Edtc6341 Team2 At Research

Team 2Team 2

Assistive TechnologyAssistive Technology

ParticipantsParticipants• Sylvia RezaSylvia Reza - - Intro, Definitions and Intro, Definitions and

Descriptions of Various Types of Assistive Descriptions of Various Types of Assistive

TechnologiesTechnologies • James HiggsJames Higgs - - Legal Requirements, Laws Legal Requirements, Laws

and Historical Backgroundand Historical Background • Sheri HiggsSheri Higgs - - Eligibility Requirements; Roles Eligibility Requirements; Roles

of School Districts and Teachersof School Districts and Teachers • Fred KaplanFred Kaplan - - Roles and Responsibilities of Roles and Responsibilities of

MTTs and Assistive Technologies; Resources for MTTs and Assistive Technologies; Resources for

MTTs; ConclusionMTTs; Conclusion

Introduction, Definitions Introduction, Definitions and Descriptions of and Descriptions of

Various Types of Various Types of Assistive TechnologiesAssistive Technologies

Sylvia RezaSylvia Reza

What Is Assistive Technology?What Is Assistive Technology?DevicesDevices

• ““AnyAnyo ItemItemo Piece of equipmentPiece of equipmento Product systemProduct system

• AcquiredAcquiredo CommerciallyCommerciallyo ModifiedModifiedo CustomizedCustomized

• Used toUsed too IncreaseIncreaseo MaintainMaintaino ImproveImprove

• Functional capabilities of Functional capabilities of individuals with disabilities (P.L. individuals with disabilities (P.L. 108-364).108-364).

• May beMay beo As simple as a piece of foam which As simple as a piece of foam which

makes a spoon easier to graspmakes a spoon easier to graspo As complex as a computer that As complex as a computer that

responds to voice commandsresponds to voice commands

Services

• “Any services that directly assist an individual with a disability in theo Selectiono Acquisitiono Use of an assistive technology

device" (P.L. 108-364).• May include

o Adapting a toy so that it may be operated by a child with disabilities

o Installing grab bars for an older person to increase his/her safety in the home

o Teaching an individual to use a Braille note-taking device

Low Tech Assistive DevicesLow Tech Assistive Devices• Include items such as:Include items such as:

o pencil gripspencil gripso colored overlayscolored overlayso raised-line paperraised-line papero MagnifiersMagnifierso tactile letterstactile letterso Post-It® notesPost-It® noteso slanted surfacesslanted surfaces

• Often Often available for available for low or no cost and low or no cost and can sometimes be can sometimes be made from readily made from readily available materials.available materials.

Mid Tech Assistive DevicesMid Tech Assistive Devices• Usually battery operatedUsually battery operated• Relatively simple to Relatively simple to

operateoperate• May includeMay include

o CalculatorsCalculatorso Spell checkersSpell checkerso Voice output communication Voice output communication

aides (VOCAs )aides (VOCAs )o Switch operated toys and Switch operated toys and

appliancesapplianceso Audio booksAudio bookso Digital or Tape voice Digital or Tape voice

recordersrecorders

Mid Tech DeviceMid Tech DeviceAudio BooksAudio Books

Kindle Kindle • Like email has replaced written Like email has replaced written

notes – E-reading has replaced notes – E-reading has replaced bound booksbound books

• Initial cost is the equipmentInitial cost is the equipment• Thereafter E-books are cheaper Thereafter E-books are cheaper

than bound booksthan bound books WikipediaWikipedia NewspapersNewspapers MagazinesMagazines BlogsBlogs Full DictionaryFull Dictionary Email capabilityEmail capability Load Word or PDF filesLoad Word or PDF files Add annotation notes on marginAdd annotation notes on margin

Benefits• Lightweight• Handheld

o Suitable for those with arthritis or hand flexibility issues

• Easy for traveling – not lugging weight of books in luggage

• No trips to store – download – uses same technology as cell phone connectivity

• Readability• Portability• Pocket library• Green• No glare• Effortless to turn page• Text displayed in 6 different fonts a

plus for vision challenged• Text to speech function

http://bulletin.aarp.org/yourworld/yourhome/articles/can_you_love_an_electronic_reader_as_much_as_a_book_the_debate_is_on.html?CMP=KNC-360I-YAHOO-BULL&HBX_OU=51&HBX_PK=plastic_logic_reader

High Tech Assistive DevicesHigh Tech Assistive Devices• Generally more Generally more

complicated to learn complicated to learn and operateand operate

• Often involve Often involve computers and computers and computer softwarecomputer softwareo Graphic organizersGraphic organizers

High Tech Assistive DeviceHigh Tech Assistive Device• Alternative Cursor Alternative Cursor

Control Control

High Tech Assistive DeviceHigh Tech Assistive Device• Voice RecognitionVoice Recognition

o Windows Vista Windows Vista Speech Recognition Speech Recognition Device Device

Legal Requirements, Legal Requirements, Laws and Historical Laws and Historical

Background Background

James HiggsJames Higgs

Assistive Devices and The LawAssistive Devices and The Law

Some Basic Terms (Jargon)Some Basic Terms (Jargon)• P.L. 94-142P.L. 94-142• IDEAIDEA• 504504• FAPEFAPE• ARDARD• PlacementPlacement (Kemerer, Frank and Jim Walsh, 1998)(Kemerer, Frank and Jim Walsh, 1998)


Some More Basic Terms (Jargon)Some More Basic Terms (Jargon)• LRELRE• Related ServicesRelated Services• Handicapping ConditionHandicapping Condition• EYSEYS• OSEPOSEP (Kemerer, Frank and Jim Walsh, 1998)(Kemerer, Frank and Jim Walsh, 1998)


Passed in 1975 -Passed in 1975 - IDEAIDEA (Kemerer, Frank and Jim Walsh, 1998)(Kemerer, Frank and Jim Walsh, 1998)

The Education for All The Education for All Handicapped Children ActHandicapped Children Act This Law is the Basis of This Law is the Basis of Special Education LawSpecial Education Law Individuals with Disabilities Individuals with Disabilities Education Act - update to Education Act - update to PL-94-142 passed under PL-94-142 passed under G.W. BushG.W. Bush


504504 Section 504 of 1973 Section 504 of 1973 Rehabilitation Act -Rehabilitation Act - Eligible persons must Eligible persons must have:have: (Kemerer, Frank and Jim Walsh, 1998)(Kemerer, Frank and Jim Walsh, 1998)

1. Physical or mental 1. Physical or mental impairment which impairment which substantially limits a major substantially limits a major life activitylife activity2. They have a record of 2. They have a record of such impairmentsuch impairment3. They are regarded as 3. They are regarded as having such an impairmenthaving such an impairment


FAPEFAPE (Kemerer, Frank and Jim Walsh, 1998)(Kemerer, Frank and Jim Walsh, 1998)

Free, Appropriate Public Free, Appropriate Public Education-Education-mandates every child is mandates every child is entitled to FAPE entitled to FAPE regardless of nature or regardless of nature or severity of the disabilityseverity of the disability


IEPIEP ARDARD (Kemerer, Frank and Jim Walsh, 1998)(Kemerer, Frank and Jim Walsh, 1998)

Individualized Education Individualized Education Program - created for each Program - created for each identified childidentified child Admission, Review, Admission, Review, Dismissal - committee Dismissal - committee who create IEP who create IEP


PlacementPlacement LRELRE (Kemerer, Frank and Jim Walsh, 1998)(Kemerer, Frank and Jim Walsh, 1998)

Instructional arrangement: Instructional arrangement: could be regular could be regular classroom, resource room classroom, resource room or even residential facilityor even residential facility Least Restrictive Least Restrictive Environment - placement Environment - placement must allow child to interact must allow child to interact with nondisabled students with nondisabled students as much as is appropriateas much as is appropriate


Related ServicesRelated Services (Kemerer, Frank and Jim Walsh, 1998)(Kemerer, Frank and Jim Walsh, 1998)

Special transportation and Special transportation and other other non-instructionalnon-instructional services necessary to services necessary to benefit from educational benefit from educational programprogram


Handicapping ConditionHandicapping Condition (Kemerer, Frank and Jim Walsh, 1998)(Kemerer, Frank and Jim Walsh, 1998)

Federal eligibility criteria: Federal eligibility criteria: Learning Disabled - LD, Learning Disabled - LD, Emotionally Disturbed - Emotionally Disturbed - ED, Mentally Retarded - ED, Mentally Retarded - MR, Other Health Impaired MR, Other Health Impaired - OHI, Visually - OHI, Visually Handicapped - VH, Handicapped - VH, Auditorally Handicapped - Auditorally Handicapped - AH , othersAH , others


EYSEYS OSEPOSEP

Extended Year Services - Extended Year Services - Services beyond the Services beyond the normal school yearnormal school year Office of Special Education Office of Special Education ProgramsPrograms


PL 94-142 and IDEA requires that: PL 94-142 and IDEA requires that: • Districts provide equipment and servicesDistricts provide equipment and services which allow all students access a FAPE which allow all students access a FAPE • Texas uses the ARD committee to decide what Texas uses the ARD committee to decide what

services and devices an individual student needs services and devices an individual student needs • The IEP is the legal document specifying what the The IEP is the legal document specifying what the

district will providedistrict will provide District Taks Coordiantor HandbookDistrict Taks Coordiantor Handbook (2008-2009 ed)., Austin: Texas Education Agency. (2008-2009 ed)., Austin: Texas Education Agency.

(Kemerer, Frank and Jim Walsh, 1998)(Kemerer, Frank and Jim Walsh, 1998)


Assistive Devices on State Assessements:Assistive Devices on State Assessements: • chosen from approved state list chosen from approved state list • state list is approved by Fed. Dept. of Ed.state list is approved by Fed. Dept. of Ed.• ARD committe must specify itARD committe must specify it District Taks Coordinator HandbookDistrict Taks Coordinator Handbook (2008-2009 ed)., Austin: Texas Education Agency. (2008-2009 ed)., Austin: Texas Education Agency. (Kemerer, Frank and Jim Walsh, 1998)(Kemerer, Frank and Jim Walsh, 1998)


504 students504 students • committee of knowledgeable persons determine committee of knowledgeable persons determine

eligibilityeligibility• and accommodations or modificationsand accommodations or modifications• in some cases can be used on state assessmentsin some cases can be used on state assessments (Kemerer, Frank and Jim Walsh, 1998)(Kemerer, Frank and Jim Walsh, 1998)District Taks Coordinator HandbookDistrict Taks Coordinator Handbook (2008-2009 ed.} (2008-2009 ed.}


General Education Students may use assistive General Education Students may use assistive devices in accordance with local board policydevices in accordance with local board policy • policy outlined in board policy policy outlined in board policy • policy on use outlined in code of conductpolicy on use outlined in code of conduct• district may create technology usage policydistrict may create technology usage policy• school and student safety may be addressed by policyschool and student safety may be addressed by policy• policy may not discriminate policy may not discriminate (Kemerer, Frank and Jim Walsh, 1998)(Kemerer, Frank and Jim Walsh, 1998)

Eligibility Requirements; Eligibility Requirements; Roles of School Districts Roles of School Districts

and Teachers and Teachers

Sheri HiggsSheri Higgs

““Technology has great potential in Technology has great potential in providing access for all learners. providing access for all learners. Through the use of a variety of Through the use of a variety of

assistive technologies, students with assistive technologies, students with disabilities can have the ability to disabilities can have the ability to

access the general curriculum. When access the general curriculum. When assistive technology is appropriately assistive technology is appropriately

integrated into the regular integrated into the regular classroom, students are provided classroom, students are provided

with multiple means to complete their with multiple means to complete their work.”work.”

- Janet JendronUniversity of South Carolina Assistive Technology Project

“The Power of Assistive Technology”

EligibilityEligibilityStudents receive AT through their IEPStudents receive AT through their IEP

• IEP (Individualized Education Program): Written document that IEP (Individualized Education Program): Written document that describes a student with a disability’s educational plan; it describes a student with a disability’s educational plan; it discusses the disability, goals for the student, various things discusses the disability, goals for the student, various things that need to be done throughout the school year, what services that need to be done throughout the school year, what services the school will provide, and where the student will learn.the school will provide, and where the student will learn.

• If an IEP Team feels they cannot make the best decision If an IEP Team feels they cannot make the best decision concerning a child and AT, the child may go through a concerning a child and AT, the child may go through a secondary, independent AT evaluation.secondary, independent AT evaluation.

• AT evaluations look at the student’s abilities and needs, AT evaluations look at the student’s abilities and needs, determine goals, and identify possible AT devices to try.determine goals, and identify possible AT devices to try.

(Cavanaugh, 2004)

EligibilityEligibilityQuestions to be askedQuestions to be asked

• Will assistive technology enable the student to meet the goals Will assistive technology enable the student to meet the goals set for the education program that cannot be met because of set for the education program that cannot be met because of his/her disability?his/her disability?

• Does the student need assistive technology to be involved in Does the student need assistive technology to be involved in

the general curriculum, including participation in state and the general curriculum, including participation in state and district wide assessments? district wide assessments?

• Does the student need assistive technology for augmentative Does the student need assistive technology for augmentative communication? communication?

• Does the student need to use the device at home or in the Does the student need to use the device at home or in the community to achieve the goals of the IEP?community to achieve the goals of the IEP?

(Cavanaugh, 2004)

EligibilityEligibility

• When the ARD Team decides that AT is an option, When the ARD Team decides that AT is an option, they allow the student to borrow the device until it they allow the student to borrow the device until it is known that the particular device will help the is known that the particular device will help the student in the way intended.student in the way intended.

• If AT is suggested through the IEP, the school If AT is suggested through the IEP, the school must provide a student with it according to the must provide a student with it according to the law.law.

• If the AT device is determined to be necessary, If the AT device is determined to be necessary, steps are made to purchase it or acquire it steps are made to purchase it or acquire it through a loan program.through a loan program.

(Cavanaugh, 2004)

Role of the School DistrictRole of the School District

If the ARD committee specifies it:If the ARD committee specifies it: the district must provide itthe district must provide it cost is no excusecost is no excuse as long as it is educational appropriateas long as it is educational appropriate (Kemerer, Frank and Jim Walsh, 1998)(Kemerer, Frank and Jim Walsh, 1998)

Role of the School DistrictRole of the School District

A commitment to technology is A commitment to technology is also needed to ensure that all also needed to ensure that all teacher candidates are able to teacher candidates are able to

use educational technologies to use educational technologies to help all students learn.help all students learn.

(Cavanaugh, 2004)

Role of the TeacherRole of the Teacher

Assistive technology provides an educational Assistive technology provides an educational resource that must be considered for any resource that must be considered for any student classified with a disability and must be student classified with a disability and must be included on that student's individual education included on that student's individual education plan (IEP). plan (IEP).

Current and future teachers then "..need to be Current and future teachers then "..need to be focused on classroom-wide and building wide focused on classroom-wide and building wide contexts, reflecting an alignment within special contexts, reflecting an alignment within special education as well as between special and education as well as between special and general education.”general education.”

(McGregor & Vogelsbert, (McGregor & Vogelsbert, 1998)1998)


All teachers, not just the special education All teachers, not just the special education or ESOL teachers, have a need be trained or ESOL teachers, have a need be trained and prepared for the inclusion of special and prepared for the inclusion of special needs students in their general education needs students in their general education population. “Today's teachers must be population. “Today's teachers must be prepared to adapt instruction for an prepared to adapt instruction for an individual by changing one or more individual by changing one or more aspects of the material being taught, such aspects of the material being taught, such as the method, amount, evaluation, as the method, amount, evaluation, assistance, environment, and material. “assistance, environment, and material. “

(Beninghof & Singer, 1995)(Beninghof & Singer, 1995)


Teachers must continually monitor and Teachers must continually monitor and document the student’s use of any document the student’s use of any assistive technology assigned to the assistive technology assigned to the student. It is the teacher who has the student. It is the teacher who has the most contact with the student, and their most contact with the student, and their input is necessary to determine if the input is necessary to determine if the technology is correct, and if the student technology is correct, and if the student is utilizing it properly.is utilizing it properly.

(Kemerer, Frank and Jim Walsh, (Kemerer, Frank and Jim Walsh, 1998)1998)

Be Prepared for ChangeBe Prepared for ChangeAs a student’s schoolwork gets more As a student’s schoolwork gets more advanced, their technology needs may advanced, their technology needs may change or increase.change or increase.

New technology may become available New technology may become available that will better meet the needs of the that will better meet the needs of the student.student.

During a regularly scheduled evaluation, During a regularly scheduled evaluation, the IEP team or another professional may the IEP team or another professional may decide that another piece of technology decide that another piece of technology will be better for the student.will be better for the student.

Tips for TeachersTips for Teachers• Use technology!Use technology!

• Learn how to use the AT devices that will be Learn how to use the AT devices that will be present in the classroom.present in the classroom.

• Familiarize the whole class with the AT and why a Familiarize the whole class with the AT and why a certain student needs to use it; it aids in inclusion.certain student needs to use it; it aids in inclusion.

• Incorporate AT into the regular school day.Incorporate AT into the regular school day.

• Ask for help if you need it.Ask for help if you need it.

• Sit in on IEP meetings if possible.Sit in on IEP meetings if possible.

• Work with the parents and the special education Work with the parents and the special education team or other professionals working with the team or other professionals working with the student.student.

www.fctd.info

Roles and Responsibilities of Roles and Responsibilities of MTTs and Assistive MTTs and Assistive Technologies; Resources Technologies; Resources for MTTs; Conclusionfor MTTs; Conclusion

Fred KaplanFred Kaplan

Roles and Responsibilities of Roles and Responsibilities of MTTs and Assistive Technologies MTTs and Assistive Technologies

(A.T.)(A.T.)

Identifying Identifying Learning IssuesLearning Issues

Used when Used when choosing A. T.choosing A. T.

““Anna (a 4Anna (a 4thth grade student) has difficulties grade student) has difficulties with fine motor skills. She also has difficultieswith fine motor skills. She also has difficultieswith reading text-books.”with reading text-books.”

Biegel (2000)

Identifying A. T. Identifying A. T.

Must match the Must match the A.T. to the A.T. to the disabilitydisability

““She was given a small, state-of-theShe was given a small, state-of-theart laptop with speech software.”art laptop with speech software.”


(A.T.)(A.T.)

Biegel (2000)

Evaluating A. T.Evaluating A. T.

Must assure that Must assure that the student(s) will the student(s) will use the A.T.use the A.T.

““For Anna, the small size of the laptop, For Anna, the small size of the laptop, as well as the closely spaced keyboard, as well as the closely spaced keyboard, made it difficult to use. In addition, themade it difficult to use. In addition, thevoice of the synthesizer did not appealvoice of the synthesizer did not appealto Anna.”to Anna.”

““As a result, Anna did not use the As a result, Anna did not use the device; She carried it to school, device; She carried it to school, and it stayed in her pack.”and it stayed in her pack.”


(A.T.)(A.T.)

Biegel (2000)

Revising A. T.Revising A. T.

Must re-visit and Must re-visit and reshape the A.T. reshape the A.T. to 'fit' the studentto 'fit' the student

““[They] provided Anna with a laptop with[They] provided Anna with a laptop witha larger keyboard, which lead to greatera larger keyboard, which lead to greateraccess to the device...and the additionaccess to the device...and the additionof a scanner so that Anna's textbooksof a scanner so that Anna's textbookscould be scanned.”could be scanned.”

““The speech device was also The speech device was also adapted to a tone that sounded adapted to a tone that sounded more pleasing to Anna.”more pleasing to Anna.”


(A.T.)(A.T.)

Biegel (2000)

Resources for MTTsResources for MTTs Where to find Where to find

TechnologiesTechnologies

QuicktionaryQuicktionary http://www.quick-pen.com/index.phphttp://www.quick-pen.com/index.php

Hand held scanners used by students Hand held scanners used by students to read individual words on a pageto read individual words on a page

Inclusive TechnologiesInclusive Technologies http://inclusive.com/http://inclusive.com/

A. T. consulting servicesA. T. consulting services

AbleNetAbleNet http://www.ablenetinc.com/http://www.ablenetinc.com/

Storefront providing hardware and Storefront providing hardware and software for disabled persons in the software for disabled persons in the classroom.classroom.

(Riley, 2004; Merbler, 1999)

SourcesSourcesBeigel, A. (2000, March). Assistive technology assessment: More than the Beigel, A. (2000, March). Assistive technology assessment: More than the

device. Intervention in School & Clinic, 35(4), 237.device. Intervention in School & Clinic, 35(4), 237.

Beninghof, A. M., & Singer, A. L. (1995). Beninghof, A. M., & Singer, A. L. (1995). Ideas for inclusion. The school Ideas for inclusion. The school administrator's guide. administrator's guide. Longmont, CO: Sopris WestLongmont, CO: Sopris West

Cavanaugh, T. (2004). Assistive Technology and Inclusion, presentation at Cavanaugh, T. (2004). Assistive Technology and Inclusion, presentation at SITE conferenceSITE conference

District TAKS Coordinator HandbookDistrict TAKS Coordinator Handbook (2008-2009 ed., Austin: Texas Education (2008-2009 ed., Austin: Texas Education Agency. Agency.

Family Center on Technology and DisabilityFamily Center on Technology and Disabilityhttp://www.fctd.info/ http://www.fctd.info/

SourcesSourcesKemerer, Frank, Jim Walsh (1998). Kemerer, Frank, Jim Walsh (1998). The educators guide to Texas school lawThe educators guide to Texas school law. .

Austin, Texas: University of Texas Press, fourth edition.Austin, Texas: University of Texas Press, fourth edition.Jargon of Special Education: pg 76, 77Jargon of Special Education: pg 76, 77Identification pg 79Identification pg 79Assessment pg 79Assessment pg 79ARD Committee pg 80 ARD Committee pg 80 IEP pg 81IEP pg 81LRE pg 82, 86-87LRE pg 82, 86-87Related Services pg 84,85Related Services pg 84,85EYS pg 87EYS pg 87504 pg 98,99,100504 pg 98,99,100

SourcesSourcesMcGregor, G., Vogelsberg, R. T. (1998). McGregor, G., Vogelsberg, R. T. (1998). Inclusive Schooling Practices: Inclusive Schooling Practices:

Pedagogical and Research Foundations: A Synthesis of the Literature that Pedagogical and Research Foundations: A Synthesis of the Literature that Informs Best Practices about Inclusive SchoolingInforms Best Practices about Inclusive Schooling. Paul H. Brookes . Paul H. Brookes Publishing Co., Inc.Publishing Co., Inc.

Merbler, J., Hadadian, A., & Ulman, J. (1999, Spring99). Using Assistive Merbler, J., Hadadian, A., & Ulman, J. (1999, Spring99). Using Assistive Technology in the Inclusive Classroom. Preventing School Failure, 43(3), Technology in the Inclusive Classroom. Preventing School Failure, 43(3), 113.113.

Riley, G., Beard, L., & Strain, J. (2004, November). Assistive Technology at Use Riley, G., Beard, L., & Strain, J. (2004, November). Assistive Technology at Use in the Teacher Education Programs at Jacksonville State University. in the Teacher Education Programs at Jacksonville State University. TechTrends: Linking Research & Practice to Improve Learning, 48(6), 47-49.TechTrends: Linking Research & Practice to Improve Learning, 48(6), 47-49.

Shared Services Arrangement Handbook for Administrators, Shared Services Arrangement Handbook for Administrators, 2005 ed., 2005 ed., Hillsboro: Hill County Shared Services ArrangementHillsboro: Hill County Shared Services Arrangement

SourcesSourcesDefinition of Assistive Technology Definition of Assistive Technology

http://disabilities.temple.edu/programs/assistive/piat/whatisAT.shhttp://disabilities.temple.edu/programs/assistive/piat/whatisAT.shtmltml

Definition of Low, Medium High Devices Definition of Low, Medium High Devices http://nwboces.schoolfusion.us/modules/cms/pages.phtml?sessihttp://nwboces.schoolfusion.us/modules/cms/pages.phtml?sessionid=ac14e91f93f5a27514573a31bdac935e&pageid=44464&seonid=ac14e91f93f5a27514573a31bdac935e&pageid=44464&sessionid=ac14e91f93f5a27514573a31bdac935essionid=ac14e91f93f5a27514573a31bdac935e

Photo SourcesPhoto SourcesIntro Slide Intro Slide http://www.willistoys.co.uk/RacesAndAbilities.htmhttp://www.willistoys.co.uk/RacesAndAbilities.htm

Participant Bullets Participant Bullets http://butleratutb.pbworks.com/6341-Sum-I-2009-Profileshttp://butleratutb.pbworks.com/6341-Sum-I-2009-Profiles

Pencil grip photo Pencil grip photo http://www.youreableshop.co.uk/product/penagain-ergo-soft-grip-FE2130/55730http://www.youreableshop.co.uk/product/penagain-ergo-soft-grip-FE2130/557309.html?optlist=29.html?optlist=2

Colored overlay photo Colored overlay photo https://shop.aph.org/wcsstore/APHConsumerDirect/images/catalog/products_larhttps://shop.aph.org/wcsstore/APHConsumerDirect/images/catalog/products_large/1-08662-00_Mini-Lite_Overlays.jpgge/1-08662-00_Mini-Lite_Overlays.jpg

Raised line paperRaised line paper http://www.hwdsb.on.ca/instructionalservices/support/Vision/Vision2.htmhttp://www.hwdsb.on.ca/instructionalservices/support/Vision/Vision2.htm

Photo of girl with enlarged screen Photo of girl with enlarged screen http://www.torresfoundation.org/us/pics/Sonia.jpghttp://www.torresfoundation.org/us/pics/Sonia.jpg

Magnifier Magnifier http://www.aph.org/prodpics/compact_plus.jpghttp://www.aph.org/prodpics/compact_plus.jpg

Photo SourcesPhoto SourcesTactile letters and numbersTactile letters and numbershttp://www.abledata.com/abledata.cfm?pageid=19327&top=14979&productid=http://www.abledata.com/abledata.cfm?pageid=19327&top=14979&productid=158354&trail=0&discontinued158354&trail=0&discontinued

==

Post It Post It http://www.cosmicspoon.com/blog/uploaded_images/002-764166.jpghttp://www.cosmicspoon.com/blog/uploaded_images/002-764166.jpg

Slanted surface Slanted surface http://www.abledata.com/product_images/images/01A0789.jpghttp://www.abledata.com/product_images/images/01A0789.jpg

Calculator Calculator http://www.soundbytes.com/Merchant2/graphics/247539.jpghttp://www.soundbytes.com/Merchant2/graphics/247539.jpg

Spell checker Spell checker http://robertinventor.com/software/Text_Echo/echo_font_change.htmhttp://robertinventor.com/software/Text_Echo/echo_font_change.htm

Voice Output Communication Aide Voice Output Communication Aide http://www.axistive.com/what-is-a-voice-http://www.axistive.com/what-is-a-voice-output-communication-aid.htmloutput-communication-aid.html

Switch operated toys Switch operated toys http://www.tecsol.com.au/Toys.htmhttp://www.tecsol.com.au/Toys.htm

Photo SourcesPhoto SourcesKindle Reader + Newsweek Kindle Reader + Newsweek

http://www.digitaltechnews.com/news/images/2007/11/18/amazon_kindle.jphttp://www.digitaltechnews.com/news/images/2007/11/18/amazon_kindle.jpgg

Graphic Organizer Graphic Organizer http://accessforall.files.wordpress.com/2008/08/bubblus_assistive_technolohttp://accessforall.files.wordpress.com/2008/08/bubblus_assistive_technology.jpggy.jpg

Alternative cursor control Alternative cursor control http://www.abledata.com/abledata.cfm?http://www.abledata.com/abledata.cfm?pageid=19327&top=11144&productid=94271&trail=0&discontinued=0pageid=19327&top=11144&productid=94271&trail=0&discontinued=0

Windows Vista Speech Recognition device Windows Vista Speech Recognition device http://www.pronunciationpatterns.com/images/American%20English%20Prohttp://www.pronunciationpatterns.com/images/American%20English%20Pronunciation%20Network%20---%20Windows%20Vista%20Speech%20Reconunciation%20Network%20---%20Windows%20Vista%20Speech%20Recognition.jpggnition.jpg

Edtc6341 Team2 At Research

Education

Transcript of Edtc6341 Team2 At Research