Questions

Questions of the day: Class 1-What is your definition of assistive technology? Cite examples at your school and in the community. Class 2-How can the SETT framework help to foster decision making for students? Can you find other assessment strategies? Class 3-How can our understanding of UDL principles help in our ability to provide differentiated instruction for our students? Class 4-What do you think are the most important features for your special needs students or special needs students in general? Class 5- What is your overall reaction to the switches that you have seen today? What were some of the more unusual switches? Would you be able to use any in your classroom? Class 6 - What are some of the important factors to consider when choosing an AAC device for a student? Class 7 - Why is accessibility in websites important? Do you know of or visit any accessible sites regularly? If so, what ones? Class 8 - How do funding issues affect our decision making about AT? Class 9 - List two things that you learned about AT decision-making that you plan to share with others at your school.

Elaine-There are many issues to consider when making a decision about AT. The most important is that legally funding cannot be used as a reason to avoid purchasing AT devices and services that are documented in an IEP. Unfortunately, often, there are a lot of costs involved when purchasing an AT devise so school professionals and parents need to be aware that funding is available through a variety of sources. Some of these sources include IDEA, Medicaid programs, Developmental Disabilities initiatives and the Department of Vocational Rehabilitation and private insurance. Each of these funding programs covers different stages of the individuals. When applying for funding professionals and parents must know which pot they need to apply for aid with. IDEA is responsible for AT used for educational purposes, At being used to help gain employment for students 16 and up is from the local Department of Vocational Rehabilitation. Funding for any AT that is used for medical necessity is available through private insurance or Medicaid. Many times the needs of the funder are satisfied rather than the needs of the individual student. It is very important to evaluate each individual and their current needs as well as needs that will be on going. It is better to recommend a device that will grow with the student if that is possible. Individuals involved with this process not only need to be experts in the assistive technology area and the needs of the students but also with the laws and funding departments. The young man that I work with uses a augg. comm. device which was purchased this year. It took almost the entire school year in order for his parents and teachers to secure the device. He was evaluated over a long period of time and then was given a demo so that they could determine the best device for him. I believe the length of time it took for him to get the device was a combination of his evaluation which took entirely to long and the funding issue. Learning about these funding issues makes it clearer to me why it took so long to get his device.

Elaine- Question 7: Class 7 - Why is accessibility in websites important? Do you know of or visit any accessible sites regularly? If so, what ones? Accessibility to websites is critical to make computers and the web accessible to all individuals. Accessibility is a subset of usability: meaning you may be able to use a computer and the internet but it may not be accessible to you. It is important to provide accessibility because the population is aging. This will mean more and more people will have limitations, visually and with auditory and possibly with memory. The internet is able to reach all audiences if websites are accessible. Disabled people are motivated to use the internet if it is accessible because it enables them to get out in the world especially if they are in a confined environment. Accessible websites allow individuals to adjust everything from captioning to color to font size, and added voice. It allows for optimum viewing of content on the web. In the webaim film that we watched today I think it sums it up pretty well. 1. It's the right thing to do: It is our moral obligation to allow individuals to work to the best of their abilities and allowing accessibility will do that. 2. It is the smart thing to do from an economic perspective i.e. it allows individuals that would otherwise be inaccessible to higher education to be able to take courses at colleges and other institutions. Disabled individuals become a productive part of society. Lastly 3. It is the Law, i.e. the tech act, section 504 and 508 and ADA all are laws that require us to grant and supply accessibility to the disabled. None of the websites that I access often are totally accessible I found today when I ran some of them through the website tests. It is unfortunate that we have a lot of work to do in this field.

Elaine-Choosing an AAC device is a very individualized process. I have a student in my classroom that is in the process of learning how to use a device. The Vantage is the device that the speech pathologist determined was suited best for that students needs. She looked at a multitude of things when deciding what to use. This student had vision difficulty, organizational difficulty, attention difficulty and mobility issues. Visually the student needed something that would not be to cluttered. The icons had to be large and fewer on a page. He is a third grader and has some speech. He has a great deal of difficulty being understood so he will be using the device to communicate if he is not understood. His condition is degenerative so this device hopefully will help him in the future if he loses his speech. The environments that he would be using the device in had to be carefully considered. He uses it in the classroom primarily now but uses it at home as well. Eventually the thought is that he will be using it as a primary way of communicating. All of this speaks to the size of the unit and the ability to transport it. The organization of the icons and symbols had to make sense and be meaningful to this student and he had to be willing to use the device appropriately. It was matched to his existing abilities to recognize categories and existing knowledge. He seems to be motivated by the tool because it enables him to participate in activities and is understood better by his peers. This is a perfect example of what factors must be considered when choosing a AAC device. Any device needs to be individually selected.

Elaine- My overall reaction to the switches that we saw today was one of surprise. I had no idea that there were so many options out there. I assumed that switches were buttons that an individual pushed in order to activate something. There is a lot of creativity used to put together switches that are interesting and motivating to an individual. I found a website which I posted to the switches page which showed many different switches and several that were unusual. One switch I found unusual was bright lite for the visually impaired. This device blinks so the user can see the device in order to activate it. I liked the koosh switch the most. It requires gross motor skills and promotes cause and effect. One of the students in my classroom has issues with reading and speech. He uses a augmentative device at times to communicate. He touches the screen to access categories of speech and then strings them together to make sentences. He and I are still learning how to use the equipment. Another student in the room uses the alphasmart board to help him with his writing and then hooks it to the computer to print his essays. I'm not sure we have the need for other switches in our classroom at this time because most of the students can function without the help of switches.

Elaine- UDL focuses on how people learn and as educators it allows us to understand the three areas, recognition, strategic and affective networks, in which our students learning takes place. Within these networks Differentiated instruction takes place. Differentiated instruction can be broken into 3 categories, content, process and product. Content is the multiple examples used to excecute the lesson and that relates to the recognition network in UDL or identifying patterns. Process is providing multiple media and formats to our students allowing them to best learn addressing needs and preferences or the strategic aspect of UDL and Product is the result of the teaching, how the student shares his knowledge. This relates to the Affective network in UDL by engaging the student. All of these together allow for the maximum growth of students. It addresses the needs of the entire class and allows each student to adjust their learning style to the instruction.

Elaine-The SETT framework forsters decision making for students by evaluating the child in several ways. Evaluating the student individually in their environment. Determining where the student excells and where that student needs specific help. Reveiwing specific tools that enable the student to work successfully in their envirnment. Breaking down each specific need and justifying it with data allows professionals, parents and students to review carefully and address needs in the simplest way helping to determine whether low, mid or high tech solutions are needed. This framework addresses each student individually and creates the best solution for that child.

Another assessment that could be used with students would be a psychoeducational evaluation. Professionals would test the learning aptitude of the student, investigate the academic skill development, and test personality and adjustment factors. Evaluating these factors will allow teachers, students and other professionals to determine the learning style of the student, their strengths and weaknesses and how and with what accomodations the student will learn best. This information can be found at http://www.iser.com/psychoed-evaluations.html.

Krista- SETT is a great acronym to remember when considering assistive technology. It provides a framework for deciding if assistive technology is the way to go. You consider the individual student : What does the student need to do and what are their current abilities and needs? You consider the environment: Does the physical arrangement of the classroom need to be altered? What is the teacher's instructional style? You consider the tasks: How might classroom activities be adapted to suit the student's needs? and lastly, You consider the Tools: What type of tools could be used to accomodate the student? Do they need to be high tech or is there a low tech option? Should there be a trial and error on different types of tools?

Another framework for determining assistive technology is to identify a student who has a need and create a referral, evaluation period on if technology is really needed, if technology is needed then there should be an extended assessment, then there should be a plan developed to try out different forms of assistive technology, implementation of assistive technology, and review of results of using the assistive technology. This information was found at http://www.dinf.ne.jp/doc/english/Us_Eu/conf/csun_99/session0089.html.

Phoebe - The SETT framework makes it easier to determine what assistive technology needs a student may have. By following this framework, a teacher is able to quickly access what the student’s needs are, what his environment is like, what tasks he must do, and what tools will allow him to perform those tasks. By answering these questions, in this order, a teacher can narrow down what technology will be most useful to the student. For example, when a decision must be made regarding what assistive technology to give a girl with autism, it would be helpful to consider what her abilities are without assistive technology, what her space is like at home and school on a daily basis, and what tasks she must complete to be successful at home and school. After determining those issues, it can be decided what AT items she needs and would actually use. Another assessment strategy that can be used other than SETT is Stages ( http://www.assistivetech.com/p-stages-whatis.htm ). This framework developmentally describes a student’s language and cognitive abilities, and it also serves as a selection guide for assistive technology such as software.

Deborah- I enjoyed using SETT this morning. I had never heard of the is framework for assessing if student's need assistive technology. I like the way it broke down the needs of the student, the student's environment and the tasks that that the AT will help the student use. I think some people are always quick to go for high tech choices and that may not always be the best for a student. I know I would not have thought of a pencil grip right away for a student with writing difficulties. I think SETT forces you to look at all aspects of the disability and what is best for the child.

Another approach would be a special education referral and assessment process for a particular student. I think it is important to remember that every student is different and just because one form of AT works for one student it may not work for another student with the same disability.  Education Tech Points is another framework that could be used to help identify the AT needs of a student and monitor progress.

I think that frameworks like SETT remind professionals that the student is not just a patient that they see in a lab. A child is so multi-faceted. He/she might perform tasks in one setting but will not in another. He/she may interact one way with one person but not with another. In order to make the best decisions for a child, a team approach is an absolute necessity. Interestingly enough, I left class today to participate in a meeting in which my colleagues and I are creating a matrix to determine eligibility for our educational program. We are trying really hard to ensure that all "voices"(parents, teachers, resource teachers, therapists) will be heard through this document. In the past, we have found that the entrance requirements varied widely from school to school and that lead to many problems. And so, the matrix we are creating is trying to establish a step by step process to assess the eligibility of potential participants for our program. I see the SETT framework as a similar sequential process that attempts to serve the "whole child"--at home, at school and in all his/her environments.

Linda- I see the SETT framework as a great organization tool for gathering ideas and considering all options for a student who may need assistive technology. It helps guide you in the areas of examining the student's needs, environmental issues, and evaluation of his/her task requirements in order to make assistive technology beneficial and useful to the student. Your evaluation of the student's requirements for AT is important since you will in many cases apply that information to his/her IEP in the future. This is of course a great determining factor in enabling the student to be successful in his academic and daily functions, whether that be in the classroom, at home, in a library, or any other facility that the student may need to be successful. Other assessment strategies would be allowing a professional from an educational source such as a school that focuses on, for example deaf or visually impaired students, to come in to your school and evaluate the student during class time to gain another outside perspective or viewpoint on what that child's needs may require. They often have quite a bit of experience in their field.

Rachel- I have not heard of the SETT framework until today. Although the questions SETT addresses may seem obvious when evaluating a student for asssitive technology, i have realized that unless that without a specific protocol to follow, important details can get left out. The SETT framework takes the IEP team through specific steps which will help by narrowing the field of assistive technology options that fit the student's needs. SETT is a collaborative student-centered approach when considering assistive technology. It takes into account the student and their preferences. For instance, perhaps a students needs an augmentative communication device, but the one the IEP team suggests iis too heavy to be transported by the student. Many times, decsions about a student's education are made without the student being present. In my view, the SETT framework questions seem to encourage student participation when applicable.

On p. 5 of this website, there is a questionaire one can use when considering assistive technology. Although it shares some similarities with the SETT framework, i think SETT is much more detailed. http://www.sesa.org/pub/ATGuidelines.pdf

Regina- This was the first I had heard of the SETT framework for assessing assistive technology needs. I thought it was a great tool for assessing the needs of the student and making decisions, because it kept the student at the center of the discussion making the assessment truly "child centered" instead of "what the adults would like to use." I liked how easy and straightforward it was to use. While the information SETT collects is very obvious, it is often the most obvious information that can be left out in other assessments.

I searched for other assessments for assistive technology and the results I received were all very similar to the SETT. They all said to focus on the student, the environment, the needs, and the function the assistive tech would serve. I was able to find checklists that could be used as starting points in assessing a child, but narrative reports should also be included. http://www.tsbvi.edu/technology/tech-assess.htm. I was also able to find a short list of possible high and low tech devices that could be used with a student, the list is found here: http://www.ucp.org/ucp_channeldoc.cfm/1/12/69/69-69/1027

Leah: The understanding of Universal of Design learning principals relates very closely to the understanding of differentiated instruction. Both ideas provide products and a suitable environment to accomodate the needs of all people to the greatest extent possible. The Universal Design for Learning stresses the importance of designing learning environments and materials based on the needs and desires of the individual. The Universal Design of Learning intends educators to become flexible. Flexibility is a key word in describing differentiated instruction. Educators need to be flexible in materials, strategies, and assessments in understanding the unique needs of each individual. Various AT devices can be differentiated or diverse for an individual and their needs. The Universal Design of Learning and Differentiated Instruction goes hand in hand with one another, in thinking of adaptions first and eliminating barriers for the individual in mind.

Deborah: I really enjoyed the Universal of Design principles. I think it makes great sense when working with a diverse population of children. No two kids are alike and we hear that all the time but sometimes in our busy schedules it is easy to forget to differentiate our instruction. I think it is very interesting how our brains work to help us learn and retain information. I also find it interesting how everyone learns so differently. I think it would be a great task to do to find out what type of learners are in our classrooms so that we can tailor our lessons to the class population. I also think the Universal Design of Learning is a great model to follow when thinking about AT. I think UDL encompasses AT since the basic principle is flexibility and individualization. Universal Design of Learning and Differentiated Learning seems to go perfectly together as teachers keep the individual needs as the top priority.

More than anything else, I think UDL and DFI are just good teaching! After all, isn't that what we, as teachers, are really there for? It's our job to meet our students where they are and to help them access the curriculum in the best way possible. Technology is one way to do this, but even if you don't have access to computers, you should still be differentiating. And in fact, many teachers are differentiating. They just having been calling it that. I especially appreciated the templates and professional development activities on the CAST website, since I am often part of the professional development team at my school. I can easily see myself adapting them for my own use.

Rachel- I had thought that all teachers implement (or should be implemening) differentiated instruction. With that being said, universal design pretty much has the same principles it just takes it to the next level. Like differentiated instruction, UDL has the curriculum meet the student, it is not a "one size fits all" model. Lessons are designed and accomodations are made on the basis of individual students. Furthermore, with the implelemntation of UDL, the need for assistive technology may decrease since tecahers are planning ahead for any obstacles students may encounter. While i feel that UDL is a great method of instruction, i feel teachers will need training and support in order to accomplish this. In order for a lesson to be universally designed, it takes a lot of time on the part of the teacher to come up with such a lesson. I know teachers already put in long hours trying to complete their daily work load.

Regina - I think that the UDL principles of flexibility in presentation, expression, and options for engagement help us to provide differentiated instruction for our students because they prepare us to be FLEXIBLE. I teach children who have a variety of disabilities and can tell just by looking at them that they will all learn differently. I have become accustomed to altering my instruction to fit the needs of the children every second of the day. It was hard at first, but is easier every day. With that in mind, I think the hardest part of differentiated instruction for general ed. teachers must be to take a group of children who look like they would learn the same way and be prepared to change the instruction to best fit them all. By using the UDL principles, gen.ed. teachers will have prepared themselves for the different ways their students learn before they even walk into the classroom. This preparedness and flexibility will just make it easier to make the subtle tweaks that may still be necessary to meet individual needs once the lesson begins. I think the awareness that students learn differently that the UDL principles provide for teachers can also help prepare teachers to assess their teaching and their students learning as they go and will increase their chances of identifying times when more adjustments need to be made.

Leah-Question 4: I work with in early childhood development. The most important features that I feel for my students that have special needs are fairly basic features. For example, choosing the most appropriate switch is of great importance for my students. I want my students to be comfortable using the computer, not frustrated. Another important feature of choosing appropriate software is the amount of clutter in the program. Most of my students follow one-step instructions or complete one task at a time. If there is too much clutter on the computer program all at once, my students will become overwhelmed leading to frustration. Also, computer software programs that provide insights to their learning styles are also of importance. Most of my students, learn best visually. Software programs for special needs, as stated in class, should also support the learning of prior and new skills, provide opportunities for social interactions with peers, and most importantly lead to self-motivation and independence.

Deborah-Question #4:

I think one of the most important features when choosing a software program for special needs students is to be sure it is the design that your students learn in. If they are visual learners the program should have bright colors and animated screens to help the student stay engaged in the lesson. These programs should not have a lot of clutter and one thing that is frustrating for adults so very frustrating for students is not having a clear option to exit the program. The directions should be clear and easy to understand by the population using the program. After looking at the software programs on the computers, I realize how important this is. It was easy for me to get frustrated so I can imagine a special needs child or a regular ed student. I also noticed that many of the programs took very long to get into and just as long to exit if there even was a clear way to exit the program. Many of the programs could be more clear in the directions on what exactly has to be done (click on it or something else). I guess no program is perfect but it is going to become more and more important to be clear and concise if we as educators are going to be using and depending on these programs more and more for our classroom students success.

Linda - Question 4: The students I worked with this year were within a life skills setting. They required more accommodations than your average learning disabled student, although for the most part they were all labeled as having a learning disability. Many of them required extended time with math problems, graphic organizers, and think sheets. They also had difficulty with writing skills such as organization, spelling, word retrieval, and grammar in particular. Although we had use of personal computers from time to time, it would have been to their advantage if we had access to more software programs such as word prediction, write aloud, and graphic organizer packages. They could also have benefitted from using text-aloud, or a text-reader program for reading. We do have some reading software packages, but they are not quite as sophisticated or up-to-date as what I’ve seen and observed within your class. I would like to impress our administration with some of the new findings in AT that I’ve learned about by taking this class, and I would hope that one day our school and many others in Delaware would hopefully invest more funding into AT technology, and programs/software products that can be integrated into today’s classroom curricula, particularly for our special needs students. The following website, CAST, is a great site that offers informationon on UDL and differentiated instruction, and also offers powerful webtools for teachers, students, and parents that can enable students with learning disabilities http://www.cast.org/research/udl/index.html

Deborah Question 5:

As you know by the survey I completed, I did not even know what a switch was when I walked into this classroom. Now, I feel pretty comfortable talking about switches and how they may benefit the children in our classrooms. I think this field of AT is truly amazing. How we can make academic things and things such as toys more accessible to our children truly amazes me. I can see use a switch in my classroom on the computer that would help my students that have fine motor skill issues be able to use something other than a traditional mouse. I thought the mouse that used the air pressure was extremely advanced also the switches that were discussed in the video gave me a better understanding of all the uses out in the real world that can benefited from using switches. The man that was able to drive using switches for acceleration was such an eye opener. I thought the switch that was fiberoptic was quite unusual and I wondered how that could be implemented in classrooms. I think the one main thing I learned from both Marvin, the video and your presentation was the fact that all of this AT and switches does not always have to be for our special education population, everyone can benefit from this type of technology.

Linda Question #5 – I really enjoyed the presentation by Marvin from DATI, and learned quite a bit about the use of switches today in class. I was really surpised at how many switches are available to students with disabilities. There are so many variations depending on a child’s disability. I also learned about all the products and resources that offer these items on the internet, and that in many cases it is possible to adapt a switch to enable better usage of various software programs for a student. It was enlightening to find out how we can better adapt our kids with disabilities by just making something as simple as a switch to help them gain access to all the learning programs on the computer. Some of the more interesting switches that I thought might help our kids in school were the tapping type with bright colors, since a few of our kids have a disability that constricts their movement. I also liked all the designs and colors, and something as simple as a color-coded screen to help with reading.

I have had the experience of working in a school hospital, where my visually impaired students could go to school and receive their therapies at the same time. Although it was a while ago, I had a bit of experience with simple switches. But this morning really brought it back to me. Sometimes the smallest thing can make a huge difference. I especially was intrigued by the sip and puff technology and the tongue switiches. Even if you only have the slightest muscular ability, you can still have some control of your world. The home made toys really interested me too. I enjoyed the video this morning and thought that it was well done, for kids and adults. I would not hesitate to use it in a workshop or classroom. Seeing people with disablities using the devices brings home the very definition of assistive devices: with the use of the technology, they were able to drive, go to college and work in a field of their choice. Marvin's presentation brought this point home, by bringing out the point that one needs not be officially identified to potentially benefit from assistive technology.

Regina -- The presentation on switches today was a nice refresher for me of all of the different types of switches there are. Because of the population I teach, I work with switches daily. In my classrom they are used to control the computer, toys, bubbles, scissors, lights and spinners for board games as well as for communication. It is amazing all of the things you can do with a switch if you have an adaptor and an imagination. While I had heard of most of the switches before the ones I use the most are the jellybean, big red, spec, one-step, big mac, and step-by-step. I had never seen the tongue switch before, and I think it is a great idea and probably very useful as another option to people with very limited movement. The other switches I had not seen before were the soccer ball, cow, and people switches. While I thought these were really cute, I would not buy one for my classroom. If I had a child who wanted to personalize their switch, I would prefer to buy the plastic covers for the jellybean and big red switches and help the student to personalize the switch themselves by using personal pictures, paint, or textures. This way I know the quality of the switch itself is good and the cover can be switched and re-decorated if the student outgrows the current design instead of having to buy a new switch.

Leah-Question #6 There are many factors to consider when choosing an appropriate ACC device. In class we learned that there are various ways to communicate. Some of the ways are through speech, gestures, symbols, letterboards, sign language, and a voice output communication aid. These ways of communication are not for everyone. An ACC device needs to work for the individual. One popular way of communication for an individual with autism is through the pciture exchange communication system or PECS. PECS is usually used for children who are non-verbal or have a difficult time initating communication. When choosing the pictures and texts for the individual, keep in mind the individual's vocabulary, environment, and abilities. Sign Language is another way of communicating, though it limits who you can talk to because of the general lack of sign language knowledge. When using sign language, the individual needs to have strengths in fine motor control as well as cognitive abilities. One of the most popular communicate aides is a voice output communication aide. This device is easy to understand for the communicator as well as the receiver and for interactions with other people. This device also helps with understanding the concept of cause and effect. Always keep in mind, that alternative communication devices, need to work for the individual and not for a particular program.

I think that there are many factors in selecting ACC devices for children. The family will play a big role in making sure the device comes to school, is charged up, know how to operate it etc. It seems silly to me that some districts might purchase a tool for a student but require it to be returned for the summer. Other considerations would be durability, especially if the student is likely to damage the device, throw it, etc. The complexity and learning curve of the device obviously also needs to be matched to the student. I would think that PECS would be the best place to start with a young student to develop the word/symbol association and comfort in using it. A more sophisticated system would likely follow. However, I could see an adult who suddenly loses their ability to communicate being matched with a more technical device right away. No matter the situation, not being able to make yourself understood must be very frustrating and the quickest clearest means of doing so would be most valuable.

Question #6:-Deborah I think it is very important when choosing an AAC device for a student that has a verbal communication weakness that you actually know what ability level he or she is working at. If the student has a very basic understanding of a certain academic area then the AAC device will have to fit that ability level. If AAC is too sophisticated then the student will experience unnecessary frustration. In addition, if the device is too basic that will not help the student grow in that particular area. Once again, it goes back to our field the importance of individuality. This concept continues on in the field of AAC. Also, an important fact to remember that we talked about with other topics is the fact that the device does not always have to be the highest tech device to be effective. We should start on the low end and work our way up to the higher tech items. I thought the board exercise today was very helpful in understanding the topic of AAG. Once again, it was not an area that I was really familiar with and being able to have the “hands on” practice with making our own board really help me to understand the topic. I think the key to AAC is getting to know our students and their needs in order to best be able to pick any type of device to assist them with academic or life skills.

Regina - When choosing an AAC device I think the most important thing is to base it on the individual, his/her needs. If the student is lower functioning, she might want to start with simple switches to gain cause and effect. A more advanced student or an adult who has lost communicative function can often move directly to a dynamic display device because they already have the knowledge of communication and simple need a new communicative form. Often children with autism are started on the PECS system, because it teaches them to gain the attention of the person they are trying to communicate with and the social peice of communication. Once a child has mastered the PECS method, staff and families should look into moving for a more efficient device if possible. If a VOCA has been chosen, the same precautions should be taken when choosing which one to use should be taken as is taken when choosing switches. There are many different devices, in many different shapes and colors, and you should look for the one that is best for the child.

Rachel- I think the most important factors to consider when selecting an AAC device is will this help the student be understood universally? One must take into account the studnet's cognitive and motor ability. While VOCAs are great, this type of device may be too high for a student who has not yet been taught an alternate way of communicating. If the student is aggressive, a VOCA can be broken, which then takes a long time to fix and depending upon the warranty may not be covered. The parents, teacher, and therapist should all agree upon the type of AAC as well. It is also the AAC device be portable for the student. The purpose is for the student to become independent with communicating, so if the device is too bulky and heavy, the student may need assistance carrying it which defeats the idea of promoting their independence. Also, if students get a device, we want that device to go with them everywhere home, school, and community. If a device is gotten through the school, sometimes students cannot take it home, so their "voice" stops when the school day is over.

Leah-Question 7 Accessibility is very important in websites for individuals with and without disabilities. Accessibility relates to usability. Web pages that are accessible allow the user to learn, have effectiveness with the program, efficency with the program, and feel satisfied with their work. About 15-30% of our population, has individuals with disabilities. These disabilities can be incapabilities in cognitive, motor, auditory, or visual development. Individuals have motivation to use technology if a website is accessible. Web accessibility is not only important concerning an individual's motivation, but accessibility is a legal mandate according to Section 508. The website must be perceivable, operable, understandable, and robust to be considered accessible. Web accessibility allows to individual to have the ability to learn and feel motivated when using the web. I use the Internet Explorer on a daily basis, this is a website that is very accessible. The Internet Explorer is perceivable in its' ability to change the text, is available to all senses, and is operable. Microsoft is also another accessible tool that I use daily. I was amazed at all the features Microsoft has under the control panel, making it more accessible. For example, the speech and curser options. I enjoy using the Internet Explorer, motivating me to search other areas of the web.

Web accessibility is very important because without it it excludes part of the population. Whether the targeted group has cognitive, motor, auditory, visual, or seizure problems it is essential that they have the ability to access the same web material that is available to everyone else. I tested several of the websites that I visit regularly with T.A.W. web accessibility test. They all showed several flags, over a hundred each. Websites that were not very accessible were foodnetwork.com, msn.com, and weather.com. I was even looking on a website that was describing services for people with disabilities and it didn't have the text behind the pictures. The video we watched in class listed three reasons to create accessible websites. Reasons given were because it's the right thing to do because everyone should be able to participate on the web. Another was because it's economically smart, if you start off your website to be accessible it will avoid changes later on and be compatible with emerging technology. Also, if you're selling a product online you won't want to lose money and exclude access to people with disabilities. The third reason was because it is the law. Web designers can be sued for not creating accessible sites. I found a service that will access your website and give you feedback on what changes would need to be made to your site, it is http://www.cornishwebservices.co.uk/pages/accessibility.shtml.

Linda - Question 7- Web accessibility is important to people with disabilities in order for them to have the same access as people without a disability. When designing a web, the designer needs to keep in mind all end-users needs. Those people with cognitive, motor, auditory, visual and seizure disabilities are primarily the audience we need to address when designing a web. Web designers need to write alternative programs or codes that make the program accessible for the disabled audience. For example, an auditory impaired individual might get by with understanding what to do with a caption or drawing instead of sound. Screen readers are also great tools to help with accessing programs. There are also built-in options available in programs such as Windows XP or Apple OS that can interface with many programs to help someone for example with visual impairment. We need to keep in mind that designing a web for access to all is considered the right thing to do. You never know who your end-user might be, and that can make all the difference for example if you own a business and sell products on the web. For more information, if you are considering designing your web, you can access http://www.dcp.ucla.edu/resources/accessibility.htm.

Question 7: Deborah Accessibility in websites is very important first and foremost because it is now the law. If a company wants the population to be able to use their website and as resource or source of knowledge then the website has to be accessible by all. Anyone regardless of his or her ability level should be able to use every website to gain knowledge. Website accessibility comes into play with our student population due to the fact that many students are now using the internet for school research. If a student is disabled (ex. Blind), the website will have to be accessible so that the student is still able to gain the appropriate information from the site. Avoiding pop-up screens would be a good thing for companies to do since they are hard for certain populations to understand. It would good practice for web designers to look at all the pages of a website from a person with low vision or hard of hearing and see if he or she is able to get the same information that a nondisabled person is able to receive.

I liked in the video when the woman said the three reasons to make accessible websites and the first reason was it is the right thing to do. Make the right ethical choice. Allow everyone the same opportunities. That is what we should be striving to achieve. It is the smart thing to do because many people can log on and even take graduate level courses if the right websites are accessible to them.

Rachel- For starters, accessibility is important in web pages because it's the law. Everyone, regardless of disability shoudl be able to access them. I tried seeing if some of the webpages i routinely visit were accessible through "wave" and none of them were. I was surprised to see that a news site had 6 errors. I think it may be difficult to make websites completly error free because they are being created by a person who probably does not have a disability. Going over the various types of disabilities in classs today and what websites would need to be accessible to these individuals made me realize this is not an easy process. I did not realize pictures on website should have text behind it when the mouse clicks over it. I really liked that there were sites one could go to see if webpages are accessible. If there are errors on a page, the website will tell you exactly what is wrong so it can be fixed. The autism speacks website has no accesibility errors according to "Wave". http://www.autismspeaks.org/?gclid=COe0nvz-wpQCFQSwFQod9lrlGg

Regina - Accessibility is important to consider when making web pages because it will make the website more effective, efficient and satisfying for everyone, regardless of ability. We learned in class today that 15-30% of people have a functional limitation, accessibility needs to be built into websites because other AT devices will not be able to help with all web access problems. If people cannot access the website properly, the information they are trying to obtain is not getting through, making the person more dependent on others to get the information and the website useless. Some considerations to consider when creating a website are: consistent navigation, keyboard short-cuts, text equivalents, site maps, audio descriptions and warnings when flashing will occur. I used Wave to check the accessibility of websites that I use to check email, search the web, and pay bills. I found that Yahoo, AOL and Google all had less than 3 errors with google having only 1...pretty good. Geico came back with 5 errors and ING had 12. Then I found that Chase had 21 errors and Capital One came back with 27! I think these big companies should be help more accountable for their websites and look into revising their pages.

Leah-Question # 8 Funding issues are very important when considering an AT device. There are many agencies and organizations out there, federal, private, and non-profit, that provide AT devices to individuals in need. AT devices are essential in preventing injury, for communication purposes, decreases dependence on other services, safety, mental health, and AT devices could be reccommended by professionals such as an OT, PT, or speech therapist. AT devices are essenital for various individuals, but the expense as shown on various websites and in catalogs can be a burden. Federal laws such as IDEA, Section 508, and FAPE require that individuals with disabilities have the need for an AT device be stated in the IEP. Inidividuals could use private insurance for when purchasing wheelchairs. Non-profit organizations such as Easter Seals could help provide AT devices to those individuals in need. Always look into resources out there when considering an AT device. There are many options on the web. Always keep in mind, alternative techniques for AT devices such as highlighted text, peer assistance, and visual aids.

Deborah -Question #8 I think funding issues are probably a very big topic in the world of AT. I think just like many topics in today's society, it seems to always come down to cost. I think that it is important to remember that school districts are obligated to pay for things that are listed in a person's IEP. Parents should educate themselves are what the school is responsible for and what they may be responsible for. There are many different disabilites such as vision disorder, communication issues and other disorders that can benefit from AT devices. It is important to remember that laws such as ADA, IDEA and Section 508 protect students and people with disabilties and therefore I don't believe money should be an issue for allowing a student to have an AT device that he or she needs to succeed. There are many other organizations out there such as DATI, Easter Seals that make sure an individual has the resources he or she needs for their family. I thought it is great that U of D has an AT room that students can access in order to help with any disabilty they have. It makes me thinkg that this university really cares about its students and them doing well and learning all they can. I was surprised that the question about cost of paper the answer was no. I thought the students would have to pay for the more expensive paper. Glad to hear differently.!

Linda - Questions 8 Funding is a big issue when it comes to making decisions about assistive technology. In order to gain access to ample AT for an individual with learning disabilities, there is often paperwork and forms that one needs to fill out with the correct script and/or diagnosis written. For example, if a student needs a special wheelchair and or additional equipment per his IEP, the school should be able to provide it with no additional cost to the parents due to state funding. But if his IEP is not written specific to his exact needs, then the school may not have to oblige, which could make it a difficult process for his acquiring that equipment. It is so important then, to make sure the process involved in getting funding for AT, is handled properly and that one addresses all resources or funding sources in order to acquire the necessary AT. People with disabilities need to be diligent and well informed about the AT funding process, and to make sure that if on the first try they are unsuccessful with acquiring funding, they can try again by making sure they have contacted the proper state and/or government office affiliated with access to funding AT. For more info please read [|http://www.abledata.com.]

Rachel- Funding is a huge and highly debatable issue when it comes to AT. If a student has it written in their IEP that they need AT it must be provided by the school district. However, it gets sticky when parents want their student to have a device, such as an AAC, and the IEP team disagrees with the parent. For instance, in my program most of our students use PECS, and once proficient an AAC device is then considered. However, some parents want to jump ahead to the device while the IEP team feels it is important for the student to master PECS because this system is low tech, easily made and focuses on initiating conversation. When this is the case, parents tend to use their private insurance to get a device. Even then, some private insurances will not cover it. Parents must use specific wording when making their request. Also, some funding sources only allow one purchase of a device in the individual's lifetime. If this is the case, one might not want to get a 7 year old student a device because that same device might not be appropriate for the rest of the student's life. Furthermore, technology and people change. What was effective for the student 10 years ago might not be now. Lastyly, parents need to do their research to find out about these various sources of funding. Oftentimes, there are parents who have no idea what to do because there is no one to explain this process to them.

Regina -- Funding, unfortunately is often one of the bigger guiding factors when choosing AT devices. While it is the law that if something is written on the IEP it needs to be supplied for the student this is often easier said than done. Getting funding for AT, whether it is part of the IEP or not is like playing a game with the insurance agency. The team needs to make sure they are choosing the right piece of equipment at the right time before they even start to fill out the paperwork. Some equipment has time frames set for when a new one gets ordered and others can only be ordered once in a lifetime. Once the equipment is chosen, the process is then focused on filling paperwork out properly. One little mistake can cause the application to be denied and the process to begin again. I would recommend borrowing a piece of equipment from somewhere like DATI before beginning the process at all, so you know the AT device will work for the student.

Leah-Question 9 The environment, the student, and the AT device are all important features when the team deciedes on a particular AT for a particular individual. One important feature to consider is the student. The team needs to collaborate on the question, "Does the student have the abilities and interests to try new skills"? A student will not operate a particular AT device, unless motivated. Motivation is the key to success in properly and efficently using an AT device. The environment is also of great importance when having an AT device for an individual. Think of the classroom, is the classroom properly equipped and set up for having an AT device? Also think about the training. Does the teacher or educator have the specific skills in order to train the individual in using the AT device? I believe these are neccessities in the decision making of an AT device. The student, the environment, and the educator all work hand in hand in successfully using an AT device. Collaboration is the key in having a device and using it to the best of its advantage for the individual within the least restrictive environment.

Rachel- There are three things IEP teams must take into account when considering AT for students, the learner, their environment, and the devices. We must take into account teh students preferences and needs. IF the student does not like the device they won't use it. We also must consider the various environments where students will use the device, home, community, school. If students are older, they amy switch classes and have different tecahers. All teachers need to understand how to use the device and be accepting of its use. Finally, there are many possible devices avilabile. If the student is aggresive, one would not want a device that will break easily. It is also important to research the manufacturer. Thus, eventhough there may be a device that is newer, it does not mean it is best for your student. Many times I hear districts don't have enough money to purchase AT devices. However, after this class i understand this is not a valid excuse. IDEA provides funds for this and there are other organizations that can help out with teh funding. Also, I think many teachers do not know what AT is and thsoe that do may not know of the variety of options. I would like individual schools to do a better job of educating it's staff about AT. Unfortuantely, teachers only become aware of AT when their students are struggling.

Deborah-Question 9 I think one of the things I learned about AT decision making strategies is that it should be done on a team basis. Everyone who knows the student should be involved in helping to make the right decision for him or her. The parents, teacher and IEP team and any other professionals that can add input into what AT device would be best for a student should do so. In addition, I think it is important to try out a number of different devices before choosing one for a student. Sometimes a decision is made too quickly and then money is spent on a device that is not the best choice for the student. If I learned one thing about AT devices it is every student is different and therefore not every AT device will work for all students. Just as our instruction is individualized our AT decision making skills should also be individualized based on the needs of our student. Remembering to try out different devices and get reviews from people that have used a device will be helpful when trying to implement a certain device for your school and for your students.

The most important thing in choosing an AT device for a student is the student him/herself! The student's needs, abilities and desires are such an important piece. The team really needs to make a thorough assessment that includes everyone who will be using or accessing the technology. Even though a middle school student might benefit from a particular piece of technology, it won't be used if the student doesn't like it or of it makes them feel stigmatized. Trial periods and loan programs should be accessed so that the devices can be tried out in all the student's environments. Another important aspect of the process is exploring all possible avenues of funding. Quality products that will endure are not inexpensive, but that should not prevent people from trying to obtain needed equipment. There are options beyond IDEA, including personal insurance, advice from DATI and private funding from community service groups.

Linda - Question #9 It is important to assess the child’s strengths and needs when it comes to evaluating how the child will benefit from the use and purchase of assistive technology. Will the child be able to adapt to the equipment as well as continue to use it, and does the child enjoy and feel motivated to use it are two questions that should be part of the assessment for purchasing AT equipment. Also, will it enhance the child’s cognitive ability is another factor to consider. Sometimes we place too much value on the great features or “bells and whistles” of what a particular piece of AT can offer, and tend to lose focus on the child’s whole needs when it comes to evaluating AT. We need to be vigilant when evaluating AT, and take the time to assess what will really work best for the child and his environment. The decision to purchase AT is often a big decision for a child’s needs, so it’s not a bad idea to test an item before we make a purchase, and try and find out if the AT is motivating the child, or is it a hindrance. Asking the child if he or she likes the AT equipment can also be a decision factor, since it is costly at times, and acquiring the equipment can often be a time-laden process. Taking the time to evaluate the child’s needs via the IEP, and discussing the needs for the child with his teachers and the whole IEP team, can also help the decision making process on the purchase of AT equipment. Decision making for AT equipment is a big responsibility, and communication is a key factor with all parties, especially the teachers, IEP team, parents and of course, the child. The following site offers more detail on addressing needs for the decision making process of AT http://www.askaspecialist.ca.gov/articles/decision.htm

Regina - Making decisions about a child's AT is one of the most important decisions the child's IEP team will have to make. I think that most often decisions are made based on the type of AT the staff already knows how to use instead of what is best for the child. The first thing I want to take back to my school is that we need to access the student. An official evaluation needs to take place of the children's cognitive, language and motor skills. Many times we pair complex devices with children who cannot cognitively handle the device and simple devices for children who are higher cognitively. The next thing I want to take back is that after we access the child we need to take data on the things that we try. Once we know the needs of the children then we can begin to try different devices with the children, and when a device is found to work, we need to try it in different settings. After this we should be meeting again to and discuss the device before adding it to the IEP. I think the biggest concern for my building when it comes to choosing devices is the amount of time it takes. Some children have a device chosen for them too soon, while others can leave the program without a decision ever being made. If the process of assessment and trials was tightened up, I think the time concerns will follow.