“ Meet The Experts” Melissa Repa & Scott Kupferman “Assistive Technologies Used by CSU...

“Meet The Experts”Melissa Repa & Scott Kupferman

“Assistive Technologies Used by CSU Students”

The Accessible Technology Initiative (ATI) Presents

1. Please use a headset or your computer speaker to listen to the presentation.2. Turn on Captions by going to “Window” on the Menu. Select Closed Captioning. Captions provided by Rapid Text.3. Chat is to used for questions to the presenter only and will be answered at the end of the session.4. This presentation is being recorded and archived. Join the Professional Development listserv at http://teachingcommons.cdl.edu/access to get announcements of future webinars.If you have any questions or concerns, please email, Jean Wells, [email protected].

Presentation Learning Objectives

1. Identify some of the assistive technologies used by students with disabilities in the CSU and how these tools can benefit learners.

2. View demonstrations of how some of the commonly used assistive technologies work.

3. Learn about assistive technology best practices in the CSU including the Coll@borATe project.

4. Describe what faculty and staff can do to ensure materials are accessible to students using assistive technologies.

Accessible Technology Initiative 2009 2

Assistive Technology & Accessibility

Assistive Technology: “products, devices or equipment… that are used to maintain,

increase or improve the functional capabilities of individuals with disabilities...” (Assistive Technology Act)

Accessibility: “enabling IT hardware, software and services to be used

effectively by people with disabilities.” (Mary Cheng, CSU)

Complementary but different – both are necessary.


Assistive Technology Includes:Products, devices or equipment that increase access and functional capabilities related to:

•Vision•Reading•Writing•Computer Access•Seating and Positioning•Organization•Hearing •Other Functions


Demonstrations of Common Assistive Technologies in the CSU

Top Four1. Screen Magnifier - Zoomtext2. Scan/Read Text to Speech- Kurzweil 3. Screen Reader - JAWS4. Speech Recognition -

Dragon Naturally Speaking


http://www.aisquared.com/

http://www.kurzweiledu.com/

http://www.freedomscientific.com/

http://www.nuance.com/

SEATING AND POSITIONING: Workstation and Arm/Wrist Supports

Adjustable SIS workstation and arm/wrist supports provide access and ease of use for students with mobility impairments


VISION: CCTV System

CCTV (closed-circuit television) :

Zooms in on any document and magnifies it onto the screen for students with visual impairments.


VISION: Braille Translation Software

Braille 2000:

Translates electronic text into Braille for students who are blind.

Braille embossers are then used to emboss Braille onto paper.


READING: Digital Talking Book Player

Portable players (Victor VIBE) or software that enable students to play Recordings for the Blind and Dyslexic (RFB&D) and other digital audio text file formats.


ORGANIZATION: Mind Mapping Software

Inspiration: Provides graphical diagramming, outlining, and organizational tools for students.


COMPUTER ACCESS: Alternative Input Device

On-screen keyboard or other input device used by students to control computers through means other than a mouse.


COMPUTER ACCESS: Built-in Accessibility Features

Features built into the operating system that can be used by students to make the computer easier to access.

•Microsoft - Ease of Accesswww.microsoft.com/enable

•Apple - VoiceOver www.apple.com/accessibility


http://www.microsoft.com/enable

http://www.apple.com/accessibility

HEARING: Real-Time Captioning

Real-time Captioning: Captioned text is obtained and processed in real-time to represent verbal information for students.

This is a real time captioner


Technology to Improve Performance

• Assistive technology can help address barriers faced by students with disabilities to enable them to access instructional materials.

• Accessible technology can increase usability and effectiveness of the tools and improve performance of students

Example: accessible electronic text

increases ability to search text


Universal Design to Improve Learning

• Multiple means of representation• Multiple means of expression• Multiple means of assessment

Universal Design pedagogical concepts


Best Practice – Coll@borATe

Coll@borATe is a searchable database of assistive technology information, presented in a clear and concise manner for students with disabilities.



Developed by• EnACT - PTD

Ensuring Access through Collaboration and Technology Partnerships, Technology & Dissemination

• California State University Center for Distributed Learning

• Sonoma State UniversityDisability Services for Students



Coll@borATe Demonstration


http://enact.sonoma.edu/collaborate-home


Student Feedback

“…having this website where I can just type in a question or problem will help me not get as frustrated…” - Student S.S.

“…if the answer I wanted doesn’t show up, it would be nice to have a place on the website for me to request it. I guess the discussion forum would be good too, to see if any other students are having the same problems.” - Student M.B.

“This is so much better than having to flip through the tons of pages in the user manual, thanks!” - Student A.H.




If you are interested in being a contributorand/or moderator for Coll@borATe,

please contact:

[email protected]

or the EnACT Project:

http://enact.sonoma.edu

mailto:[email protected]

http://enact.sonoma.edu/

Best Practice – LearnAT

LearnAT is a self-paced assistive technology training web interface that is customized to:

• Student’s level of computer competency• Type of assistive technology• Training format



Step One: User Account– The student creates a user account, with a Trainee

ID and Password



Step Two: Computer Competency Assessment– An accessible 10-minute assessment to determine

the student’s computer competency

– The assessment places the student into one of the following levels:

• Foundational• Proficient• Mastery



Step Three: Type of Assistive Technology– Screen Reader– Screen Magnifier– Text-to-Speech– Speech Recognition

More categories are forthcoming



Step Four: Training Format– Semester-long– Short-term– Self study



• These four steps lead to the selection of an appropriate training module

• The appropriate training module is then deployed automatically through the LearnAT interface

• After each training module is completed, the profile gets updated, reflecting the student’s progress



Deployment of LearnAT is scheduled for Summer 2010.

If you are interested in piloting the beta version,please contact:

[email protected]


10 small things that make aBIG DIFFERENCE

The following list was compiled from studentinterviews regarding ways to improve their assistive

technology experience within the CSU.



10. Avoid Highlighting

“My computer doesn’t read things like highlighting and color changes to text. So when the highlighting is used to show something important, I miss out on it.” - M.H., student who is blind


Example of Highlighting



9. Avoid Long Link Text

“With long website links, if it’s fully written out on a page or something, my computer reads the entire thing. Once it took at least 30 seconds to read the link.” - M.H., student who is blind


http://www2.blackboard.com/global/purchase/CourseInfo?PAGE=pgPINSearchResults&COMMAND=MORE_INFO&product=31346758&productType=epackl/?hl=en&shva=1#/#hl=en&source=hp&q=webct&aq=f&aqi=g10&oq=&fp=17f9ea1fd87f8bdhl=en&shva=1#/#hl=en&source=render?tab=mc&gsessionid=OY-vPP8ztFz3XvP42q7WKw/?tab=cyhp&q=webct&/Overview.aspx



8. Write Meaningful Link Text

“I have a screen reader that reads all of the links on a website page all at once, in a list. So when it comes up to a link like ‘click here’ it doesn’t make too much sense because the links are out of context…” - S.S., student who is blind



7. Use High Color Contrast

“ZoomText, the software I use in the AsTech Lab can’t make similar colors stand out enough for my low vision to see. So it really helps when colors are of high contrast.” - A.W., student with low vision



6. Use Properly Constructed Tables and Graphs

“With tables that don’t have good headings and stuff, I just get confused and the stuff in the table is worthless.” - M.H., student who is blind


Example of Improperly Constructed Table



5. Avoid Poorly Photocopied Pages

“When I try to use Kurzweil with poorly photocopied pages of handouts, it just comes out scrambled, so then I have to have a friend help me hand type it in.” - M.B., student with a learning disability



4. Provide Alternate Text

“Pictures that don’t have alt text just get skipped over by my screen reader, so I miss out on that info.” - S.S., student who is blind



3. Spell Out Acronyms

“It really helps when acronyms are spelled out at least once in the page. Because JAWS pronounces them sometimes in ways that are not clear, it really helps.” - M.H., student who is blind



“You may obtain the access code from IT.”


2. Use Proper Headings

“Before really reading a page, I first scan it to see what topics are in it, just like people who can see scan pages with their eyes. But I use the headings as my guide, gives me a summary if you will of what’s on the page.” - S.S., student who is blind



1. Try Using It Yourself

“One of my professors last semester asked to see how my screen reader works. I showed him and he actually sat down to try it himself. After this, he had a new appreciation for making things accessible, that it really does make a difference.” - S.S., student who is blind


ATI “Take the Initiative Top Ten”

1. Order textbooks and course readers early2. Learn how to make materials accessible; take

training3. Provide syllabi in electronic format and include a

statement inviting students to discuss individual learning needs.

4. Post documents in electronic form that are clean and easily readable. Use built-in Styles for Office documents and accessibility checkers for PDF documents.

5. Use only captioned videos


ATI “Take the Initiative Top Ten”

6. Post your instructional materials online whenever possible

7. Make sure all pictures, tables and graphs made available in electronic format have associated text

8. Ask for assistance in learning how students use assistive technology

9. Spread the word about ATI; help others learn how they can help.

10. Purchase hardware and software that complies with accessibility standards


Resources

• CSU Accessible Technology Initiative - http://www.calstate.edu/accessibility

• Sonoma State Assistive Technology Center -http://www.sonoma.edu/dss/atc.shtml

• Sacramento State High Tech Center - http://www.csus.edu/sswd/services/htc.html

• CSU Professional Development for Accessible Technology - http://teachingcommons.cdl.edu/access/

• EnACT - http://enact.sonoma.edu


Questions/Answers

1. What are three Assistive Technologies (AT) commonly used by CSU students?


Questions/Answers

• What are two AT best practices in the CSU?


Questions/Answers

• What are three things faculty and staff can do to ensure access for CSU students with disabilities who use AT?


Questions/Answers

• What are your questions?


Contact Information

• Melissa Repa: – [email protected]

• Scott Kupferman:– [email protected]


Thank You Melissa & Scott!

Thanks also to CSULB studentsBrett Everett & Anthony Vasquez!

Produced by Jean WellsAccessible Technology Initiative

http://teachingcommons.cdl.edu/access/


“ Meet The Experts” Melissa Repa & Scott Kupferman “Assistive Technologies Used by CSU...

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