we are generally on the same page regarding needed information and potential services. We agree that more accurate & specific levels of functioning information is needed, determined that, at least, Speech Language therapist/Pathologist (SLT/P) & Occupational Therapist (OT) services (direct & consult) are needed, and Sara's Least Restrictive Environment (LRE) is NOT in a self-contained class. This is a good start, now let's outline and see some more issues more clearly. Let's review:
1) Sara has Down Syndrome (disability would most likely fall under Mental Retardation as there is no IDEA catergory for Syndromes)
2) Sara is eight y/o in the third grade
3) Her social skills are comparable to her typical peers
4) She attend Special Education classes part of the day and is in general education classes for the part of the day
5) Her Speech and Language skills are at a 5 y/o level; Kindergarten equivalent
6) Oral reading (expressive reading) is affected by her speech difficulties
7) Does this affect her expressive language as well, if so does it affect her socialization?
8) She has fine motor coordination problems which may OR may not affect her cursive writing
9) She reads at a second grade level
10) she has "reasonably good comprehension:" what exactly does this mean? what is her comprehension level? more information is needed here.
11) addition with carry over (at least double digit?)
12) subtraction with borrowing (at least double digits?)
13) Parents would like Sara in GE class
14) Parents believe Sara's writing and speaking problems are keeping her from her best work
15) Current third grade (general education?) teacher "suggests" Sara cannot keep up with her classmates
16) Current third grade teacher (general education teacher: GET?) recommends a self-contained classroom to be 'with peers who work at her pace'
Although the Present levels of functioning are vague it is suggested that Sara is socially typical; reading & math skills are at a comparable level; reading comprehension is "reasonably" good; fine motor coordination & Speech & language (S/L) are areas of concern (to include cursive writing). It is also apparent that Sara is currently receving special education (Sped) services as she is in the general education class (GE) only part of the day. The assumption is that she is receiving special education for speech & language in the resource room (RR) as well as individual & group sessions from a speech therapist. There is a possiblity of having goals & objectives for these areas.
As Sara is currently socially comparable to her peers it would be detrimental to her social (& possibly language) development to place her in a self-contained classroom, particularly since the issue is Sara keeping up with her typical peers. How Sara performs in class with the use of recommended modifications & accommodations is instrinsic and should not be compared to her peers, particularly when Sara's disability is part of that direct comparison. Much care must be taken here. Sara's parents also prefer that she be in the general education classroom as much as possible, yet seem to yield to the GET's suggestions. Parents may simply not be aware of the IDEA concept of LRE as well as IEP allowable supports for Sara in the GE class, or even the option of increasing RR time. As parents are a part of the IEP team, these concepts should be made clear to them. Should parents retain legal representation as a result of a disagreement in placement of Sara, the school district will have to explain more than just placement. A potential for updating and quantifying assessments (rdg, math, Language, Fine motor, speech, etc.) & evaluations may occur which would affect placement eventually. The fact that not enough information is provided prevents the IEP team from making valid program and placement decisions. It is not fair to Sara, despite well-intended decisions.
Some potential AT devices for Sara may include computerized reading, language, and "writing" programs. This would require a computer with program capabilities and training the teacher(s) & Sara. Some Programs may include CompuThera, Words Around Me, or Earobics. I would exercise caution and yield to the speech therapist's recommendation of whether to use a picture communication system (PCS) as a primary means to communicate to others. If Sara has a moderate ability to speak to others she should keep talking, if there is such an impediment that she is noncomprehendible then a PCS is an option. This is a very delicate issue given Sara's comparable social skills to that of her peers as well as speech being part of the support for language & social skills development.
Sara may also benefit from a weighted pencil. The weight of the pencil may allow for more coordination & control.
This is a lot to chew on for now. I look forward to your responses and input.
Monday, June 23, 2008
Paula's Demonstration 2: DNS Speech Recognition
Paula R. Ulloa
ED443G, Assistive Technology
Dr. J. Cyrus
June 23, 2008
Demonstration 2
Product: Speech Recognition Software
Brand: Dragon®
Distributors: Nuance Communications (MA) www.nuance.com
Product name: Naturally Speaking® Preferred 9
Function: Turns speech into text & voice controls computer functions
Type: High Tech computer software
Status: won 175+ awards, including PC Magazine, cnet Editor’s choice, & PC World’s 100 best products of 2006
Price: From Nuance Communications>>$99.99 (Standard-primary dictation) $199.99 (preferred-Navigates through programs) $9.99 s/h; From E-Bay DNS 8 Voice to text from $1.00 ($9.99 s/h) - $70.00
Availability: on-line at www.nuance.com, E-Bay (careful),
Other brands:
Ø Microsoft Voice Command ($30 - $39) http://www.shopping.com/xGS-Voice_Recognition_Programs~NS-1~linkin_id-8001677
Ø DNS ($621-$772) http://www.shopping.com/xGS-Voice_Recognition_Programs~NS-1~linkin_id-8001677
Ø Global Marketing Partners ($79-$80) http://www.shopping.com/xGS-Voice_Recognition_Programs~NS-1~linkin_id-8001677
Ø European brands> Speech technology Center, http://speechpro.com/eng/company/acomp (Russian, French, British; Technical Forensic functions)
Ø For Mac Users: A number of voice recognition programs & functions from Braille to changing one’s voice http://www.apple.com/macosx/features/300.html#universalaccess
Ø Site for other links, old and new: http://www.linc.org/voicesw.html
Preliminary needs: Personal Computer (PC) with IBM compatibility (Microsoft Windows compatibility)
Ø Minimum system requirements: 1 GHz processor (Faster processor = faster performance)
Ø 1 GB RAM
Ø 2.5 GB hard disk space
Ø Windows Vista, MS windows XP (SP1 or higher), Home and Professional, 2000 (SP4 or higher)
Ø Creative sound blaster® 16 or better (sound must support 16 bit recording)
Ø MS Internet Explorer® or higher
Ø CD-ROM drive (for installation)
Ø A web connection (required for activation)
Features: 9th edition is 99% accurate
Ø works with most desktop applications
Ø quick installation with on-screen tutorials
Ø create documents, reports, & e-mails faster (we speak three times faster than we type)
Ø browse net verbally
Ø reduce risk of carpal tunnel
Ø works with Pocket PC Palm Tungsten™ to transcribe recordings
Ø Nuance® approved Bluetooth microphone
Getting Started:
Ø Create a user (Creates a profile: recognizes speech, pronunciation, tone, rate, pitch)
o This may take up to 45 minutes but you can take a break
o It’s recommended to choose the “best match” speech model & vocabulary despite needing more memory and a faster processor
Ø User type: either speaking directly to the computer or via another recording device
Ø Adjust microphone
Ø Complete training portion of program
Start Dictation:
Ø start Dragon NaturallySpeaking (DNS) from windows
Ø position microphone
Ø start program you would like to talk to (recommended to start with Dragon NaturallySpeaking) but you can now operate your system by voice
Ø turn microphone on (click red microphone in the DNS window OR press + key on the numeric keypad
Ø click on the window of the program you would like to talk to (DNS will type commands in the active windows)
Dictating:
Ø speak clearly & fluidly
Ø don’t pause
Ø see the quick reference for commands & mistakes in dictation
Ø state punctuation
Ø New paragraph = enter 2x; new line = enter 1x
Ø Erase: Scratch that
Ø Correct Mistake: Correct that (DISTINGUISH between the two as DNS learns to associate the sound of one word with the written form of another
Users & Caveats:
Ø Professionals: Secretaries, court reporters, team meetings, news reporters, students, teachers, investigators (forensics), medical doctors, mental health professionals,
Ø Individuals with poor fine motor skills (can’t type or write)
Ø Individuals with poor vision (can’t see screen or keyboard well)
Ø Individuals with a distinct speech impediment will have difficulty and may not benefit from this program
Ø Need existing computer & computer knowledge for the program
Ø Still requires some fine motor skills at the start of program (and possibly throughout program for the more anomalous tasks such as correction of spelling or adding names)
ED443G, Assistive Technology
Dr. J. Cyrus
June 23, 2008
Demonstration 2
Product: Speech Recognition Software
Brand: Dragon®
Distributors: Nuance Communications (MA) www.nuance.com
Product name: Naturally Speaking® Preferred 9
Function: Turns speech into text & voice controls computer functions
Type: High Tech computer software
Status: won 175+ awards, including PC Magazine, cnet Editor’s choice, & PC World’s 100 best products of 2006
Price: From Nuance Communications>>$99.99 (Standard-primary dictation) $199.99 (preferred-Navigates through programs) $9.99 s/h; From E-Bay DNS 8 Voice to text from $1.00 ($9.99 s/h) - $70.00
Availability: on-line at www.nuance.com, E-Bay (careful),
Other brands:
Ø Microsoft Voice Command ($30 - $39) http://www.shopping.com/xGS-Voice_Recognition_Programs~NS-1~linkin_id-8001677
Ø DNS ($621-$772) http://www.shopping.com/xGS-Voice_Recognition_Programs~NS-1~linkin_id-8001677
Ø Global Marketing Partners ($79-$80) http://www.shopping.com/xGS-Voice_Recognition_Programs~NS-1~linkin_id-8001677
Ø European brands> Speech technology Center, http://speechpro.com/eng/company/acomp (Russian, French, British; Technical Forensic functions)
Ø For Mac Users: A number of voice recognition programs & functions from Braille to changing one’s voice http://www.apple.com/macosx/features/300.html#universalaccess
Ø Site for other links, old and new: http://www.linc.org/voicesw.html
Preliminary needs: Personal Computer (PC) with IBM compatibility (Microsoft Windows compatibility)
Ø Minimum system requirements: 1 GHz processor (Faster processor = faster performance)
Ø 1 GB RAM
Ø 2.5 GB hard disk space
Ø Windows Vista, MS windows XP (SP1 or higher), Home and Professional, 2000 (SP4 or higher)
Ø Creative sound blaster® 16 or better (sound must support 16 bit recording)
Ø MS Internet Explorer® or higher
Ø CD-ROM drive (for installation)
Ø A web connection (required for activation)
Features: 9th edition is 99% accurate
Ø works with most desktop applications
Ø quick installation with on-screen tutorials
Ø create documents, reports, & e-mails faster (we speak three times faster than we type)
Ø browse net verbally
Ø reduce risk of carpal tunnel
Ø works with Pocket PC Palm Tungsten™ to transcribe recordings
Ø Nuance® approved Bluetooth microphone
Getting Started:
Ø Create a user (Creates a profile: recognizes speech, pronunciation, tone, rate, pitch)
o This may take up to 45 minutes but you can take a break
o It’s recommended to choose the “best match” speech model & vocabulary despite needing more memory and a faster processor
Ø User type: either speaking directly to the computer or via another recording device
Ø Adjust microphone
Ø Complete training portion of program
Start Dictation:
Ø start Dragon NaturallySpeaking (DNS) from windows
Ø position microphone
Ø start program you would like to talk to (recommended to start with Dragon NaturallySpeaking) but you can now operate your system by voice
Ø turn microphone on (click red microphone in the DNS window OR press + key on the numeric keypad
Ø click on the window of the program you would like to talk to (DNS will type commands in the active windows)
Dictating:
Ø speak clearly & fluidly
Ø don’t pause
Ø see the quick reference for commands & mistakes in dictation
Ø state punctuation
Ø New paragraph = enter 2x; new line = enter 1x
Ø Erase: Scratch that
Ø Correct Mistake: Correct that (DISTINGUISH between the two as DNS learns to associate the sound of one word with the written form of another
Users & Caveats:
Ø Professionals: Secretaries, court reporters, team meetings, news reporters, students, teachers, investigators (forensics), medical doctors, mental health professionals,
Ø Individuals with poor fine motor skills (can’t type or write)
Ø Individuals with poor vision (can’t see screen or keyboard well)
Ø Individuals with a distinct speech impediment will have difficulty and may not benefit from this program
Ø Need existing computer & computer knowledge for the program
Ø Still requires some fine motor skills at the start of program (and possibly throughout program for the more anomalous tasks such as correction of spelling or adding names)
Paula's Demostration 1: Handheld Magnifier
PAULA R. ULLOA
ED443G Assistive Tech
Dr. J. Cyrus
June 23, 2008
Product: Handheld Magnifier w/Contrast & Brightness for the visually impaired
Product name: Quicklook Zoom
Company: Ash Technologies Limited, Ireland www.ashtech.ie/.webloc
Distributor: Freedom Vision www.freedomvision.net/Pri#C7D37615
Tami WayMountain View, CA 94041Tel: 800-961-1334Fax: 650-968-4740
info@freedomvision.ne
Released: 2004
NYT article: May 25, 2008
Price: $400S/H: $20.00
Description:
➢ 3x to 18x magnification range
➢ Battery last from 4 up to 7 hours; 3 hour charge time
➢ Ergonomic rubberised lightweight housing.
➢ Flip the camera open to operate
➢ Dimensions: 171x95x28mm (6.7x3.7x1.1 inches)
➢ Weight: 8.4 oz
➢ Display: 4.3” 16:9 jigh brightness LCD
➢ Modes: Full color & high contrast w/56 colour options
➢ Left or right handedness
ED443G Assistive Tech
Dr. J. Cyrus
June 23, 2008
Product: Handheld Magnifier w/Contrast & Brightness for the visually impaired
Product name: Quicklook Zoom
Company: Ash Technologies Limited, Ireland www.ashtech.ie/.webloc
Distributor: Freedom Vision www.freedomvision.net/Pri#C7D37615
Tami WayMountain View, CA 94041Tel: 800-961-1334Fax: 650-968-4740
info@freedomvision.ne
Released: 2004
NYT article: May 25, 2008
Price: $400S/H: $20.00
Description:
➢ 3x to 18x magnification range
➢ Battery last from 4 up to 7 hours; 3 hour charge time
➢ Ergonomic rubberised lightweight housing.
➢ Flip the camera open to operate
➢ Dimensions: 171x95x28mm (6.7x3.7x1.1 inches)
➢ Weight: 8.4 oz
➢ Display: 4.3” 16:9 jigh brightness LCD
➢ Modes: Full color & high contrast w/56 colour options
➢ Left or right handedness
Sunday, June 22, 2008
Paula Sarah CS1 First Comment
It is evident Sarah is entering an educational level that is more challenging than previous levels. The work of third graders requires more synthesis of the information provided to the students and, although Sarah is able to complete basic math concepts and fundamental reading comprehension, it seems she has reached a plateau relative to the general education curriculum in which she has competed with her typical peers.
There are some key questions that need to be addressed with this higher functioning individual with Down Syndrome. What part of Sarah's language, specifically, needs improvement? What are her specific scores for math, reading (including comprehension), and language arts? What part of her fine motor skills is affecting her education and will there be any potentially related / subsequent problems (i.e. holding a pencil affecting feeding)? Can using a keyboard assist with this skill? Is cursive an integral part of her curriculum (as it helps with reading fluency)?
There are some potential needs for Assistive Technology at this time that may assist Sarah in the least restrictive environment (resource room or general education class). Sarah may benefit from a computer to assist with academic skills. With consultation from the Speech Therapist, will augmentative speech technology assist or hinder Sarah's speech abilities?
As we learn more about Sarah I am sure we will be able to put together an excellent Assistive or Adaptive Technology plan whereby Sarah can receive meaningful education in the least restrictive environment.
There are some key questions that need to be addressed with this higher functioning individual with Down Syndrome. What part of Sarah's language, specifically, needs improvement? What are her specific scores for math, reading (including comprehension), and language arts? What part of her fine motor skills is affecting her education and will there be any potentially related / subsequent problems (i.e. holding a pencil affecting feeding)? Can using a keyboard assist with this skill? Is cursive an integral part of her curriculum (as it helps with reading fluency)?
There are some potential needs for Assistive Technology at this time that may assist Sarah in the least restrictive environment (resource room or general education class). Sarah may benefit from a computer to assist with academic skills. With consultation from the Speech Therapist, will augmentative speech technology assist or hinder Sarah's speech abilities?
As we learn more about Sarah I am sure we will be able to put together an excellent Assistive or Adaptive Technology plan whereby Sarah can receive meaningful education in the least restrictive environment.
Thursday, June 19, 2008
blog blog research blog activity blog
Paula R. Ulloa
ED443G, Assistive Tech.
Dr. Cyrus
June 20, 2008
Technology Tools
http://adaptivetech.tcnj.edu
Adaptive Technology Center for New Jersey Colleges: Assistive Technology for College students who are deaf or hard of hearing
This site provides service and product information for assistive technological tools for individuals who are deaf & hard of hearing. What I enjoy about this site are the vendors & links to other websites. Also there is a good list of products with thorough descriptions. Although it is a simple site, it addresses the purposes of its audience.
www.hearingaidsoftware.com
HearingAidSoftware
This site provides a list of sites that address audiology software and office management software. It is limited in scope in that there are only a handful of websites related to the topic. Nonetheless, this site enables individuals to make informed decisions about hearing aids.
www.fsdb.k12.fl.us
Tech tools & deafness
This is a simple site that provides a list and description of technology tools for the deaf and includes human resources for networking. Also, links are part of the description for the technology tools. Some technologies include: Digital captioning on the internet, real time reporters captioning, Animated Sign Language interpretation, signed video clip,
www.hearingtechnology.com
Hearing Technology
This is a very simple page with very simple information about AT devices for DHH. It identifies the author with credentials and provides a menu to choose from so one may navigate through the sight. Provides a basic list of types of hearing aids and its features.
upcoming.yahoo.com/event
**Upcoming: Beyond Hearing Aids: Implantable Hearing Technology
This sight is an invitation to the forum for implants at the Hilton Woodland Hills in California. This invitation provides the basic information needed to attend the forum as well as CEU conditions and approved status. The company is called Cochlear Americas. It provides links to links to the homepage and registration.
On-line references /Websites
deafness.about.com
**Article: Fear of crime Restricts Deaf Ability to order at McDonald’s
This is not an idiot-proof story. An individual who is DHH walks up to a drivethru window and is refused service. The employee refused to open the window. This is not an issue of discrimination it’s an issue of HUNGER!!! A positive about this site is there are other article of more depth and scope. Hence, it provides various articles about the deaf community and its issues.
www.michigan.gov
DL&EG Labor & Economic Growth
This is a Michigan Website that describes the Michigan Commission of Disability concerns which includes Division of DHH. It reports on advocacy on behalf of the 1.9 million people with disabilities. Community & business partners are noted and the goal for AT support is described.
www.deafhope.org
***Canadian Deaf Ministries International
A Family friendly website for people with DHH, it has right colors, friendly characters, easy-to-read and look through designs. There are many links including health, family, spiritual, and missions. It is evidently a site that draws the spiritual eye and provides hope with DHH AT services and devices in a fun way!!
www.bordersability.co.uk/
***Scottish Borders Ability Living Service: Working in partnership
A very dynamic site that includes Hearing dogs for Deaf people, Sign language interpreters, DHH supports, and Border links. There are other links to supports. It also includes online catalogs for a variety of equipment and supplies. Also, links to other disabilities that may be co-morbid with DHH.
www.advocacyinc.org/
Advocacy Incorporated
This site provides links to a variety of DHH sites including the Alexander Graham Bell Association for the deaf. The content of this site includes legal issues.
Articles
www.suite101.com/articles
***Suite 101.com
This site includes an array of articles that deal with assistive technology devices. It has a February 2000 article discussing National Council on disability’s IDEA implications of AT devices & services. The bottom line is: parents can request AT devices and the school district must take measures to assess the AT need.
www.familyvillage.wisc.ed
Family Village School: AT for students with Dx
Provides links to articles dealing directly with assistive technology for individuals with disabilities. There is an article addressing AT in early childhood programs. It provides six tips for early AT learning. Great sight with articles that are inter-related!!
www.education-world.com/
***Education World: Educator’s Best Friend
Brings the reader into the world of AT and the person with disabilities through well-written and interesting points-of-view. Incorporates the versatility of AT devices for all students with some information on students with disabilities. Some devices include Speech-voice recognition, Talking calculator, and video description. Gives statistics about individuals receiving AT. Just another caveat: how reliable and valid is this stat?
parentpals.com/
Parent Pals.com:Assistive Technology Articles Sped Guide
There are various articles found in this site that address all types of disabilities and the types of AT available for them. Two Integrating Technology into the IEP & I want my child to use a PECS. Authors and credentials are added.
www.washington.edu/
Access it: National Center on Accessible Information Technology in Education
Includes a printable version of the basic “What is AT question?” One simple article.
ED443G, Assistive Tech.
Dr. Cyrus
June 20, 2008
Technology Tools
http://adaptivetech.tcnj.edu
Adaptive Technology Center for New Jersey Colleges: Assistive Technology for College students who are deaf or hard of hearing
This site provides service and product information for assistive technological tools for individuals who are deaf & hard of hearing. What I enjoy about this site are the vendors & links to other websites. Also there is a good list of products with thorough descriptions. Although it is a simple site, it addresses the purposes of its audience.
www.hearingaidsoftware.com
HearingAidSoftware
This site provides a list of sites that address audiology software and office management software. It is limited in scope in that there are only a handful of websites related to the topic. Nonetheless, this site enables individuals to make informed decisions about hearing aids.
www.fsdb.k12.fl.us
Tech tools & deafness
This is a simple site that provides a list and description of technology tools for the deaf and includes human resources for networking. Also, links are part of the description for the technology tools. Some technologies include: Digital captioning on the internet, real time reporters captioning, Animated Sign Language interpretation, signed video clip,
www.hearingtechnology.com
Hearing Technology
This is a very simple page with very simple information about AT devices for DHH. It identifies the author with credentials and provides a menu to choose from so one may navigate through the sight. Provides a basic list of types of hearing aids and its features.
upcoming.yahoo.com/event
**Upcoming: Beyond Hearing Aids: Implantable Hearing Technology
This sight is an invitation to the forum for implants at the Hilton Woodland Hills in California. This invitation provides the basic information needed to attend the forum as well as CEU conditions and approved status. The company is called Cochlear Americas. It provides links to links to the homepage and registration.
On-line references /Websites
deafness.about.com
**Article: Fear of crime Restricts Deaf Ability to order at McDonald’s
This is not an idiot-proof story. An individual who is DHH walks up to a drivethru window and is refused service. The employee refused to open the window. This is not an issue of discrimination it’s an issue of HUNGER!!! A positive about this site is there are other article of more depth and scope. Hence, it provides various articles about the deaf community and its issues.
www.michigan.gov
DL&EG Labor & Economic Growth
This is a Michigan Website that describes the Michigan Commission of Disability concerns which includes Division of DHH. It reports on advocacy on behalf of the 1.9 million people with disabilities. Community & business partners are noted and the goal for AT support is described.
www.deafhope.org
***Canadian Deaf Ministries International
A Family friendly website for people with DHH, it has right colors, friendly characters, easy-to-read and look through designs. There are many links including health, family, spiritual, and missions. It is evidently a site that draws the spiritual eye and provides hope with DHH AT services and devices in a fun way!!
www.bordersability.co.uk/
***Scottish Borders Ability Living Service: Working in partnership
A very dynamic site that includes Hearing dogs for Deaf people, Sign language interpreters, DHH supports, and Border links. There are other links to supports. It also includes online catalogs for a variety of equipment and supplies. Also, links to other disabilities that may be co-morbid with DHH.
www.advocacyinc.org/
Advocacy Incorporated
This site provides links to a variety of DHH sites including the Alexander Graham Bell Association for the deaf. The content of this site includes legal issues.
Articles
www.suite101.com/articles
***Suite 101.com
This site includes an array of articles that deal with assistive technology devices. It has a February 2000 article discussing National Council on disability’s IDEA implications of AT devices & services. The bottom line is: parents can request AT devices and the school district must take measures to assess the AT need.
www.familyvillage.wisc.ed
Family Village School: AT for students with Dx
Provides links to articles dealing directly with assistive technology for individuals with disabilities. There is an article addressing AT in early childhood programs. It provides six tips for early AT learning. Great sight with articles that are inter-related!!
www.education-world.com/
***Education World: Educator’s Best Friend
Brings the reader into the world of AT and the person with disabilities through well-written and interesting points-of-view. Incorporates the versatility of AT devices for all students with some information on students with disabilities. Some devices include Speech-voice recognition, Talking calculator, and video description. Gives statistics about individuals receiving AT. Just another caveat: how reliable and valid is this stat?
parentpals.com/
Parent Pals.com:Assistive Technology Articles Sped Guide
There are various articles found in this site that address all types of disabilities and the types of AT available for them. Two Integrating Technology into the IEP & I want my child to use a PECS. Authors and credentials are added.
www.washington.edu/
Access it: National Center on Accessible Information Technology in Education
Includes a printable version of the basic “What is AT question?” One simple article.
Wednesday, June 18, 2008
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