Texas Focus 2008
Providing Access to a World of Learning:
Access to the General Education Curriculum For Students Who Are Visually Impaired
June 16-18, 2008
Austin, Texas
Tuesday Session:
What is an AT Evaluation Anyway? Protocol with Teaching Resources for the Visually Impaired
Time: 3:00-4:30 PM
Speakers: Debra Leff, TVI, Region 13 ESC and Pat van Geem, TVI, Outreach Technology Consultant, TSBVI
Special Thanks to Cecelia Robinson, ESC 4 for handout preparation.
Assistive Technology Assessment
Debra Leff, Education Specialist , ESC-13
Patrick Van Geem, TVI/AT Consultant, TSBVI
Student Information
(WATI Assistive Technology Consideration Guide-Form 1)
- Current tasks
- Skill/performance levels
- Strategies/Accommodations
- AT used currently
- New AT to be tried
Student Interview
Assistive Technology Evaluation Protocol (Interviews pdf)
- Types of accommodations/equipment
- Difficult visual assignments
- Suggestions for accessing tasks
- Describe visual impairment
Classroom Teacher Interview
(Assistive Technology Evaluation Protocol-Classroom Teacher Interview (Interviews pdf)
- Types and Extent of Assignments
- Reading
- Writing
- Math
- Use of reference material
5. Use of computer
- Accommodations used currently
- Technology currently used.
- Is AT listed in his/her IEP?
- Does the AT list meet his/her needs
- Does the student demonstrate:
-problem-solving skills
-self-advocacy skills
Parent Interview
(Assistive Technology Evaluation Protocol-Classroom Teacher (Interview pdf)
Computer available at home
- Use touch typing
- Computer activities at home
- Computer adjustments
- List of vision devices used at home
Student Observation
- Activity/Lesson Observed
- Is the student actively participating in the activity?
- List behaviors which indicate active participation?
- What adaptations/modifications/technology are currently used?
- Do the above currently meet the needs of the student?
Student Information (from professional sources)
(Assistive Technology Evaluation Protocol pdf)
- Functional Vision Evaluation And Learning Media Assessment
- Low Vision Evaluation (from Optometrist)
- Observation, FIE Information. Audiological Reports, Other Reports
- & M Evaluation
- OHI, Speech, Behavior
Student Protocol
((Assistive Technology Evaluation Protocol pdf)
Decide which categories to focus on based on the Consideration Guide
- Reading/Math
- Learning/Studying
- Computer Access
- Composing Written Material
Skill Sets
Use this skill area to develop activities for your assessment
(Example from the Evals from TSBVI Curriculum Department)
Pre-Test/Post-Test
(Page from the Evals book-Form 7)
- Activity 1 (Orientation-BrailleNote example)
- Activity 2 (Navigation-BrailleNote example)
Objective for Activity 1: Orientation of Parts of the BrailleNote
After the teacher showing features of a Braille PDA notetaker*, the student will independently identify and explain the functions of 5 out of 6 parts of the device.
- Antecedent: After teacher showing features of a Braille PDA notetaker
- Behavior: Independently identify and explain
- Criteria: 5 out of 6
Data Collection for Activity 1: Orientation of Parts of the BrailleNote
(Criteria: 5 out of 6 parts)
Documenting Independent Action for Skills (BrailleNote example from Evals book):
1. Keyboarding Layout
2. Previous Thumb Key
3. Back Thumb Key
4. Advance Thumb Key
5. Next Thumb Key
6. Touch Cursor
Objective for Activity 2: Navigation of Parts of the BrailleNote
After some demonstration on how to use a Braille PDA note taker*, the student will independently press 3 out 5 key combinations in order to navigate through the menu structure.
- Antecedent: After some demonstration on how to use a Braille PDA notetaker.
- Behavior: Independently press
- Criteria: 3 out of 5
Data Collection for Activity 2
(Criteria: 3 out 5 key combinations)
Documenting Independent Action for Skills (BrailleNote example from Evals book):
- Opens main menu (ENTER+full cell)
- Moves forward in menus with space bar
- Moves backward in menus with backspace
- Moves through menus using initial letter of menu choices
- Exits current option (SPACE+E or Z)
Scripted Activities/Procedures
•CCTV
•Computer Access: Screen Magnification Software
•Computer Access: Speech
•Computer Access: Tactile
•Portable Electronic Notetakers
Resources for Assistive Technology Assessment
Look at skill area guides, tutorials, and quick starts for ideas on how to
setup AT assessment activities. Below are some examples.
TSBVI VI Assessment:
Tech Related Links:
Writing Objectives for Victor Players:
Kurzweil 1000 Tutorial:
PacMate Teacher Guides:
Other Things to Observe
- Motivation/Interest Level
- Anxiety Level
- Handling of the Device
- Ease of Use
Assistive Technology Evaluation Protocol
Student Interview
1. What types of accommodations/equipment do you use in your classes?
______
______
2. Are there some assignments that are difficult for you due to your vision needs?
______
______
3. Do you have any suggestions that might help you access you assignments?
______
______
______
Signature/Date
Assistive Technology Evaluation Protocol
Parent Interview
Your name:______
Child's name: ______
Date:______
1. Does your child currently have access to a computer at home?
______yes ______no
If yes, what type:______
Does he/she use touch typing?
______
What kind of activities does he/she do?
______
______
Does your child change the computer in any way in order to use it?
______
Comments:______
1. Please list any leisure activities/hobbies that your child does at home.
______
______
Assistive Technology Evaluation Protocol
Classroom Teacher Interview(page 1 and 2)
Teacher: ______
Subject:______
Date:______
Think about how ______accesses the general education curriculum.
1. List the types of assignments that your students are currently doing across the areas listing below.
Reading: ______
Writing: ______
Math: ______
Use of reference materials: ______
Use of computer: ______
2. What accommodations are currently being used with this student?
______
______
Assistive Technology Evaluation Protocol
Classroom Teacher Interview(page 2 and 2)
3. Is the student using the technology listed in his IEP?
______
______
______
4. Do the above seem to meet the needs of the student?
______
______
______
5. Does the student demonstrate:
______problem-solving skills
______self-advocacy skills
Comments:
______
______
Assistive Technology Evaluation Protocol
for Students with Visual Impairments
Student name: ______
Evaluator name: ______Date:______
Information Gathering:
1. Functional Vision/Learning Media
Student reads in ___ print ___ braille ___ both
Student reads ___ point size at distance at speed of___ WPM
___ with optical device, specify: ______
Student reads ___ point size at ___ distance at speed of___ wpm
___ without optical device
Reading duration: ______
2. Low Vision Evaluation/Devices (LV Devices are AT)
Prescribed devices for distance viewing: _____
Are these used: ___ yes ___ no
If not, why not? ______
Prescribed devices for near viewing: __
Are these used: ___ yes ___ no
If not, why not? ______
3. Listening Skills
Does the student have a hearing impairment? ___ yes___ no
Listening comprehension level ______
_____student demonstrates comprehension by answering simple
_____questions and relating details read to him/her.
_____student is able to paraphrase information presented orally
_____student is able to take dictation
4. Orientation and Mobility Skills
Does the student have any orientation difficulties
which may impact their ability to use equipment? ___ yes___ no
If yes, please describe: ______
5. Please add any other relevant information about the student:
Reading/Math
Low Vision Devices/Modifications:
Video Magnification (formerly called CCTV):
Size and Distance:
___ inch graphic ___ inch text
on a ___ inch monitor at approximately ___ inches
Color Preference:
___ dark on light ___ light on dark
For color monitor- Foreground/background preference
______
Monitor Placement:
___ in line ___ side by side
Tracking:
___ read sentence ___ read paragraph
The student is able to:
___ adjust size of image
___ focus image
___ use X/Y table with help of teacher
___ track material using hand-held camera
___ write name and short sentence legibly on writing paper
___ read ___ wpm orally when X/Y table is adjusted by teacher
Read ___ minutes before showing signs of fatigue
Additional Considerations:
___ need for portability
___ need for distance viewing
___ need for support due to motor challenges
Comments:______
Non-Optical:
___ student reads materials produced with pen or pencil on paper
___ student prefers:___ incandescent lighting ___ fluorescent lighting ___ window lighting
___ student experiences glare from: ___ overhead lighting
___ window lighting
___ student prefers minimum lighting
___ student prefers to have materials placed on a reading stand or copy holder
Comments:
______
Scan and Read Systems:
___ student shows ability to scan, review, and manipulate documents
___ student has a need for auditory access to large amounts of print material
Comments:
______
Learning/Studying
Manual Notetaking:
___ ability to read other's handwritten notes
___ ability to read own handwritten notes
___ student uses the slate/stylus to emboss ___ wpm from dictation/copy
___ student uses the braille writer to emboss ___ wpm from dictation/copy
Tape Recorder/CD Playback Device:
student is able to: ___ play ___ pause ___ rewind ___ FF
___ student is able to understand compressed speech
___ student is able to use variable pitch and speed controls
___ student uses index button/bookmark for referent
Calculator:
___ large display
___ standard
___ scientific
___ graphing
___ talking calculator
___ standard
___ scientific
___ graphing (software)
____student is able to manipulate keys
____student is able to perform basic functions
____with _____without instruction
Comments:______
Dictionary:
______on-line
______large type
______talking
Math Aids:
______abacus
______adapted counting device
Computer Access
Keyboarding:
___ student can use a standard keyboard without adaptation
___ student demonstrates keyboard awareness
___ student is able to type while looking at keys
___ student can touch type
___ student types at ___ wpm
___ student is not able to use a standard keyboard (request
support from AT team)
___ student is able to execute keyboard shortcuts with instruction
Visual Access:
When accessing the computer with built-in enhancements, the student can:
___ read menus and other system text on a ___ inch monitor at ___ inches.
___ read ___ point print
__Arial ___Antique Olive __Tahoma __Verdana
__Other, please indicate: ______
at ___ inches
in ___ plain ___bold text
Student is able to see information on the standard computer monitor with:
___ monitor at ___ inches
___ screen enhancements provided with operating system
___ video display magnifier
When accessing the computer using screen magnification software, the student
can: ___ read 12 point print enlarged to:
___ x magnification at a distance of___ inches
___ student expresses a preference for:
___ dark on light ___ light on dark
___ locate and select menu items, buttons and icons with the
mouse/pointing device enlarged to ___ and in ___ color
___ navigate around the magnified image
___ with mouse pointer and maintain orientation
___ with keyboard commands
___ express a viewing mode preference (full, partial)
Name of software:______
Comments:
______
Speech Access:
Name of software:
_____student is able to understand speech output
_____student can execute basic navigation commands with
instruction
For the student with low vision:
___ student benefits from use of speech for editing and reviewing
Comments:______
Tactile Access:
___ student is able to read text on a refreshable braille display
___ student can execute basic navigation commands with
instruction
In what way does the Braille display help support access to curricular needs:
______
Comments:______
Composing Written Material
Portable Electronic Notetakers:
___ student prefers qwerty keyboard
___ student prefers braille keyboard
___ student is able to follow basic navigation commands for
opening, writing and reviewing a file
Comments:______
Assistive Technology Evaluation Procedures
Procedures for Computer Access: Tactile
1. Prepare short reading samples of high interest to the student.
2. Set speech parameters along with the student (e.g. keyboard voice, reading voice, rate and pitch).
3. Show student basic navigation commands (read all text, read word by word, move to beginning of file, to end of file).
Note student's ability to:
- touch type
- follow and manipulate braille display
- remember navigation commands when using braille display
Procedures for Portable Electronic Notetakers
1. Teach student basics of keyboard layout. Note preferences for QWERTY or braille keyboard.
2. Demonstrate speech settings (if applicable). Note preferred settings.
3. Open a word processing file. Have student enter a few lines of text in the file.
4. Demonstrate basic commands for navigating in the file (move to top of file, end of file, move forward and backward in file, read entire file). Note student's ability to:
- follow the commands
- learn the commands
- understand how the device works
Procedures for CCTV
1. Do an Independent Reading Inventory (IRI) or use data from the Learning Media assessment. Note student's reading rate and duration. Include information about regular print, large print, and/or magnified print.
2. Repeat above procedure using the CCTV. VI teacher will manipulate the controls on the CCTV to maximize optimum conditions for the student. Make note on checklist of:
- image size,
- foreground/background color
- viewing distance
- screen size
- visual tracking
- reading rate and duration
3. Allow the student to:
- adjust image size
- focus image
- use X/Y table
- write his/her name and a few short sentences
- read the sentence that he/she wrote
4. Use the data gathered it steps 1, 2, and 3 to decide on appropriateness of the CCTV. Also, consider issues related to space and mobility of CCTV. Try different types of activities on the CCTV. This tool may be appropriate for some tasks and not others.
Procedures for Computer Access:
Screen Magnification Software
- Determine if student can use standard computer monitor with: enlarged fonts, enlarged cursor, monitor modifications (flexible stand, placement of monitor) and screen enhancements provided with computer system. If student is unable to use any of the above, then continue procedures.
- Prepare short reading samples of high interest to the student and use the screen magnification software to show the student how to access them. Note whether or not student can navigate around the magnified image with the mouse and maintain orientation when navigating. Identify preferences for:
- monitor placement
- font
- point
- foreground/background colors
- viewing distance
- viewing mode (full vs. partial screen)
3. Note keyboarding skills:
- keyboard awareness
- touch typing
- rate
Procedures for Computer Access: Speech
- Prepare short reading samples of high interest to the student.
- Set speech parameters along with the student (e.g. keyboard voice, reading voice, rate and pitch).
- Show student basic navigation commands (read all text, read word by word, move to beginning of file, to end of file). Note student's ability to:
- touch type
- understand speech
- remember navigation commands
4. Demonstrate keyboard shortcuts for opening, saving and printing a file. Note student's ability to:
- remember sequence of commands
Merging an Assistive Technology Protocol with
Teaching Materials for the Visually Impaired
Instructional Resources and Tutorials
Accessibility
Apple Accessibility
American Printing House for the Blind: Verbal View of Windows XP
ASSIST (Accessible Step-by-Step Instructions with Speech Technology) with Windows:
California School for the Blind: Technology Curriculum and Quick Reference Guides
Microsoft: Keyboard Shortcut for Windows
support.microsoft.com/default.aspx?scid=support.microsoft.com:80/suport/kb/articles/Q126/4/49.asp&NoWebContent=1
Microsoft Accessibility Tutorials
National Braille Press: Windows XP Explained; A Simple Guide to Word for Kids
Alternative Access
IntelliTools: IntelliBraille
Washington State School for the Blind: Accessible Software Downloads
Braille
Assessment of Braille Literacy Skills (ABLS)
Braille Requisite Skills Inventory: Assessment and Planning Tool
Electronic Braille Writer
Quantum Technology: MountBatten Brailler
SET-BC: MountBatten Braille Writer: Teaching Guide and Lesson Modules, MBPro - A Visual Guide
Electronic Study Aid
Dictionary.com
Free online dictionary for foreign languages
SET-BC: Book Port Student Lessons Resource Book (2005)
Franklin Speaking Dictionaries
TSBVI: IEP Objectives for Using Digital Talking Books
TSBVI: Using Digital Talking Books (DTB) with Students
Embosser
ViewPlus Technologies, Inc.: Tiger Software Suite
ViewPlus Technologies, Inc.: Tiger Software Suite 2.0
Keyboarding
American Printing House for the Blind: Talking Typer for Windows@
De Witt & Associates: PC Talking Typing Tutor
Low Vision and Devices
Low Vision Online: Optical Devices
Low Vision Online: Non-Optical Devices
Program in Low Vision Therapy
Mathematics
Borenson and Associates, Inc.: Hands-On Equations@
Henter Math, LLC: Virtual Pencil
Howbrite Solutions, Inc.: MathLine Concept-Building System
Math Flash
Math Window
Texas Instruments: Graphing Calculators
education.ti.com/educationportal/sites/US/nonProductMulti/training online tutorials.html?bid=3
ViewPlus Technologies, Inc.: Accessible Graphing Calculator
Washington State School for the Blind: Nemeth Code Activities
Note-takers
California School for the Blind: Braille "n Speak Curriculum Guide
California School for the Blind: BrailleNote Curriculum and Quick Reference Guides
Center for Assistive Technology: BrailleNote
Freedom Scientific: PAC Mate Teacher's Guide
Georgia Instructional Materials Center: Braille 'n Speak Scholar Tutorial
SET-BC: Braille Note 32 Resource Package (2003)
TSBVI: Braille Lite Training Material
Washington State School for the Blind: BrailleNote GPS IP3
Organizing
Developing Organizational Skills in Learners with Visual Impairments (2003)
Scan and Read
Kurzweil 3000: SET-BC's Trainer of Trainers Program (2003)
Screen Magnification
Center or Assistive Technology: ZoomText
Screen Review
Center for Assistive Technology: JAWS
Freedom Scientific: Cassette tutorials for JAWS
GW Micro: Window Eyes Audio Tutorial
SET-BC: Screen Readers (JAWS)
SET-BC: JAWS 5.0 with Windows XP Tutorial
Washington State School for the Blind: JAWS Levels Checklist
Freeware
Animated and Special Cursors
Big Cursors for Windows
CursorAnimator
Lens- Magnifying Glass
NONAGS: Calculator - Freeware
Freeware Calculators: Scientific Calculator, Unit Conversion software
Virtual Magnifying Glass
Miscellaneous
APHont
edHelper.com: Build a Handwriting Activity
Learn Keys
Texas School for the Blind and Visually Impaired: VI Goals and Objectives