ED 421 966

AUTHORTITLEINSTITUTIONSPONS AGENCY

PUB DATENOTECONTRACTAVAILABLE FROM

PUB TYPE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

DOCUMENT RESUME

IR 018 938

Bayha, BetsyThe Internet: An Inclusive Magnet for Teaching All Students.World Inst. on Disability, Berkeley, CA.National Inst. on Disability and Rehabilitation Research(ED/OSERS), Washington, DC.1998-03-0024p.

H133E50002Internet Handbook, World Institute on Disability, 510Sixteenth St., Suite 100, Oakland, CA 94612 ($5).Guides Classroom Teacher (052) Reports Descriptive(141)

MF01/PC01 Plus Postage.Access to Information; Assistive Devices (for Disabled);*Computer Assisted Instruction; *Disabilities; EducationalResources; Educational Technology; Elementary SecondaryEducation; English (Second Language); *Internet; Models;*Special Education; *Special Needs Students; TeachingMethods*Technology Integration

This resource book is designed to help educators use theInternet as a tool in the instruction of all students, including studentswith disabilities, auditory and visual learners, students from rural areas,and those who do not speak English as their first language. The handbookbegins by identifying some common access strategies and multiple ways inwhich students can benefit from them. It then turns to practical models fromteachers who have taken concrete steps to provide access to the Internet forall of their students. Six success stories are provided that describe: (1)

helping students with learning disabilities through the use of "talking"Computers; (2) integrating special education technology into the overalltechnology plan for a school district; (3) using e-mail and the Internet tobuild bridges between students with disabilities and students at otherschools; (4) helping deaf and hard-of-hearing students develop literacyskills and vocabulary with a textbook available on the Internet; (5)

integrating a student with a visual impairment into classroom activitiesusing the Internet; and (6) using assistive technology to integrate studentswith disabilities and students for whom English is a second language.Resources for finding assistive technology and World Wide Web resources arelisted. (AEF)

********************************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

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U.S. DEPARTMENT OF EDUCATIONOff ice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

a This document has been reproduced asreceived from the person or organizationoriginating it.

CI Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

Betsy Bayha

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

AB: T THE IN7111.

X DDSABOLOTY

The World Institute on Disability (WID) is a non-profit research,training and policy development center led by persons withdisabilities located in Oakland, California. Founded in 1983 byleaders of the Independent Living movement for people withdisabilities, WID has grown into an internationally recognizedorganization with a reputation for leadership, innovation andquality work. WID emphasizes consumer-directed projects andpolicies that empower people with disabilities to exert controlover their own lives.

Ordering Information: Free copies of this handbook can bedownloaded from the Web at:http://www.wid.org/tech/handbook/.This handbook is available in Braille, audio tape and disketteformats. Additional print copies are $5.00 each. To order, or torequest an alternate format, write to:

Internet HandbookWorld Institute on Disability510 Sixteenth St., Suite 100Oakland, CA 94612

Voice: (510) 763-4100TTY: (510) 208-9496Fax: (510) 763-4109E-mail: handbook@wid.org

3

I nu OJ ERN ET:An Inclusive Magnet for Teaching All Students

March, 1998

Viiniqtan by

Betsy Bayha, Director, Technology Policy,World Institute on Disability

Sen Oor Researcher

Tanis Doe, Ph.D., Research Consultant

Add5tOonag Research

Suzanne C. Levine, M.A.

Advisors

Michele Bishop, The Bridge School

Jacquelyn Brand, Founder, Alliance for Technology Access

Kate Byrnes, Marin County Office of Education

Donna and Dusty Dutton

Renee Gorevin, Center for Accessible Technology

Jill Rivers, California Department of Education

Lisa Wahl, Center for Accessible Technology

Specia0 Thanks

Yuri Wellington, Hana High and Elementary School

Copyright 1998, World Institute on Disability

Permission to copy, disseminate or otherwise use this work isnormally granted to noncommercial entities as long asownership is attributed to the World Institute on Disability.

Any mention of a commercial product or service provider inthis Handbook is for example only and should not be construedas an endorsement of any kind.

Printed on recycled paper

Book design by Sheridon Keith

ACHOWLIEDGEWEATS

Research, publication anddistribution of thisdocument is madepossible through theRehabilitation EngineeringResearch Center onUniversalTelecommunicationsAccess, a partnershipbetween GallaudetUniversity (tap@gallaudet.edu), the WorldInstitute on Disability andthe Trace Research andDevelopment Center at theUniversity of Wisconsin(info@trace.wisc.edu).Funding is provided by theU.S. Department ofEducation, NationalInstitute on Disability andRehabilitation ResearchGrant NumberH133E50002.

Additional Fundinggenerously provided by:

Pacific Bell

Bell Atlantic

Et EFS

Why You Should Read This

How To Use This Handbook

3

3

General Guidelines for Success 4

Cornputer Specifications More Information 6, 7

Talking Tech 10IN

Planning Access for All 11

Mentoring Magic 12

Cool Captions 14

Internet Encounters 15

Cyberspace Sampler 16

Resources for Finding Assistive Technology 18

Education Technology Funding 18

Web Resources 20

Index 21

5

auy yii REA nOS

he World Wide Web, the information superhighway,cyberspace, the net: this global network of computers,

databases, libraries, images and sounds brings new challengesand opportunities to education. This resource book is aimed athelping you use the Internet as a tool to educate all students inyour classroom, including students with disabilities, auditoryand visual learners, students from rural areas, those who donot speak English as their first language in short, everyone.

Teachers who have used the Internet in their classrooms reportbenefits that reach beyond scholastic performance. Listen to

Dorothy Leighty-Parks, a teacher fromMilpitas High School in northernCalifornia who says motivation andattendance were twin problems for herstudents until they got on the net."The Internet is a high-status skill thatmotivates these students." Not only isattendance up, but Dorothy says whenher students work on the Internet ,

"Their projects are superior to those they produce using onlylibrary resources."

"The linternet is aHgh-status &MOD

that mothcatesthese students."

-Dorothy Leighty-Parks

The Internet can also be an equalizing force. CAST, the Centerfor Applied Special Technology in Massachusetts reports thatthe Internet offers a strong potential to, "break down thebarriers and inequities encountered by students of differentsocioeconomic, racial, linguistic and disability backgrounds."'

Schools across the country have been working to get on-lineand provide training to teachers. But teachers andadministrators have little hands-on information on how toaddress some of the challenges and barriers that arise in usingthe Internet with a diverse student body.

'Center for Applied Special Technology, "The Role of Online Communications in Schools: A NationalStudy" Follansbee et al, 1995 page 2

6

HOW T

IRIS AN

The goal of this handbookis to provide simple,direct, concise andpractical tips to helpteachers assist all of theirstudents in mining theriches of the Internet.

We start by identifyingsome common accessstrategies teachers can useand the multiple ways inwhich students can benefitfrom them.

Then we turn to practicalmodels from teachers whohave taken concrete stepsto provide access to theInternet for all of theirstudents. The key words atthe top of the page are aguide to the central issuesaddressed in each story.

Please copypages from this

handbook andshare them withothers. Or visit

our regularly updatedwebsite, and download afree copy:

http://www.wid.org/tech/handbook/.

61

-aE E

S

AL G ELMSMESS

Every teacher can createopportunities for all oftheir students to use theInternet successfully.Sometimes, the biggestbarriers to Internet accessare solved simply byplanning ahead andmaking smart choicesabout which equipmentand software to buy.Readily available add-ondevices can also be used.Here are some generalstrategies to enhanceaccess to the Internet.

STRATEilf IIEXFT S

Use a large monitorat least 17 inches.

t> Allows use of thecomputer for grouplearning.

t> Allows font enlargementfor users with low visionand those with learningdisabilities.

i> Provides large print onscreen without the need toscroll down and acrossweb pages for users withlimited hand coordination.

Get a high-speed connection- at least 56 kbps (kilobits persecond).

A high-speed telephone linesuch as an ISDN line or T1line is preferable to a dial-upline.

Some cable TV companiesoffer high-speed Internetaccess.

Downloads web pagesfaster, helps reducefrustration levels forstudents with shortattention spans.

Necessary for usingInternet videoconferencing.

Becomes more importantas video and audio are"streamed" across theInternet for real-timetransmissions.

Try a trackball as analternative to the mouse.

L> Helps younger studentsand those with limited finemotor skills.

r> Helps children with limitedcoordination.

L> Helps computer users withtremors or spasticmovements.

Can help to reducerepetitive strain injuries.

STRATEIY BEAEFITS

Provide "AssistiveTechnology" as needed toenhance access. For example,use touch screens, alternatekeyboards, switches, head-mounted pointers, on-screenkeyboards, word predictionsoftware and voice input andoutput technology.

Assistive technology isnecessary to provide basicaccess to the Internet forsome students withdisabilities.

I). Many students withoutdisabilities also benefitfrom assistive technology.

To learn more aboutassistive technology, or tofind local resources,please see listings onpage 18.

Set the computer font sizewithin the web browser at14-18 points or larger.

Set colors within browser toheighten contrast. (Black typeon a yellow backgroundprovides the greatestcontrast).

Set the color of thehyperlinks to heightencontrast.

r). May help some studentswith learning disabilitiessuch as dyslexia to readtext more easily.

L> Makes text more visible ingroup learning situations.

i> Helps students with lowvision see screen contentmore easily, though somemay need a morepowerful screenenlargement program.

May reduce eyestrain andheadaches.

Turn off the image-loadingoption in the web browser.

L). Helps students who areblind and usescreenreaders whichcannot "read" graphics.

Helps speed up searcheson computers with slowmodem connections.

ELPF

If keys on a standardkeyboard are too small,consider using analternate keyboardwith larger targets.Most come withauthoring software tomake customkeyboards.

If a mouse andkeyboard are tooconfusing for a student,consider a touchscreen for simplifieddirect selection.

If neither a mouse ortrackball is accessible toa student, anelectronic headpointing device withan on-screenkeyboard may workbetter. Or, considerusing voice-inputtechnology.

If all keyboards andmouse-emulatingdevices are inaccessibleto a student, considerthe use of scanningsoftware that allowsthe selection ofcharacters or icons bysimply hitting a switch.

What if clicking onhyperlinks poses abarrier for somestudents? Choose a webbrowser that offers anoption to use the "Tab"key to get to hyperlinksinstead of using themouse.

SA

For more informationabout computerspecifications, check outthe U.S. Department ofEducation's Tech Pack onthe Web at:http://www.ed.gov/offices/OSERS/whatsnew/techpack.html.

Or, send a written requestfor the Tech Pack inalternate formats to:

Assistant Secretary JudithHeumannOffice of Special Educationand Rehabilitative ServicesDepartment of EducationMary E. Switzer Building330 C. Street, S.W.Washington, DC 20202Voice/TTY: (202) 205-5465

ST1ATEA BENEFITS

Use operating systems withbuilt-in Easy Access features.

i> Apple System 7 or higher

t> Microsoft Windows 95 orhigher

t> Easy Access can be addedto Windows 3.1

Easy Access control panelsallow customization of inputand output controls including:

t> Executing multiplekeystroke commandssequentially rather thansimultaneously.

0. Providing keyboardalternatives to the mouse.

t> Providing visual indicatorsof warning beeps.

t> Adjustment of acceptancerate for keystrokes andkeyboard repeat features.

1> Adjustable font size onscreen elements such asmenu bars, icons andcursor track.

1). User-defined color andcontrast.

t> Macintosh features "CloseView" a screen zoomfunction.

Flexibility of input and outputfeatures allows students witha range of abilities to use thecomputer more easily.

r> Avoids the need to holddown two keyssimultaneously.

i> Helps students who findthe mouse inaccessible.

Gives visual cues tostudents for whomwarning beeps areinaudible.

r> Helps avoid unintendedrepeats.

I> Makes menu bars, iconsand cursor easier to findon the screen.

r> Heightens contrast andmakes text easier to read.

r>. Provides screenmagnification.

Have at least 32 megabytesof Random Access Memoryor RAM.

9

New computer programsdemand sufficient memoryto run well. This is alsonecessary if you are addingon any access-enhancingperipheral devices. A goodrule of thumb is to doublethe amount of memoryrequired to run 90% of yourinstructional software.2

'Missouri Assistive Technology Project, Missouri Technology Center for Special Education Quick list,September, 1996

1111 STRATEGY

Use computers withadditional slots to addperipheral devices.

Install a sound card with textreading voice outputfeatures.

Note: Macintosh computershave enhanced voice-outputcapacity in the basic unit.

Add external speakers forenhanced audio output.

a

N

a

BENEFITS

Computers with room to adda sound card, video card orother peripheral devices offergreater flexibility and canaccommodate futureunanticipated needs.

Making the computer "talk"or read aloud text written onthe screen helps a broadrange of end-users.

Some students with lowvision.

t> Students who are learningto read.

o. Students with dyslexiaand other learningdisabilities who havetrouble with readingcomprehension.

o. Students who are learningEnglish as a secondlanguage.

Students with limitedmotor coordination whohave trouble keeping theireyes focused on thecomputer screen.

Students with shortattention spans who needmultiple modes ofreceiving information.

r> Students in a brightly litroom with lots of glarethat makes reading thecomputer screen difficult.

1> Students who don't useprint at all, but whocomprehend spokenlanguage.

10

Two good resources forinformation on accessstandards are:

Missouri AssistiveTechnology Project4731 South Cochise,Suite 114Independence, MO 64055Voice: (800) 747-8557TTY: (800) 647-8558Fax: (816) 373-9314E-mail: matpmo@qni.com

Missouri Technology Centerfor Special EducationUMKC, School of Education,Room 245100 Rockhill RoadKansas City, MO 64110-2499Voice: (800) 872-7066Fax: (816) 235-5270E-mail:TechCtr@smtpgate.umkc.eduWeb:http://techctr.educ.umkc.edu

AT DE_

What if...writing text isdifficult for a student?Word-predictionsoftware might help. Asthe student begins to type,word choices aredisplayed from which thestudent can select. Sometext authoring softwareallows the selection of pre-defined phrases as well.

ST lATEA BEAEFITS

Use a computer with a fastprocessor.

For PCs use at least a 486processor running at 75megahertz. A Pentiumprocessor running at200 MHz or higher ispreferable.

For Macintosh, use amachine with a 68040microprocessor running at75 megahertz. A PowerMac running at 200MHz or higher ispreferable.

This is necessary to use themajority of educationalsoftware, Real Audio or anyadd-on devices needed.

The U.S. Department ofEducation promotes thisstandard.

Use headphones. t> Helps students who mayneed to turn up thevolume.

1). Helps students filter outdistracting noises.

r> Keeps computer voice-output from disturbingothers.

NESS S II LES

\\Rile all learn by example, especially when it comes toVI computers. The stories that follow highlight successfulstrategies used by other teachers to integrate all of theirstudents into usage of the Internet. These stories may helpguide you in finding solutions for the students in yourclassroom.

But don't forget, technology is changing every day, creatingnew opportunities for access, as well as potential new barriers.You may identify other strategies for providing access that aredifferent from the ones listed here. Please send us yoursuccess stories so we can learn from them and share themwith others. Our e-mail address is: handbook@wid.org.

And remember, access often comes down to the creativeenergy and vision of teachers and technology teams who aremotivated and willing to try new strategies.

12

Talking Tech

Deborah Fell of Urbana,Illinois, helps students withlearning disabilities throughthe use of "talking"computers.

Planning Access For AllKen Lentz of Haviland,Ohio, integrates specialeducation technology intothe overall technology planfor his school district.

Mentoring MagicSusan Dudley of Carlyle,Illinois, uses e-mail and theInternet to build bridgesbetween her students withdisabilities and students atother schools.Cool CaptionsBarbara Franklin of GrantsPass, Oregon, helps deafand hard of hearingstudents develop literacyskills and vocabulary with atextbook available on theInternet.

Internet lEncoa.mters

Betty Groesbeck ofHillsboro, Oregon integratesa student witha visual impairment intoclassroom activities usingthe Internet.

Cyberspace SamplerYuri Wellington of Hana,Hawaii, uses assistivetechnology to integratestudents with disabilitiesand students for whomEnglish is a secondlanguage.

ROS

Reading Comprehension

Print Access

Learning Disability

Visual Impairment

DM you know?It is legal to scancopyrighted books andpublications to create analternate format accessibleto students who are blindor have other disabilities.The U.S. Copyright Codesays that non-dramaticliterary works protected bycopyright may beproduced in alternateformats for exclusive useby blind people and thosewith other disabilities.

For more information,contact the Library ofCongress Copyright Office,Voice: (202) 707-3000.On the web:http://lcweb.loc.gov/copyright/E-mail: copyinfogloc.gov

N /..... ...

1310.AT ODEAS

Deborah has also usedCD-ROMs with voice-output features. Her toptwo picks:

A talking dictionary

ACT/SAT testingpreparation programsthat talk out loud.

10

no

A KOH

Deborah FellUrbana High School, 1002 S. Race Street Urbana, Illinois 61801E-mail: felldegcm1k12.il.usGrades: 9-12

11 aving Internet access has been like having a pot of gold infl my classroom," says Deborah Fell, a special educationresource teacher for students with learning disabilities atUrbana High School in central Illinois. Deborah helps herstudents identify the learning style that works best for them. "Ifstudents can receive information in two or three different ways,the better off they are," says Deborah. "Many of my studentsare auditory learners."

Deborah has found that the auditory learners in her classbenefit when they can hear text spoken aloud in addition toreading it on the computer screen. She uses a variety ofhardware and software to make the computers in herclassroom "talk." This same technology has also helped astudent with a visual impairment, whose work has improvednoticeably since she started using the Web to research herhomework assignments. "This student recently said she neverwould have tried the Internet without a large monitor and atext reader," says Deborah.

Deborah describes herself as a "techno toddler" who didn'teven know how to use a computer mouse until the mid-1990's.But her curiosity and fearless attitude have served her and herstudents well. "There's so much out there to discover," saysDeborah, "It's like being a pioneer."

RIMS SELLITIONS

Written text isdifficult tocomprehend forstudents withlearning disabilities.

t). Text reading software reads aloudtext on the screen.

> Font enlargement makes the texteasier to read.

Textbooks andother printedmaterials are oftenunavailable inelectronic formats.

I> Scanner with optical characterrecognition software convertsbooks into electronic format.

I> Text reading software reads aloudtext appearing on the screen.

Computer screen isinaccessible tostudents withvisual impairment..

i> A 17-inch monitor helps withscreen enlargement programs.

i> Software enlargement programsmagnify text and graphics to agreater degree than the operatingsystem's built-in font options.

13

PLANNONG ACCESS F 1 ALL

Ken LentzWayne Trace High School, 4915 U.S. 127, Haviland, OH 45851Grades: K-12

Dna !ways assess your needs before you get your computerhardware," says Ken Lentz, a high school computer teacher

and the former technology coordinator for his school district inrural Ohio. Thinking broadly about all of the students who willuse the computer to guide the planning process has helped putKen's school district far ahead of most others.

In 1993, when Ken's district applied for a Technology Equitygrant from the State of Ohio, assistive technology and specialeducation needs were included in the original plan. As a result,specialized equipment is readily available when it's needed. Forexample, some of the computers at the elementary schoolwere equipped with touch screens and alternative keyboards tomake using the computers easier.

"If you can find one or two good resource people to learnabout assistive technology, that's enough," says Ken, wholearned about touch screens, font enlargement, "talking"software and other strategies from his own informal network oftechnology mentors and from reading up on it. (For guidanceto more assistive technology resources, please see listings onpage 18).

"Learning how to use computers as part of the curriculum isour biggest challenge," says Ken. That's why the districtdecided to invite motivated teachers to become peer mentorsto train other teachers about computers. "Instead of sitting in aworkshop where your instructor leaves at the end, our teachersare developing their skills and sharing their computer know-how with their colleagues," says Ken, "That way, the expertisestays here at the schools where it is needed."

The U.S. Department of Education is now promoting policiessimilar to what Ken's school district did several years ago.Information about how to include the needs of all studentsinto technology planning is available on the Web, withdetailed pointers on technical specifications, procurementguidelines and other policy information.

Resources:

The U.S. Department of Education's TechPack is a goodresource:http://www.ed.gov/offices/OSERS/whatsnew/techpack.html

Technology plans for the state of Ohio can be found at:http://www.ohioschoolnet.k12.oh.us/

1 4

Technology Planning

Policy Development

Teacher Mentoring

Who's on your techteam?Most schools entering theInformation Age havetechnology teams to planthe computer needs fortheir school or district.Special Education teachersbring a valuableperspective to thetechnology planningprocess, since theirstudents are likely to workwith computers andassistive technology. Ifyour school has atechnology team, invite aSpecial Education teacherto participate. Chancesare, their input will identifystrategies to helptechnology work better asa learning tool for allstudents.

=OS

Ergonomics

Short Attention Span

Sequencing Difficulties

Memory Retention

Hand Dexterity Control

Dyslexia

Reading Comprehension

.yHAT DE.

What if...Susan had astudent who couldn't type?She recently discoveredvoice recognition softwarethat types words as theyare spoken into thecomputer. Voice inputtechnology is widelyavailable and offers evenmore options for computeruse. It also highlights animportant lesson:Multiple ways ofputting informationinto the computer canbe just as important asmultiple ways ofreceiving it.

MEN : 10H NAGESusan DudleyCarlyle High School, 1461 Twelfth St., Carlyle, Illinois 62231E-mail: sdudley@accessus.netGrades: 9-12

DDMIle use the Internet constantly," says Susan Dudley, "It's soVT much fun!" In fact, the Internet has attracted many generaleducation students into Susan's special education resourceroom at Carlyle High School. Even though Carlyle is a smalltown of only 3,500, high speed telephone lines with Internetaccess keep the students plugged into the riches of theInternet.

"Even fun and games on the Internet can be educational," saysSusan, who lets her students log on to check the latest sportsscores. "Online, they read at a higher vocabulary levelcompared to a book that would not hold their interest," shesays.

Susan also led her students in a conflict resolution projectusing e-mail. Students with behavioral problems acted asmentors to non-disabled junior high school students in a townseveral hundred miles away. "The students on the other enddidn't know my students as poorly behaved or disabled," saysSusan. The project helped the students in Susan's classimprove their behavior by teaching them how to think criticallyabout situations that lead to conflict and make choices aboutthe best way to respond.

The mentoring project provided Susan's students with newresponsibilities and leadership along with boosting theirself-esteem the real magic of mentoring!

15

BATWflE M FILITI KS

The computerscreen is difficult toread.

t> Adjusting the monitor'sresolution creates sharperimages.

0. Repositioning the monitorreduces glare.

Written materialsare difficult tocomprehend.

0. High contrast colors ofbackground and text improvereadability.

> Font enlargement helps somestudents read written informationmore easily.

r> Text reading software and bookson audiotape create access forauditory learners.

t> Highlight-and-read utilities allowthe selection of words or phrasesto be read aloud.

Keyboard is difficultto reach for shortstudents.

Noisy classroomsand distractingsounds interruptstudents.

> Adjustable workstations andchairs help students reach thecomputer.

1> Headphones covering the earsblock out distracting noises.

1> Headphones giving auditoryfeedback from the computerprovide redundancy to helpstudents focus.

Small cursors arehard to see on thecomputer screen.

1> Lower blinking speed of cursorincreases visibility.

t). Software programs increase thesize of the cursor on the screen.

Complex stepsinvolved inlaunching webbrowsers aredifficult for somestudents toremember.

r> Desktop icons provide shortcutsfor launching programs.

Misspelled wordsaren't recognizedby search engineson the Internet.

> Dictionary and spell checkprograms improve accuracy ofsearches.

WAT OF-

What if....you have a blindstudent who is unable toread the computer screenat all? A screenreader andexternal speakers makethe computer read textaloud and provideauditory prompts to help astudent navigate aroundthe screen.

Screenreaders workbest on Web siteswithout graphics. Turnoff the image loadingoption on your webbrowser, or if you'remaking a web page,provide a text onlyversion. This also helpsweb surfers who areusing slow modemconnections.

If you're developing aweb site with lots ofgraphic elements, makesure to provide a shortdescription of theimages for people whoare unable to see themand utilize the alt-textoption in your HTMLprogramming whendisplaying a picture. Formore information aboutdesigning accessibleweb pages, point yourweb browser to theNational Center forAccessible Media atWGBH in Bostonhttp://www.boston.com/wgbh/pages/ncam/currentprojects/wapindex.html

or to the WebAccessibility Initiativehttp://www.w3.org/TR/WD-WAI-PAGEAUTH

KEY Ifif:

Literacy Development

Reading Comprehension

Deaf Education

English as a SecondLanguage

e°WHAT OF

What if...hyperlinks andbookmarks are difficult forsome students tounderstand? You cancreate a web page thatuses pictures graphics andicons instead of words tonavigate the web. Checkout Dusty Dutton's webpage athttp:fiwww.microweb.com/ddutton/favorites.html.

One click on a picture ofNeil Diamond links to aweb site about him andfurther links. Dusty'smother, Donna Dutton,says the web page issimply, "a set ofbookmarks linked viapicture icons on Dusty'shome page."

14

I Inn II

Barbara FranklinNorth Middle School, 1725 N.W. Highland Ave., Grants Pass OR 97526E-mail: bfranklin@grantspass.k12.or.usGrades: 7-9

DpUtudents in my class are much more willing to do reading andaanswer questions using the Internet," says Barbara Franklin,a resource teacher of students who are deaf and hard ofhearing in Grants Pass Oregon. "They don't think they're doingreading comprehension!"

Barbara's middle school students use the Internet to conductresearch and develop their reading skills. Many of her studentshave difficulty with English, particularly reading and spelling.But a recently developed textbook available on the World WideWeb has helped Barbara's students learn to read and developtheir vocabulary.

"Students with reading difficulties often don't like basicreaders which they think of as 'baby books." says Barbara.She found a Website offering subjects that appeal to olderstudents, such as sports and myths, but written at acomprehension level her students could understand. Theprogram offers the same material at basic, intermediate andadvanced levels so that students in the same class who read atdifferent levels can still work together on the same lessons.

The reading program has also incorporated animated graphicsinto a Sign Language Dictionary to help the students developtheir vocabulary. And the program also includes a Spanishlanguage version.

Resources:

Check out the K-8 Aeronautics Internet Textbook at:http:ftwings.ucdavis.edu.

Have you noticed that Web sites are starting to talk?

Audio and video clips, even streamed audio "netcasts" arebecoming more common on the Web. While this helps manyblind users, it creates access barriers for users who are deafand hard of hearing. Remember: always provide captions or atext transcript for any audio information you post on your website. Web producers should check out SAMI, a new multimediacaptioning tool from Microsoft.http://microsoft.com/enable/products/multimedia.html.

If you are interested in captioning in general, a good startingpoint is "CCWeb"at http://www.erols.com/berke.

17

ONTE

a

NET ENE II NI ERS

Betty GroesbeckPeter Boscow Elementary School, 452 N.E. Third Ave.,Hillsboro, OR 97125E-mail: kidbmom@europa.comGrades: Fourth

an he Internet opens a door on the world for my students" saysBetty Groesbeck, who has used the Web to take her fourth-

graders on virtual field trips to Antarctica and other pointsaround the globe. Betty uses simple videoconferencingsoftware for high-tech pen-pal projects with her students. "TheInternet connects them to other kids in an immediate way andthey love that connection," says Betty. In addition todeveloping communication skills, Betty says the Internet hasalso stimulated her students' interest in science and reading.

Over the years, Betty has taught students with a variety ofdisabilities, but she showed unusual ingenuity in getting one ofher students with a visual impairment onto the Net. Thefourteen-inch computer monitor in Betty's classroom was toosmall for this student to see easily, so she found a special pieceof equipment to connect the computer monitor to a televisionwith a 21-inch screen. Not only did it help her visually impairedstudent, but Betty also found the large TV screen made iteasier for all of her students to see the computer, especially ingroup learning situations.

OA RIERS FL MINS1

Small computer > An external connector routesscreen is hard to the computer monitor to aread for students large-screen TV set for easierwith visual viewing.impairments. It also I> Thirty students can share onemakes group computer more easily when it haslearning difficult, a large screen.

1

Graphical web sites i> Screen enlargement programsare hard to see forstudents with visualimpairments.

make the graphics easier to see.

Visual Impairment

Group Learning

Assistive TechnologyResources

Where do [I start?Betty knows that assistivetechnology like read-aloudkeyboard programs areavailable... somewhere.The question is, how tofind it? Most states in theU.S. have a federallyfunded TechnologyAssistance Program; theremay be other localresources available too.Assistive TechnologyResources includingbooks, organizations andWebsites are listed onpage 18. Or check out ourweb handbook at:http:llwww.wid.org/tech/handbook/ to find evenmore.

DS

English LanguageAcquisition

Reading Skills

Language Interpretation

Reading Comprehension

Keyboard and Mouse Use

UnderstandingInformation

Focusing Attention

What if...you aredeveloping a web site andwant to make sure it'saccessible? A free web-based service calledBobby can help. Bobbyautomatically evaluatesyour site to determine if itis accessible to disabledweb surfers. It will alsofind problems that maykeep your web page fromdisplaying correctly ondifferent web browsers.Go tohttp://www.castorg/bobby/for more information.

Bobby was developed byCAST the Center forApplied SpecialTechnology.

16

EVERS PACE SAM p .S E

Yuri WellingtonHana High and Elementary School, P.O. Box 128, Hana Hawaii 96713E-mail: ywelling@k12.hi.usGrades: K-12

" he Internet provides instant gratification for students at myschool," says Yuri Wellington, the Technology Administrator

for a combined Elementary and High School in rural Hawaii."The students get discouraged if they're looking forinformation and can't find it right away," she says, "But thatusually doesn't happen on the Internet." Yuri's training as botha special education teacher and a technology coordinator iswell matched to the needs of her school. Almost one-fourth ofthe students at Hana High and Elementary are in specialeducation or other programs for special needs children. Manyof the students speak Hawaiian Creole as their first languageand have to learn Standard English in school.

Hana is a rural and geographically isolated area, and theschool relies heavily on the Internet for communications. Yuri'scommitment to educating and integrating students withdisabilities, her passion for technology and her creativeproblem solving have helped make the Internet a learning toolfor all students in Hana.

19

BAINDERS SOUTIONS

Mousemaneuvers like"double clicks"can be hard foryoung studentswith smallhands and thosewith limited finemotorcoordination,

> A trackball is easier for somestudents to manipulate. One of thebuttons launches programs with asingle click. A "lock" button keepspull-down menus open while thestudent makes a selection.

> A device can be added thatconverts the standard computerscreen into a touch-screen foreasier navigation.

Standardkeyboards can bedifficult forstudents withlimited motorcoordination,memoryproblems orcognitivedisabilities,Sometimes theyhit the wrongkeys.

Color-coded stickers on thei> keyboard help students remember

the function of certain keys.

> A keyguard placed over thekeyboard provides hand supportso that key choices can beintentional, not accidental.

> An alternative keyboard letsstudents work by touching largepictures instead of small keys.

Computerprograms requirefollowing specificsequences tolaunch, creatingbarriers forstudents withlimited memory.

> Flow charts and checklists helpstudents follow a step-by-stepprocess to start their work.

> "Macro" software can automatea series of steps, which areactivated with a single keystroke.

Text-based websites areinaccessible tostudents who donot speak Englishand some withlearningdisabilities.

> Websites with graphics, pictures,sounds and other non-textualinformation are easier for thesestudents to use.

t> Text can be copies and pasted in atalking word processor and then"read" to the student.

lime limitationson computer usemake it hard forstudents whowork slowly andneed extra timeto complete Webprojects.

> Bookmarks on Web Browsers helpstudents go back and pick uptheir work over a period of days orweeks.

I> Downloading information fromwebsites for use later also helps.

2 0Es

ORLIuT MU

For students who arehyperactive, workingwith a buddy may helpthem stay focused ontheir projects.

IHieve you seen?A web site built to delivermath curriculum tostudents in grades 3-8uses examples fromaeronautics to provide rolemodels for students withdisabilities. The site is alsoaccessible. Point your webbrowser to:http://www.planemath.COM.

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Information aboutfoundations andcorporations who fundeducation technologyinitiatives can be foundthrough the FoundationCenter Library. The Centerhas national collections inNew York City andWashington, D.C. and fieldoffices in Atlanta,Cleveland and SanFrancisco, plus a networkof 210 cooperatinglibraries in all 50 states.

Visit their web site at:

http://www.fdncenter.org

Office Locations:

National Collections:79 Fifth AvenueNew York, NY 10003-3076Voice: (212) 620-4230

1001 Connecticut Avenue,N.W.Suite 398Washington, D.C. 20036Voice: (202) 331-1400

Field Offices:312 Sutter St.San Francisco, CA 94108Voice: (415) 397-0902

1356 Hanna Bldg.1422 Euclid AvenueCleveland, OH 44115Voice: (216) 861-1934

Suite 150 Hurt Bldg.50 Hurt PlazaAtlanta, GA 30303-2914Voice: (404) 880-0094

18

OS

ES FON

II

Resources for Finding Assistive Technology: Several non-profitorganizations, government agencies, telephone hotlines andpublications provide a wealth of information about AssistiveTechnology. Here are some of the best:

ABLEDATA is a national database of Assistive Technologyand rehabilitation equipment. More than 23,000 products arelisted. Their toll-free telephone hotline is:Voice: (800) 227-0216TTY: (301) 608-8912On the web at: http://www.abledata.com

The Assistive Technology Project in your state. Theseprograms provide information about purchasing and usingaccessible technology. To locate the program closest to you,contact the Rehabilitation Engineering and AssistiveTechnology Society of North America:RESNA Technical Assistance Project1700 N. Moore Street, Suite 1540Arlington, VA 22209Voice: (703) 524-6686TTY (703) 524-6639Fax: (703) 524-6630On the Web at http://www.resna.org/resna

The Alliance for Technology Access is affiliated with 43community technology centers across the United States thatoffer training and hands-on opportunities to use assistivetechnology. For a referral to the technology center nearestyou, contact:Alliance for Technology Access2175 E. Francisco Blvd. Suite LSan Rafael, CA 94901-5523Voice: (415) 455-4575TTY: (415) 455-0491Fax: (415) 455-0654E-mail: atainfogatacess.orgOr, point your web browser to: http://www.ataccess.org

The Council for Exceptional Children Technology And MediaGroup provides support for classroom teachers and holds anannual conference to promote the availability and effectiveuse of technology and media for students with disabilitiesand/or who are gifted. Contact them at:The Council for Exceptional Children1920 Association DriveReston, VA 20191-1589Voice: (703) 620-3660TTY: (703) 264-9446Fax: (703) 264-9494e-mail: cec@cec.sped.orgWeb: http:llwww.cec.sped.org

21

aThe Trace Center at the University of Wisconsin - Madison,

111 has a number of technology access projects, along withcomprehensive website with a wealth of information aboutassistive technology. Contact them at:Trace Research and Development Center

111 University of Wisconsin-MadisonS-151 Waisman Center1500 Highland Ave.

1111Madison, WI 53705-2280Voice: (608) 263-6966

111 TTY: (608) 263-5408Fax: (608) 262-8848

1111 E-mail: info@trace.wisc.eduOn the Web at: http://www.trace.wisc.edu

The 1998-99 Trace Resource Book is an encyclopedic guide tosoftware, hardware and augmentative communicationequipment listing over 1,500 products. Contact information

111 for manufacturers and prices are included in the listings. Toorder, contact the Trace Center, listed above, or visithttp://tracecenter.org

Computer Resources for People with Disabilities: A Guide toExploring Today's Assistive Technology by the Alliance for

1111 Technology Access is a book with a wealth of informationabout the process of finding information about availabletechnology, funding strategies, resources and references. Toorder the book, contact The Alliance for Technology Access,listed above.

Has Technology Been Considered? A Guide for IEP Teamsprovides information about appropriate ways to include

1111 technology into a student's individualized educationprogram. The book can be ordered from:

111 The Council of Administrators of Special Education, Inc.

al 615 16th Street, NWAlbuquerque, NM 87104Voice: (505) 243-7622Order Number AT-12

2219

glow Do [I [Find [It?

Searching the Web can bea snap if you use the rightkeywords and connectors.The trick is to avoidgetting overwhelmed bytoo much information. Ingeneral, the more specificthe search terms the betterthe results. Use key wordsfor a specific disability, atype of equipment, a gradelevel or subject rathergeneral concepts. Putquotation marks aroundyour terms to look for aspecific combination ofwords. Use the boolleanconnectors: and, or, notto narrow your search.Sometimes a combinationof both works best.

For example, a search forblind AND student ANDscreen reader using theAlta Vista search engineyielded 101,426 hits. Butnarrowing the search to"blind students" AND"screen reader" came backwith a more manageable43 hits.

A great search engine forbeginners:

http://www.yahooligans.corn/

This site features hints anda text-only option withlinks to schools, activitiesand, most importantly, aHELP page.

WEB ES II UIREES:

For a complete listing of regularly updated websites relevant tostudents, teachers and technology administrators, check outthe electronic version of this handbook posted at our websitehttp:www.wid.org/tech/handbook/

Here are a few more web sites worth looking at:

a EASOEquaEl Access to Software and Onformation has aK-12 Information Technology Centre on its home page alongwith a wealth of information about science and mathprograms for students with disabilities. Visit them at:

http://www.iscsitedub-easi/index.html

Do-Ot tr ösabi 0 Oties, Opportunities, Onternetworking andTechnogogy features extensive links to accessible Webdevelopment resources. If you're designing a web pageaccessible to everyone, check out the resources at:

http://weber.u.washington.edu/-doit/

The VUeb Accessibility [Iative recently launched by theWorld-Wide-Web Consortium (W3C) is aimed at making theWeb more accessible to people with disabilities. Their webpage provides pointers to diverse resources as well as thelatest official guidelines for creating accessible web pages.

http://www.w3org/wai

The Trace Center web page has pointers to informationabout web accessibility and tools to facilitate theconstruction of accessible web pages. Go to the web sectionof the category entitled "Designing a more usable world."

http://tracecenter.org

-A-

ABLEDATA, 18Accessible Web Designand Captioning, 14Diagnostic tools -- Bobby,16

Alliance for TechnologyAccess, 18, 19

Alternate keyboard, 5, 11,17

Assistive Technology, 5, 7,11, 15, 18, 19Resources, 18Students withoutDisabilities, 5

Auditory learners, 3, 5, 10

-B-

Blind students, 5, 10, 20

-C-

Captioningand accessible webdesign, 14and video clips, 14SAMI multimedia tool, 14

Center for Applied SpecialTechnology, 3

Cognitive disability, 17Computer Resources forPeople with Disabilities,19

Computer Specifications,6, 7, 8

Control panelsand input/outputadjustments, 6

Copyright exemptionsaccessible formatting, 10

Council for ExceptionalChildren, 18

Council of Administratorsof Special Education, 19

Cursor enlargement, 13

-D-

Deaf education, 14Do-lt Disabilities,Opportunities,Internetworking andTechnology, 20

Dyslexia, 7, 12

-E-

EASI--Equal Access toSoftware andInformation, 20

Easy Access features, 6Education TechnologyFunding, 18

E-mailand mentoring projects,12

English as a SecondLanguage, 3,7,14,16

Ergonomics, adjustableworkstations, 13

Eyestrainreducing, 5

-F-

Flow chartsto launch programs, 17

Font enlargement, 4, 5, 6,10, 11, 12

Foundation Center, 18

-G-

Group learning, 4, 5, 15

-H-

Has Technology BeenConsidered? A Guide forIEP Teams, 19

Head-mounted pointers, 5Headphones, 8, 13High Contrast, 5, 13High-speed connectionand benefits, 4

Hyperlinksand increasing contrast, 5and tab key navigation, 5

Image-loading overridingfor blind users, 5overriding for fasterdownloads, 5

Input and outputcustomizing, 6

Internet, 3, 4, 14, 15and access generalstrategies, 4and diverse student body,3and readingdevelopment, 14and Sign Languagedictionary, 14and Spanish textb000k,14and streamed audio, 4and videoconferencing, 4,15and virtual field trips, 15Barriers to Access, 3Equalizing Force, 3Motivating Students, 3Educational Tool, 3

-K-

K-8 Aeronautics InternetTextbook, 14

Keyboardand color-coding, 17and keyguards, 17alternate keyboards, 5,11, 17

-L-

Large monitor, 4, 10Learning disability,4, 5, 6,7, 17

Library of Congress, 10Limited coordination, 4, 5,

17

Literacy development, 14Low vision, 4, 5, 6, 7

-M-Macros, 17Missouri AssistiveTechnology Project, 7

Missouri TechnologyCenter for SpecialEducation, 7

Mouseand keyboardalternatives, 6

-0-On-screen keyboard, 5and headpointing device,5

Optical characterrecognition, 10

-P-

Plane Math Website, 17Planning, 4, 11Print Access, 7, 10, 17Processing speed, 8

-R-

Random Access Memory,6

Reading Comprehension,10, 11, 12, 14, 15, 16and Web-based textbook,15

Repetitive strain injuries, 4RESNA, 18

-S-

Scanning software, 5Screen enlargement, 5, 10,

15using TV, 15

Screen reader, 5, 20Software enlargement, 10Spell checkand Internet searches, 13

Switches, 5

-T-

Talking computers, 7, 10multiple benefits, 7, 10

Talking software, 10, 11Technology AssistanceProgram, 18

Technology procurement,11

Text reader, 10, 13Touch screen, 5, 11, 17Trace Research andDevelopment Center, 19

Trace Resource Book, 19Trackball, 4, 14, 17

-U-

U.S. Department ofEducation, 6, 8, 11

-V-

Visual impairment, 4, 5, 7,10, 15

Visual learners, 3, 10Voice input, 5, 8, 12Voice output, 5, 7, 10, 11,

14and sound card, 7

Voice-recognitionsoftware, 12

Weband bookmarks, 17resources, 20searching, 20

Word prediction software,8

_y_

Yahooligans, 20

94Eu

II EX

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