Professional Documents
Culture Documents
2009-10
Assessment Division
Idaho State Department of Education
November 2009
Table of Contents
Considering Assistive Technology4
Access to the Curriculum..7
Switch Access..9
Alternative Keyboards.14
Accessibility Mice Onscreen Keyboards23
Reading Resources...31
Writing Resources....36
Math Resources41
Assistive Technology Resources..43
Assistive Technology References.45
If the IEP team cannot reach consensus or if the team decides that they lack the expertise
to have a thoughtful discussion about AT, an AT assessment should be triggered. Inquire
whether your school district has an AT Team to provide AT assessments and technical
assistance. If not, the Idaho Assistive Technology Project (IATP) can provide AT
assessments at no charge to schools and families.
Who will perform the AT assessment?
Your school district may have an AT Team to assist you with an AT assessment.
If you receive an AT assessment through the Idaho Assistive Technology Project,
an Assistive Technology Professional (ATP) credentialed through RESNA
(Rehabilitation Engineering and Assistive Technology Society of North America)
will perform the AT assessment. ATPs have:
o an educational background in occupational therapy, physical therapy,
speech-language pathology, special education, or rehabilitation;
o ongoing work experience (.25 to .50 FTE) of direct AT consumer-related
services;
o passed a rigorous exam on all areas of AT; and
o annual continuing education in AT.
What are the procedures for an AT assessment through the IATP?
Fill out an online AT assessment application at www.idahoat.org (Quick Link
School-based Services).
An ATP will be assigned to the assessment.
The ATP will follow the Fundamental Assessment Process utilizing a studentcentered team approach.
The ATP looks at the student, environment, and tasks through observation, review
of records, and input from Individualized Education Program (IEP) team
members.
o The ATP works to provide the tools to accomplish a students goals.
Through a feature-matching process, potential AT devices and software are
identified and tried with the student.
The continuum of devices and software are considered to ensure cost
effectiveness and identification of the most appropriate device.
A written report will be provided within two weeks of the school visit for the IEP
team to use as one tool in making AT decisions.
Devices and/or software can be borrowed from the Idaho Center for Assistive
Technology AT Lending Library for a time to continue the trial period or to use
during the period of time need to identify funding and purchase of the item(s).
The IEP team will be encouraged to collect ongoing performance data without
technology (baseline) and with technology to demonstrate the impact of the AT
over time.
Examples
Hitch - Ablenet
Don Johnston Switch Interface Pro 5.0 works with Vista, Leopard and
Linux
Switch Click & Mini Click -Ablenet enters a left mouse click, can plug an
Intellikeys
interface
Intellikeys Keyboard (Intellitools) has two switch jacks built in, can program what
What is scanning?
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Row/Column scanning can be done using Automatic Scanning where the computer
automatically advances the scan after a predetermined time or Two-Switch Scanning
where one switch advances the scan and a second switch selects the item.
Other examples of scanning include item and inverse (start at the bottom and go up).
work.
Scan Buddy Applied Human Factors mouse emulator that lets you use one or two
switches to perform mouse functions. It divides the display into first in half, then into
quarters, then into eighths, and finally into sixteenths. Then it uses a falling line and
hand moving left to right until the item that needs to be clicked, or click-and-dragged is
under the hand and is clicked on with a switch.
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Alternative Keyboards
1. Programmable Intellikeys (Intellitools)
or ErgoDex Keyboard.
With the ErgoDex,
you program each individual key for a combination of keystrokes not the keys position
on the keyboard. In Windows each key only works within a specific software program
such as Word. The Mac version has more general use keyboard equivalents.
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ABC order
in a variety of layouts.
Mouse
15
Basic Writing
Standard QWERTY
16
Finished overlay.
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2. One-Handed Dvorak one-handed (right or left), BAT right or left (Infogrip), TASH
Mini-Keyboard (Ablenet)
Dvorak Layouts
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3. Software Solutions and training for one-handed typing Half-Qwerty (Matias) and
Five-Fingered Typist (Mayer-Johnson). Five-Fingered Typist teaches the individual
how to type with one hand on a standard keyboard. Half-Qwerty is software the puts,
figuratively, one-half of the keyboard on top of the other side of the keyboard.
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Smaller-sized keyboards work well for individuals with small hands keyboarding with
Dvorak (see
page 5), Frequency of use (see
Tash Mini page 5).
BigKeys LX Keyboard
Maltron Keyboard
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Sources
Ablenet
2808 N. Fairview Dr.
Roseville, MN 55113
800-322-0956
www.ablenetinc.com
USB Mini-Keyboard
EMG Impulse Switch
Hitch Switch Interface
SwitchClick
Crick Software
50 116th Ave. SE, Suite 211
Bellevue, WA 98004
866-33-CRICK
www.cricksoft.com
Clicker 5
Crick USB Switch Interface
EnableMart
EnableMart Sales Office
c/o MRN, Inc.
5353 South 960 East
Suite 200
Salt Lake City, UT. 84117 - USA
888-640-1999 (Toll Free)
Fax: 1-866-487-0410
www.enablemart.com
Infogrip
1794 East Main Street
Ventura, CA 93001
Phone: 800-397-0921
www.infogrip.com
Intellitools, Inc.
1720 Corporate Circle
Petaluma, CA 94954
Phone: 800-661-8406
www.intellitools.com
Intellikeys Keyboard
Overlay Maker
Classroom Suite
Intelliswitch
Madentec Limited
3022 Calgary Trail S.
Edmonton, AB, T6J 6V4
Canada
ScreenDoors
Tracker Pro
Discover:Screen
Discover:Envoy
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Phone: 800-899-6687
www.madentec.com
Intelliswitch
Matias Corporation
600 Rexdale Blvd., Ste. 1204
Toronto, ON M9W 6T4 Canada
Phone: 858-550-0084
www.matiascorp.com
Half-QWERTY
Mayer-Johnson
P.O.Box 1579
Solana Beach, CA 92075-1579
Phone: 416-749-3124
www.mayer-johnson.com
Five-Finger Typist
Boardmaker Plus
http://www.lakefolks.org/cnt/
Click nType
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Alternative Mice - An alternative mouse is any device that performs the same function as
a standard mouse. Includes trackballs, joysticks, etc.
1. Touch screens, TouchWindows, and Touch Monitors the entire computer display is
an alternative mouse. Anywhere that is touched acts as a mouse click. This type of
alternative mouse is very useful for young and cognitively young students.
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3. Head Movement - Mouse access through head movement include the Tracker Pro
(RJ
Pro
(LaZee Tek). They all use a switch for the
mouse click or dwell software (see below).
4. Facial Muscle Movement - Mouse access through face muscle movement or eye
movement includes the Cyberlink (Brain Actuated Technologies) individual wears a
head band,
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and the Impulse EMG Switch (Ablenet) individual wears the switch itself.
and the
QuadJoy
, (both available from Enablemart) use tongue
movements to control the cursor.
6. Dwell software is a type of program that uses a timer to activate a mouse click. The
cursor is left resting on an icon and after a predetermined time, the software generates
a mouse click at that location. Examples include: MagicCursor 2000 (Madentec),
SmartClick (RJ Cooper), and QualiClick (QualiLife).
7. Voice Recognition software such as Dragon NaturallySpeaking has a Mouse grid
that allows an individual to control all mouse movements on the computer hands free.
Another option is the voice recognition built into Windows XP and Vista.
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8. Keyboard mouse controls Mouse Keys allows an individual to control the mouse using
the numeric keypad. This is found in the Control Panel under Accessibility or Ease of
Access.
Onscreen Keyboards- An onscreen keyboard is a software program that allows you to
use a mouse, touch screen or switch to enter all the characters and functions of a
keyboard. Many programs include word prediction and word expansion.
ScreenDoors Madentec
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Onscreen RJ Cooper
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Windows Onscreen Built into Windows OS XP and Vista and found in Accessories
under Accessibility or Ease of
Use.
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Reading
Assistive Technology for Students with Significant Disabilities
Students with significant disabilities may develop literacy skills and participate in literacy
activities aligned with the general curriculum with direct instruction and the help of
assistive technology.
Reading Instruction
Students with significant disabilities need systematic direct instruction in reading. If your
school is using a scientifically based researched reading curriculum that is proven to
support phonemic awareness, phonics, fluency, vocabulary, and comprehension, this
curriculum may be adapted to our nonverbal students. The Georgia Bureau for Physical
and Health Impairments has a good example of a nonverbal reading approach utilizing
assistive technology at http://education.gsu.edu/physicaldis/mnon.htm . A short video
example of this teaching method can be viewed at
http://education.gsu.edu/PhysicalDis/strategies/qt/vocab.mov and measuring
comprehension at http://education.gsu.edu/PhysicalDis/strategies/qt/read.mov .
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Reading Curriculum
Early Literacy Skills Builder (ELSB) is a research-based and language-rich
literacy curriculum for children ages 5 to 10 with moderate to severe
developmental disabilities. It incorporates systematic instruction to teach both
print and phonemic awareness. ELSB is a multi-year program with seven distinct
levels and ongoing assessments so students progress at their own pace. Each level
includes a scripted Teachers Manual and full-color Student Materials and Student
Assessments. ELSBs Principal Investigator is Diane Browder, PhD, University
of North Carolina, Charlotte, and is available at Attainment Company,
www.attainmentcompany.com
The MEville to WEville with Literacy Starters Program is a research-proven
multi-year literacy curriculum paired with age-appropriate content for beginning
readers with significant disabilities in grades K-5. This curriculum developed by
Karen Erickson, PhD, University of North Carolina at Chapel Hill Center for
Literacy and Disabilities Studies, helps teachers accelerate student outcomes by
building generalizable literacy skills. MEville to WEville with Literacy Starters
Program is available at Ablenet, Inc., www.ablenetinc.com and Don Johnston,
Inc., www.donjohnston.com
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Writing
Assistive Technology for Students with Significant Disabilities
Writing is the representation of our thoughts and ideas. Writing is an important part of a
students overall literacy development. Students have many daily opportunities to
practice and develop their writing. Assistive technology makes writing accessible to all
students.
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12. Now you are ready to use Co:Writer with Write:OutLoud or the word
processing software of your choice.
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Graphic Organizers
Using graphics helps students trigger the words needed to write. Graphic organizers can
be used for organizing and sparking words for setting, characters, and the beginning,
middle, and end of a story.
Driting
o Student draws and then writes (including scribbles, beginning sound
letters, whole words).
Many graphic organizer sheets are available on the Internet
Kidspiration, www.Inspiration.com/Kidspiration, helps students with an ability
grade level K-5 use visual organization supports for writing.
DraftBuilder www.donjohnston.com provides questions whose answers generate
balanced compositions from a single paragraph to an entire research paper.
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Math
Assistive Technology for Students with Significant Disabilities
Students with significant disabilities may be able to access the general math curriculum
by adapting the curriculum to meet individual needs and assistive technology. With
direct instruction and by making abstract math concepts visual and concrete, math can be
accessible to many students.
Low-Tech Math Tools
Counters
Abacus
Number and operation stamps
Number and operation magnets
Number line
Number charts
Teaching clock
Mid-Tech Math Tools
Calculator
Large key calculator
Talking calculator
Adding machine with paper tape
Money calculator (Coin-U-Lator)
On-screen calculator
Electronic checkbook
Talking watch/clock
Timer
Digital thermometer
Talking thermometer
High-Tech Math Tools
MathPad, www.intellitools.com
o MathPad enables students to do arithmetic directly on the computer. The
program is ideal for students who need help organizing or navigating
through math problems or who have difficulty doing math with pencil or
paper.
National Library of Virtual Manipulatives,
http://nlvm.usu.edu/en/nav/vlibrary.html
o Many students with significant disabilities do not have the motor control
to maneuver math manipulatives which many students need in order to
understand math concepts. The National Library of Virtual Manipulatives
helps make the abstract concrete through virtual manipulatives.
o K-12 numbers and operations, algebra, geometry, measurement, data
analysis and probability
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Browder, D.M. (2001). Curriculum and Assessment for Students with Moderate and
Severe Disabilities. New York, NY: The Guilford Press.
Browder, D.M., & Spooner, F. (2006). Teaching Language Arts, Math, & Science to
Students with Significant Cognitive Disabilities. Baltimore: Paul Brookes Publishing
Co.
Cunningham, P. M., Hall, D. P. & Sigmon, C. (1999). The Teachers Guide to the
Four Blocks. Greensboro, NC: Carson Dellosa.
Erickson, K., & Koppenhaver, D. (2007). Children with Disabilities: Reading and
Writing the Four-Blocks Way. Greensboro, NC: Carson-Dellosa Publishing
Company.
Hasselbring, T.S., Lott, A.C., & Zydney, J.M. (2006). Technology-supported math
instruction for students with disabilities: two decades of research and development.
LD Online, 01-13.
Male, M. (2003). Technology for Inclusion: Meeting the Special Needs of All
Students, 4th ed. Boston, MA: Pearson Education Group.
Musslewhite, C., & King-DeBaun, P. (1997). Emergent LiteracySsuccess: Merging
Technology and Whole Language for Students with Disabilities. Park City, UT:
Creative Communicating.
Purcell, S.L., & Grant, D. (2004). Using Assistive Technology to Meet Literacy
Standards for Grades K-3. Verona, WI: IEP Resources.
Purcell, S.L., & Grant, D. (2006). Using Assistive Technology to Meet Literacy
Standards for Grades 4-6. Verona, WI: IEP Resources.
Purcell, S.L., & Grant, D. (2007). Using Assistive Technology to Meet Literacy
Standards for Grades 7-12. Verona, WI: IEP Resources.
Savner, J.L. & Smith Myles, B. (2000). Making Visual Supports Work in the Home
and Community: Strategies for Individuals with Autism and Asperger Syndrome.
Shawnee Mission, KS: Autism Asperger Publishing Co.
AT Journals/Periodicals
o Assistive Technology, www.resna.org
o Closing the Gap, www.closingthegap.com
o Journal of Special Education Technology, http://www.tamcec.org/jset
o Special Education Technology Practice, http://www.setp.net
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