Lgrigley's blog: 2009

Lydia Grigley
ED443G Assistive Technology
Professor: Dr. Jacqui Cyrus
February 20, 2009

A) Ten (10) Assistive Technology Research Articles
B) TEN (10) Assistive Technology Websites
C) Ten (10) Assistive Technology Organization

1) LD OnLine - Help for Young Learners - How To Choose AT?
Website: National Center for Technology Innovation and Center for Implementing Technology in Education (2006)
http://www.ldonline.org/article/8088
This article aids teachers, professionals, and family members in choosing the best assistive technology tool for the child. The article initially points out that although they market for technology is booming, the use of assistive technology is little to non-existent in many cases. Because young children with disabilities required a special atmosphere for growth within, assistive technology was created to make this plausible so that the disabled child can participate in daily activities and learn some form of independence early on.

The article provided a six-step framework on how to make a good decision when it comes to assistive technology decisions. These steps include: collecting child and family information, identify activities for participation, identify and observe that indicated a successful intervention (e.g. expression attempts, responses, reactions, etc), brainstorm assistive technology solutions, try the solution out, and lastly, identify what and what did not work for the child. The article mentions the TAM Technology Fan, to assist in brainstorming the right product for the child. It is a resource that takes into the account the disabled child’s daily home and school routines when generating the best assistive technology for the child.

2) LD OnLine - Finding Alternative Sources of Funding for Assistive Technology
Website: National Center for Technology Innovation (2008)
http://www.ldonline.org/article/6239
This article mainly deals with providing funds for assistive technology. It points out that although the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) require all local educational agencies (LEAs) to provide assistive technology to students in need of it, many still do not receive the aid of assistive technology due to lack of funds. The article addresses this issue and provides alternative sources for funding assistive technology for the class and/or home for the disabled child. Some of the alternative sources the article mention includes: ADA technical assistance programs, private funding sources, used equipment, loaners, and health care programs to name a few.

However, the article strongly suggests that before seeking other funding, they should “express their child’s need, in writing, to the LEA.” They recommend that the letter be specific and to include the recommendations for assistive technology, as well as, a specific timeframe for addressing the issue. It also recommends that the parent ask the LEA to explore other types of funding and that these specific assistive technology needs are written on the child’s IEP when required to provide proof of medical necessity.

3) LD Online - The Assistive Technology Planner From Research to Implementation
Name of website: National Center for Technology Innovation and Center for Implementing Technology in Education (2006)
http://www.ldonline.org/article/12375
This article explored whether or not assistive technology (AT) are being implemented in special education in the country. So to find the answers the National Assistive Technology Research Institute (NATRI) surveyed state department of education leaders, district personnel, building administrators, special education teachers, parents, and students. They collected their data through “phone interviews, online surveys, case studies of state practices, and collected student demographic information.”

Their finding include “assistive technology policies, guidelines, and technical assistance documents are circulated in the majority of states in the nation, however, teachers reported having little or no knowledge of those states guidelines and 54% of teachers did not have any Individualized Education Programs (IEPs) with AT-specific guidelines.” Another one of NATRI’s finding state that “AT professionals rarely identifies their responsibilities to include evaluating classroom implementation, collaborating with the IEP team, or ordering equipment.” These two findings, along with 8 other top findings, resulted in the creation of “Assistive Technology Planner: From IEP Consideration to Classroom Implementation,” a toolkit for aiding in successfully implementing assistive technology in the disabled child’s environment.

4) Journal of Special Education Technology - Role of Technology In Preparing Youth With Disabilities For Postsecondary Education and Employment
Author: Sheryl Burgstahler
Name of website: University of Washington
http://jset.unlv.edu/18.4/burgstahler/first.html
The article was designed to address the need for implementing assistive technology for those wanting to pursue post-secondary education and employment effectively. It mentions that although the tool is readily available, it is not applied in many cases – leaving a disabled person seeking growth within society with many more limitations on top of the ones they already have. It reveals that disabled people has the potential like “regular” people to advance in their lives and careers if only given the opportunity. It argues that access to tools such as computers, websites, telecommunication products, scientific equipment, etc be removed of barriers that limits access for disabled people.

It states that instead of creating a unique and separate system for these groups of people, why not have their needs already build in for easy access and use of everything a “normal” person has access and use of. The article goes on to argue that “access to the best technology has to offer should not be considered as an after thought or for use only in special cases, but rather as a basic right.” And that by ensuring this opportunity for everyone creates an impartial environment for all citizens.

5) Journal of Special Education Technology - Assistive Technology, Universal Design, Universal Design for Learning: Improved Learning Opportunities
By: Chuck Hitchcock and Skip Stahl
Website: National Center on Accessing the General Curriculum at CAST, Wakefield, Massachusetts
http://jset.unlv.edu/18.4/hitchcock/first.html
The two authors of this article in the Journal of Special Education Technology argue for a “universally designed curriculum.” A universally designed curriculum that has been “specifically designed, developed, and validated to meet the needs of the full range of students (sensory, motor, cognitive, linguistic abilities and disabilities) who are actually in schools rather than a narrow range of in the ‘middle’ of the population.” The authors claim that by putting an “exclusive emphasis on assistive technologies the burden of adaptation is transferred to the learner, not the curriculum.” It goes on to say that by creating these specially designed produced for children with disabilities only creates more barriers and limiting options. It states that assistive technology assumes the need based on the individual student’s disabilities, not the curriculum.

The “Universal Design for Learning (UDL)” removes this assumption and looks into the curriculum by using “flexible media, options [that] can be embedded within the curriculum so that adjustments may be made to meet the needs and preferences of each learner.” UDL’s goal is to remove the assumption that individual tools are needed for the student to overcome barriers within the curriculum.

6) Journal of Special Education Technology - The Interdependent Roles of All Players in Making Technology Accessible
By: Terry Thompson
Website: The University of Washington
http://jset.unlv.edu/18.4/thompson/first.html
This article states that for the full potential of individual with disabilities be realized, access to technology must be made easier. It points out that although electronic and information technologies continue on its growth within society, making these products accessible for everyone is “complex and difficult” and that it involves “many individuals and groups.” It claims that whenever any “particular technology presents a barrier to an individual,” the blame is normally placed on the technology’s and/or content’s developer, or the educational component itself. The author states that by doing this, the problem is often “oversimplified,” when “in actually, a variety of key [players] is critical in making technology accessible.”

The article mentions these key players to include “consumers, the developers, the operating system, the software applications, the schools, the employers, the standard organizations, and the advocates.” It argues that for success in making technology accessible, these key players “must be educated about their roles, accept their roles, and fulfill their roles.”

7) Evidence Based Practice in Assistive Technology - Research Brief Volume 1, Number 5
By: L. Dugan, S. Millborne, P. Campbell, and M. Wilcox
Website: Tots n Tech Research Institute (2004)
http://asu.edu/clas/tnt/appendix/EBPBrieffinal9-28-04.pdf
This research talks about how assistive technology (AT) enables infants and young children with disabilities to participate in daily activities. The research study points out that adaptation is one major component of assistive technology, and it includes products such as bath seats, car seats, strollers, toys, spoons and bowls, designed for use by young children, which are considered “low-tech.” These types of AT products are used by everyone, but as it becomes more complex and “high-tech,” which includes computer based communication devices, power wheelchairs, computerized toys, switch interfaces.

The users for “high-tech” products then become limited, specific, and usually require some type of need-base assessments. To find evidence as to whether or not there are discussions on how to teach children to successfully use AT devices, the researchers reviewed published articles. What these researchers found was that there is very “limited published evidence on AT teaching practices and on high-tech devices,” indicating a possibly “low interest in identifying optimal AT intervention and that it may be viewed only necessary when complicated devices are being utilized.”

8) The Market for Accessible Technology - The Wide Range of Abilities and Its Impact on Computer Use
Website: Microsoft Corporation
http://www.microsoft.com/enable/research/phase1.aspx
“In 2003, Microsoft Corporation commissioned Forrester Research, Inc., to conduct a comprehensive, two-part study to measure the current and potential market of accessible technology in the United States and understand how accessible technology is being used today.” This portion of the study is called, “Phase I,” with goals of “identifying the range of physical and cognitive abilities among working-age adults and current computer users in the United States.” Its other goals include identifying the “types of difficulties and impairments that limit the scope of activities and their degree of severity” and the “number of people that may benefit from using accessible technology.”

That the study concluded was that even though the level of awareness on accessible technology is high, many are not utilizing these products that they would benefit from. One of the main inhibitors for this growth is that “use of accessible technology relies too much on computer users seeking [out the need],” creating a possible barrier if these users are not confident or comfortable in using technology to begin with. It concludes that by making accessible technology not only “easier to find, but more convenient and comfortable for users,” growth will found and barriers for the individual will be lowered, if not diminished.

9) Strategic Accessibility Investments Make Windows Vista a Stronger Platform for AT Innovation
By: Mic Wagoner
Website: Principal Software Design Engineer, Microsoft
http://www.microsoft.com/enable/microsoft/wagoner.aspx
Mic Wagoner manages the accessibility development team that designed the implementation and launch portion of Windows Vista. The goal of their research and design was to make an accessible operating system so that people with disabilities can use the product with ease. They wanted to create a system designed for everyone, not just for the majority. In her article, she pointed out that one of improvement found in the Windows Vista operating system is the new “Ease of Access Center,” which benefits the majority who wants to adjust computer setting for easier sight, hearing, and usage. The Ease of Access Center intentions were to bring the accessibility settings and tools all under one location so that locating it does not become a hassle for the user.

Another goal of their research was to make Windows Vista “easier for assistive technology companies to create innovative AT products – such as screen readers and magnifies.” They wanted these companies to “focus more on creating new features in their products, rather than keeping up with ever-changing and complex user interfaces.”

10) Listening to Users is the Key to Speech Recognition at Microsoft
By: Rob Chambers
Website: Software Architect, Microsoft
http://www.microsoft.com/enable/microsoft/chambers.aspx
Rob Chambers is a Software Architect for Microsoft. He “leads a team devoted to developing state-of-the-art speech recognition technology for products such as Windows Vista.” They recognized that “speech may be the way that most people want to interact with their PC’s and other computing devices.” The goal of their research and design was to make this possible under the new Windows Vista interface. They held “a number of focus groups, which included people with and without disabilities,” so as to learn “what [their] users are struggling with and they wanted to do to.” From their findings, they accomplished a program called Speech Recognition, which was built right into Windows Vista.

One of their goals was to “eliminate the burden users have when having to tell the computer when to use voice commands and when to use text commands.” Another goal was “to [ensure] that Speech Recognition also provided a completely hands-free computing experience.” They succeeded in fulfilling these goals, and provided their users with training that takes them through step-by-step process son how to use the program seamlessly.

Assistive Technology Devices websites:
1. Assistive Technology - Independent Living Technologies
Delicious.com
www.iltsource.com/
This website is a one-stop shop for people with special needs and disabilities. As the website stated, their main goal is to provide these group of people with “quality products and technologies.” The items they sell have a wide range of categories, such as communication, software, hearing, vision, furniture, learning and classroom, as well as toys and recreation just to name a few. These products are to enable them to live independently and comfortably like many other citizens. The website stated that they are dedicated in providing their consumers with top-of-the-line technology. It also boasts of a well-educated staff to aid their consumers in their decision and guarantees consumer safety.

2. Assistive Technology & Seating Service - GF Strong Rehab Centre
Delicious.com
www.assistive-technology.ca/
The GF Strong Rehab Centre, located in British Columbia, Canada, opened in 1949 and since then grew to be one of the largest rehabilitation centers in their country. The rehabilitation center was named after George Frederick Strong, the doctor who established the center after his daughter suffered from a spinal injury. They provide services to both young and old citizens in their community. As provided on their website, their main rehabilitation services include “Acquired Brain Injury, Spinal Cord Injury, Arthritis, and Neuromusculoskeletal – such as complex trauma, cerebral palsy, cancer, and amputation.” They also addressed the citizens with disabilities and provided them with the services they either need or require. They possess a variety of “skilled staff in areas of Occupational Therapists, Speech-Language Pathologists, and Assistive Technology Consultants and Practitioners.”

3. Assistivetech.net
Delicious.com
www.assistivetech.net/
The site’s mission is to “provide access to information on [Assistive Technology] devices, services, and other community resources for people with disabilities and for the general public.” They specifically aim to address the disabilities of those who may find it difficult to get the services and information they need from a website. So Assitivetech.net designed their website to be accessible to those with limitations in sight and hearing. They also designed the sight accessibility for those with technology restraints so that visitors to the site are not required to purchase or download a program. They aim to make navigating their website with ease by omitting many special effects. They also kept the jargon of their site easily read by everyone so as not to lose their customers.

4. Brainfingers
Gigablast.com
www.brainfingers.com/
The site defines Brainfingers as a “hardware and software [that] allows you to control your computer totally hands-free.” It is a headband that detects electrical signals sent from everyday movements of face, eyes, and brainwaves. The device decodes these signals into words for others to understand. This program is designed specifically for people with either severe or more than one disability. It allows them to communicate effectively despite their many limitations. The website declared that “computer access has been achieved by persons with disabilities of CP, ALS, MD, MS, TBI, and Spinal Cord Injury.”

5. Communication Aids - Alternative & Augmentative Devices
Dogfile.com
www.iltsource.com/Communication_Aids_s/1.htm
This is a section on the website dedicated to communication devices for those with disabilities in this specific area. The site affirmed that “communication tools such as ‘GoTalk, AMDI Smart/Talk, and One by Four Talker’ are absolutely vital to the independence” of people with audio disabilities. It allows them to communicate with others either in person, over the telephone, or on the internet. These devices aim to remove this complication and/or limitation so that those with this type of disability can live a normal life. These devices are helpful when it comes to teaching children with special needs in the areas of communication. They are able to keep up with the rest of the class and are able to participate in the classroom environment, enhancing their learning experience.

6. Web Page Design for the Visually Impaired
Google Search
www.bgsu.edu/cconline/wilferthhart/4.htm
It is an article that confronts the difficulty of navigating even the simplest of sites, if the user is visually impaired. It points out that most sites now have small amounts of texts and more visuals and audio compared to earlier times. It goes on to say that this may still be hard for visually impaired users to navigate with ease, because these audio and visuals provided on the site normally supplements most texts provided on the page. Furthermore, the layout of any given website means little to those who are blind. They recommended using programs like Secondary Audio Program and Descriptive Video Services so that the events and images appearing on the video are being described to the visually impaired user. This will enhanced the visually impaired user’s internet experience even further.

7) Assistive Technology to Meet K–12 Student Needs
Delicious.com
www.ncrel.org/sdrs/areas/issues/methods/technlgy/te7assist.htm
This website list out possible assistive technology aids to several types of disability: vision, communication, access, hearing, and learning and studying. Assistive technology commonly used for those who has a disability with their vision, either blind or low, includes eyeglasses, large-print books, books on tape, tape recorder, magnifying glass, and Braille just to name a few. With assistance in the communication department, pictures, voice-output devices, and communication software helps a great deal in their day to day activities. Those with a disability in accessing communication, tools, etc. have products such as computer-access modification software and/or hardware. Hearing aids, closed-captioned television and movie services, electronic books, and many others help those with a disability in their hearing. Post-It notes, highlighting tape, and correction fluid are some aids for those with disabilities in their learning and studying capabilities.

8) Deafness in Disguise: Concealed Hearing Devices of the 19th and 20th Centuries
Delicious.com
beckerexhibits.wustl.edu/did/index.htm
Deafness in Disguise is an exhibit showcasing the concealed hearing devices of the 19th and 20th centuries, respectively. They “presents images, illustrations, advertising pamphlets, trade catalogs, patents, rare books, and other material pertaining to mechanical and electrical hearing devices” during this time period. The exhibit concentrated mainly on the hearing devices used during these time periods under “disguise” as “normal” household items. The hearing devices presented in the exhibit are “from the Central Institute for the Deaf (CID)-Max A. Goldstein Historic Devices for Hearing Collection at Washington University Bernard Becker Medical Library.” They display devices such as the 19th century trumpets, conversation tubes and horns. It also presents 20th century electrical hearing aids for viewing and for more up to date technology.

9) Read The Words
Delicious.com
readthewords.com/
This website aims to provide consumers with disabilities the opportunity to process information, written or otherwise. They provide them with options to address their disability, such as presenting the written information via audio over the site, for this reason the title, “Read the Words.” Their concept extended in January 2008 and encourages their visitors to take full advantage of the site’s free service in aiding their studies. The site promises the users two things, one being that they “will always use the latest technology in order to provide [their] users the clearest sounding, synthesized speech solutions.” Secondly, they will make every effort to be a leader in their specific area and to keep pace with the newest technology on their users’ behalf.

10) Vision Aids | Hard of Hearing | Magnifiers | Assistive Technology - LS&S Products
Delicious.com
www.lssproducts.com/
The website is called “Learning, Sight, and Sound Made Easier,” or in short, LS&S. The site targets visually and auditory impaired people with products designed to go about their daily activities with ease, which in other circumstance be difficult with the use of assistive technology. The company stated that they have served the needs of these two disabilities for over 27 years, while continuing to maintain a professionally ran family business. Their philosophy is “we try because you try,” meaning that because their consumer are constantly looking for ways to improve their daily life, they – as the company – will strive to find the right solutions for their needs. Their website provides an abundance of tools to aid those with visually and/or auditory disabilities regain their independence, as well as information for family members assisting their love ones in dealing with their limitations. LS&S stated that the products they sell are carefully evaluated for “performance, quality, and value” to ensure their safety as they aspire to make a difference in their users lives.

Assistive Technology Organization Websites:
1.) AbilityNet - Adapting Technology Changing Lives
Delicious.com
www.abilitynet.org.uk/
This organization is a “registered charity with over 20 years of experience helping people adapt and adjust their information and communications technology.” They are based in United Kingdom (UK), although they are accessible through the internet. They affirmed that their expertise lie in “ensuring that whatever your age, health condition, disability, or situation” that you are provided with the necessary tools to adapt and adjust accordingly with the environment. Their resources is made available to schools, employers, colleges, and other organizations looking for advice in areas such as, “staff training, advice and information, web accessibility services, and direct 1:1 assessment of need” to name a few. They aim to provide those they service with up-to-date improvements on technologies and information so that their consumers are at pace with the change of times. AbilityNet aspire to be the voice for those with disability and “lead the way in providing effective interventions using the latest technology.”

2.) AT Network Assistive Technology Tools for Living
Gigablast.com
www.atnet.org/
This assistive technology organization was created to answer the needs of disabled residents of California. They seek to “expand the accessibility of tools, resources, and technology” that will increase these residents’ independence. They want to improve their quality of life by providing with the essential resources and technology they may need to do so. So they network with organization and people within their community who has the same interest in their mission. One of the projects they promote is called the “California AT System (CATS),” which is a referral type system to increase the convenience of acquiring the related service, information, and/or assistive technologies for people with disabilities to live “normal” lives. Another program called “The Alliance for Technology Access” is a network based resource center with a mission to increase the use of technology in both young and old.

3.) LATAN - Louisiana Assistive Technology Access Network
Delicious.com
www.latan.org/
Louisiana Assistive Technology Access Network (LATAN) is an organization based solely in Louisiana to address the 26 percentile of its state’s citizens that fall under category has having disabilities or limitations. They intend to assists these individuals to “achieve a higher quality of life and greater independence through increased access to assistive technology as part of their daily lives.” They point out that this includes tools such as wheelchairs, communication devices, hearing and vision aids, etc. LATAN does not restrict their aid to a certain age group, rather they aim to serve all age levels and all types of disabilities as needed. They “think about a future in Louisiana in which individuals who uses assistive technologies” and are “satisfied with their lives.” Because they have such a high percentile of residents with a need of assistive technology of some sort, they keep their communications open through “consumer-responsive programs and services.”

4.) Learning Disabilities and Assistive Technologies
Dogfile.com
www.gatfl.org/ldguide/
The organization was created as “a resource for service providers, teachers, parents, consumers, and their support [system].” They integrate assistive technology evaluations and information to specific disabilities. This is so that each problem is never without a possible solution. To provide a boost of hope for its targeted consumers, they also provide success stories of other people who have disabilities and are learning to cope with them with the aid of assistive technologies. Although the site does state that they should replace one-on-one sessions with expertise of the field, it does provide a step in the right direction for those who are at a lost of what to do or where to go for help. They provide narratives and illustrative guides describing specific problems and how to tackle the person’s weaknesses and how to expand on their strengths with the use of assistive technology.

5.) National Assistive Technology Advocacy Project
Gigablast.com
www.nls.org/natmain.htm
The organization is a non-profit located in New York that provides free legal services to low-income and disabled people. Their services can include pointing a group or person in the direction of getting the funds necessary to start their own local chapter to address the need, referrals to organizations within their area, or consultation on how to present evidences in their cases. Many of the cases they pursue are those with outcomes that can generally have an effect on other citizen’s lives. Because they provide pro-bono (done without compensation) legal services, they seek to improve the lives of many citizens from these cases. They affirmed that they are a NY statewide clearinghouse for assistive technology information and resources. This means that they have a database on hearing decisions made specifically on assistive technologies made available to the public either through the internet or regular mail.

6.) National Assistive Technology Research Institute (NATRI)
Delicious.com
http://natri.uky.edu/natribackground/mission.html
National Assistive Technology Research Institute (NATRI) organization “conducts research related to planning, developing, implementing, and developing” assistive technology services (AT) in many schools. They hope that by providing hopeful practices of delivering assistive technology services, they can aid school personnel in “developing or improving the policies and practices” for disabled students in their school. Their program is to survey the current status of the schools AT services and how it can be improve. They ensure that these schools AT policies and procedures are up-to-date with key information. They also ensure that the Individualized Education Programs (IEPs) provided in the school for their special education department are effective in their delivery. NATRI aims to improve and enhance the education these students receive by providing the schools with the necessary tools to do so.

7.) South Carolina Assistive Technology Program (SCATP)
Gigablast.com
www.sc.edu/scatp/
This organization is a federally funded program based in the state of South Carolina. Its concerns itself with guaranteeing that disabled people are getting the technology they need to become independent residents. Like other related assistive technology programs, their main goal is “to enhance independence, productivity, and quality of life” for these people by providing them with access to the right devices and services. Some of the things that South Carolina Assistive Technology Program (SCATP) provides are “equipment loan, demonstration programs, on-line equipment exchange program, training, publications, and many others. As stated on their website, their programs “are not limited by eligibility criteria such as income, age, type of disability, or the reason that an individual needs [assistive technology].” They provide their residents with a toll-free number, their website, and many publications for easy access from anywhere in the state. SCATP also provides their residents with access to expertise that helps them find the right services for all areas of their livelihood, especially in areas such as education and employment.

8.) WATI.org : Wisconsin Assistive Technology Initiative
Google search
www.wati.org/
This organization is an assistive technology program based in Wisconsin to assists the schools in the area. They responded to the many requests made by schools and other community organizations for technical assistance and leadership in this area within their state. Wisconsin Assistive Technology Initiative ensures that every child who may need the assistance of technologies have access to the need. They also make certain that these children have timely assessment so that they are provided with the tools as quickly as possible. Even though their goal is to improve the outcomes and results of disabled people, it is limited to those from birth to 21 years of age. They seek to increase the “capacity of early intervention agencies, school districts, and their partners to provide assistive technology by making training and technical assistance available” throughout the state.

9) Assistive Technology - Seating and Positioning
Gigablast.com
www.agrabilityproject.org/newsletter/spring_2008/3.cfm
The AgrAbility Project deal specifically with disabilities caused by seating and positions of the body, especially of farmers and ranchers. They provide a general understanding of the topic and point the reader to related articles in relation to this disability. They make a point in letting their readers know that by providing this information to them does not make them and expert. They recommend talking with a license specialist in the department to resolve their issues, as the provide guides are only meant as an informative instruments. It is stated on the website that their staff is knowledgeable in uncovering complex issues that may require a deeper insight from a specialists and will point the visitor in that direction, if needed.

10) ATTO: Assistive Technology Training Online
Delicious.com
www.atto.buffalo.edu/
Assistive Technology Training Online intentions involve creating a more disability-friendly internet environment. They seek to make the web more accessible to all people, regardless of their limitations, from anywhere, anytime, and from any place. They took their time in making sure that the information they provide are of quality and that they actually address the interactive learning styles of their intended users. This specific section provides information of the program’s staff, their funding sources, and their foundational strategies for success. They propose “to develop, implement, evaluate, and disseminate a model program to address the diverse, multi-level needs for assistive technology training.” They hope that by providing the information and the training on how to use these products, their potential will be seen as effective tools in the success of disabled students.

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