AleLDUniversalDesign

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This discussion was held on the National Institute for Literacy Learning Disabilities (NIFL-LD) Electronic discussion list in September, 2005

From: RKenyon721@aol.com
Subject: [NIFL-LD:4848] Reminder - Guest Speaker, Dr. Christopher Lee
Date: September 16, 2005 3:45:22 PM EDT
To: nifl-ld@literacy.nifl.gov

Hello all,

This is a gentle reminder about the special event we have planned for next week. Beginning on Monday, September 19th through Friday, September 23rd, Dr. Christopher Lee will be our guest speaker on the topic of Assistive Technology and Learning Disabilities.

For those of you that are not aware of Dr. Christopher M. Lee, he is a nationally known advocate, author, speaker, He has a Ph.D. in Psychology and specializes in the field of learning disabilities and adaptive technology.

In 1992, he published Faking It: A Look into the Mind of a Creative Learner, and in 2001, What About Me? Strategies for Teaching Misunderstood Learners (Portsmouth NH: Heinemann, Boynton and Cook). These books draw on Christopher’s developmental experiences and his challenges attending the University of Georgia (UGA) to help teachers and parents optimize learning disabled students’ performance.

Dr. Lee has published a one of a kind on-line guide, Learning Disabilities and Technology, an Emerging Way to Touch the Future. He has published articles, chapters and several journals, and has been selected to chair many collaborative projects that relate to disability issues.

Christopher is a member of the Heinemann Speakers Bureau for nationwide speaking engagements. He has spoken to numerous groups about topics including self-advocacy, living with learning disabilities and assistive technology for learning disabilities. He has been featured on CNN, National Public Radio and in newspaper articles picked up by the Associated Press. In 2003, The National Rehabilitation Association awarded the W.F. Faulkes Award to Christopher for his contributions to the increase of knowledge in the fields of rehabilitation.

In 2003, Christopher was highlighted in a Microsoft video and publication, Microsoft Accessible Technology for Everyone: (_http://www.microsoft.com/enable/casestudy/videos.aspx_ (http://www.microsoft.com/enable/casestudy/videos.aspx) )

In October 2004, Christopher was recognized by the Atlanta Business Chronicle as one of fifty of Atlanta’s most promising young stars.

He served as Director of Georgia’s Assistive Technology Project: Tools for Life, a project operated under the aegis of the Department of Labor, Division of Rehabilitation Services/Vocational Rehabilitation.

Christopher has served as Executive Director of the Learning Disabilities Association of Georgia and President to both this organization and the Atlanta chapter of the Learning Disabilities Adults of Georgia.

Currently he services as Director of the Alternative Media Access Center (_http://www.amac.uga.edu_ (http://www.amac.uga.edu) ) ) housed at the University of Georgia, Department of Psychology.

I am reprinting an earlier post from Dr. Lee to prepare you for your interaction with him.

"I wanted to write and introduce myself prior to the September 19th assistive technology discussions on the NIF-LD Discussion List. I am Dr. Christopher Lee and like some of you I have a long history working with individuals with learning disabilities and other impairments. I believe that one of the unique perspectives I bring to these discussions is that I am a consumer and a service provider all rolled into one. Having been diagnosed dyslexic in the second grade I have had to find creative ways around, through, and over obstacles involving reading, writing, and memory. Hence assistive technology has become an invaluable part of my life. I have become a strong advocate of implementing assistive technology into the daily lives of individuals with disabilities.

I have to be up front - taking on a written discussion list like this is not easy for me. However, I am committed to assistive technology and believe that I could share some ideas and resources that could be easily implemented into your classroom environments. I want to let everyone know that in order for me to participate in the on-line discussions I will be using several types of adapted tools. These tools include, but are not limited to programs such as Dragon Naturally Speaking and Wynn and Premier Assistive Technology. I will also incorporate strategies that fit my learning profile. Based on the overwhelming amount of good products on the market I will only have time to highlight a few of them that I have seen work in the ABE arena. In addition to using adaptive technology tools I will also funnel my written responses through a wonderful editor named Melissa Garber and she will make sure that my pronouns are correct and that my syntax is in order. This is one area in which AT has not been as beneficial to me and to others with difficulty in these areas.

The focus topics will revolve around Universal Design for Learning (UDL), Adaptive Mainstream Technology (AMT), shareware/freeware, alternative media services and products, and also experience with hands-on assistive technology. I will be incorporating issues of philosophy, funding, training and resources into my responses."

More information about how Dr. Lee plans to begin his role as guest speaker will follow in the next post.

Thank you - and feel free to share this information with anyone not currently subscribed to the NIFL-LD Discussion List.

Rochelle Kenyon
Moderator, NIFL-Learning Disabilities Discussion List
RKenyon721@aol.com

Hello Everyone:

Monday, September 19, 2005 will be Day 1 of the NIFL-LD weeklong assistive technology question and answer segment.

My goal for this week is to send out assistive technology resources primarily in the form of web links. I have designed the topics to be both broad (e.g. UDL) and very specific (e.g. independent pieces of software). Based on the fact that everyone has busy schedules I expect questions on some of the resources I send out to be delayed until time becomes available for you to review the resources. I will respond to your questions and if applicable send them out to the NIF-LD list.

On Friday, Sept. 23, 2005, I will have a special treat. I will be sending out a website link for everyone to download some free products to experiment with in your classroom setting. I realize that feedback may be delayed on these products based on time constraints and class schedules.

Here we go. The following resources are being sent out a few days early so members will have an opportunity to prepare and submit questions on the first day - Monday, Sept. 19th.

Day One: Monday, September 19, 2005

Contents

[edit]

Universal Design for Learning (UDL)

Incorporating Universal Design for Learning (UDL) features into your classroom whether it is in your curriculum or the strategies you use. It is not a straightforward task but with knowledge of current resources and helpful software tools it can be done.

The goal of this session is to offer you some resources to access for future training and support.

Over the last several years there has been a paradigm shift in the field of assistive technology (AT) towards the relatively new term called Universal Design for Learning (UDL). Prior to this shift one of the primary goals for assistive technology providers was to look at the student’s functional limitation and match it with the appropriate AT. Then the student could access the information which would hopefully enhance the learning. Today there is a different philosophical and technical trend toward UDL and AT becoming more about education and less about strictly access.

Relatively early disability legislation focused on architectural barriers; making it possible for individuals with physical and sensory limitation to access buildings and other venues. With the passage of Section 508 of the Rehabilitation Act (LAW 508) a new philosophy emerged in the disability field. Instead of just focusing on architectural barriers the shift has moved to electronic and informational barriers. For individuals with learning disabilities this law has, and will, change lives for the better. With the passage of 508 and other laws individuals with disabilities will one day be able to easily access the same information as everyone else.

The Universal Design for Learning paradigm is about examining the whole design of the environment the students is working in; whether it be using an operating system, accessing a website, or reading a book in alternative format. In other words, not just focusing on tools (assistive technologies).

As service providers and individuals with disabilities we want solutions. Better yet, one tool that offers unlimited and equal access to learning. If that “one tool” dream is ever going to become a reality it will be based on the integration of Universal Design for Learning principles.


Universal Design for Learning System, Classroom Tips & Training Resources WebAim: Is Your Website accessible for a screen reader?

Check out WAVE 3.0 and run your system URL (web address) through WAVE 3.0. This only takes a second and is very cool. _http://www.wave.webaim.org/index.jsp_ (http://www.wave.webaim.org/index.jsp)

Illinois Accessible Web Publishing Wizard for Microsoft Office: Takes your PowerPoint and helps to make it better. This site provides alternatives to built-in web publishing features of Microsoft Office and simplifies creating accessible and standards compliant HTML versions of Microsoft Office documents. _http://cita.disability.uiuc.edu/software/office/index.php_ (http://cita.disability.uiuc.edu/software/office/index.php)

CAST: Founded in 1984 as the Center for Applied Special Technology, CAST has earned international recognition for its development of innovative, technology-based educational resources and strategies based on the principles of Universal Design for Learning (UDL). Check out the Teaching Every Student (TES) section which supports educators in learning about and practicing Universal Design for Learning (UDL). CAST: _http://www.cast.org_ (http://www.cast.org)

TES: _http://www.cast.org/teachingeverystudent_ (http://www.cast.org/teachingeverystudent) The Teaching Every Student (TES) section of the CAST Web site supports educators in learning about and practicing Universal Design for Learning (UDL).

EASI: EASI's mission is to serve as a resource by providing information and guidance in the area of access-to-information technologies by individuals with disabilities. This site stays informed about developments and advancements within the adaptive computer technology field and spreads that information to colleges, universities, K-12 schools, libraries and the workplace. EASI's Home page on the Web is located at: _http://www.easi.cc_ (http://www.easi.cc)

Kentucky UDL Project: This is a link to an article on the NASDSE website detailing the work of Kentucky, New York, California, and Ohio in implementing UDL principles. This article is a dated 2003, but still gives some good UDL Program background. _http://www.nasdse.org/publications/udl.pdf_ (http://www.nasdse.org/publications/udl.pdf)

Books Coming in September, 2005!

The Universally Designed Classroom: Accessible Curriculum and Digital Technologies. Edited by David H. Rose, Anne Meyer, and Chuck Hitchcock. Cambridge, MA: Harvard Education Press, 2005.

Teaching Every Student in the Digital Age: Universal Design for Learning by David H. Rose and Anne Meyer. Alexandria, VA: ASCD, 2002.

Learning to Read in the Computer Age by Anne Meyer and David H. Rose. Cambridge, MA: Brookline Books, 1998.


I look forward to getting your questions beginning on Monday.

Christopher M. Lee, Ph.D., Director
Alternative Media Access Center
331 Milledge Hall
Athens, Georgia 30602-5875

From: djrosen@comcast.net
Subject: [NIFL-LD:4850] Re: Dr. Christopher Lee - Day 1, Sept. 19, 2005
Date: September 19, 2005 11:05:03 AM EDT

Hello Dr. Lee,

Thanks for participating in the forum. Your Day 1 posting has already given us some terrific resources and ideas to think about.

It would be helpful to me if you could briefly explain how UDL differs from Assistive Technology (AT). If I understand Assistive Technology, its focus is accommodations for those who have disabilities, but Universal Design for Learning's focus is creating the learning environment (classroom, computer lab, counseling space, access to print and non-print resources, distance learning options,etc.) so that it meets the needs of the widest range of learners possible, including those who have disabilities. Is that correct? If so, are UDL and AT ever in conflict as goals, or is UDL a larger vision which incorporates AT?

David J. Rosen
djrosen@comcast.net

From: jfletcher@doe.mass.edu
Subject: [NIFL-LD:4851] RE: Dr. Christopher Lee - Day 1, Sept. 19, 2005
Date: September 19, 2005 5:33:35 PM EDT

Dr. Lee,

I am very interested in universal design (UD). UD will change how teachers teach, will benefit many students with and without disabilities, and I believe will "de-stigmatized" persons with physical and hidden disabilities. My question: Are the general principles of UD different from the Universal Design for Learning principles? It is my understanding that UD is a design for all people no matter the ability, because UD is a user-friendly design (tolerance for error) and flexibility.

Thanks, and I am looking forward to your continued discussion on the listserv.

Jackie Fletcher

From: christopherlee@mindspring.com
Subject: [NIFL-LD:4852] Day Two Adaptive mainstream Technology (ATM)
Date: September 20, 2005 10:25:20 AM EDT

[edit]

Adaptive Mainstream Technology (ATM)

While training literacy providers I have noticed that some of the mainstream technology options and products that I mention in my training sessions seem to spark quite a bit of interest and excitement. As a trainer I am always looking for those agenda items that spark the participants. One of the key things to keep in mind when working with a student that struggles in an academic or workplace environment is how to find a way to optimize the access of information. Peter Senge (The Fifth Discipline) asserts that “The rate at which you learn will become the only sustainable competitive advantage you’ll have in your life.”

With this in mind, I have found that the most productive students are the ones that embrace and educate themselves on ways of reducing stress and anxiety through implementing solution-based tools.

There are several companies that have included features that can be useful for literacy students who struggle with organization, writing, and reading. Not to overwhelm everyone, but I have listed a few resources below for you to experiment with at your convenience. These AMT resources are not only helpful for the students you teach, but can also provide some extra support to service providers.

Here are only a few of some of the great resources currently available.


Microsoft Accessibility: http://www.microsoft.com/enable/

If you are not familiar with some of the Microsoft Accessibility features then please take some time to review the Microsoft Accessibility website. The site has done a great job addressing current Microsoft accessibility features. Access to some of these features depends on the operating system you are using. For questions regarding operating systems and accessibility you can go to (http://www.microsoft.com/enable/products/default.aspx).


Some of the most helpful solutions that I have found effective in the classroom are in Microsoft Word. If a student is having difficultly with reading and spelling and is not familiar with Microsoft Word’s auto-correct, auto-text or auto-summarize features you might what to incorporate them into your leaning environments.

Auto-correct and Auto-text in Microsoft Word

http://www.its.niu.edu/its/helpdesk/documentation/autotext.shtml With Auto-correct and Auto-text you can highlight the world in the document and then add it to your dictionary. This wonderful feature keeps the student from repeatedly retyping the word into the dictionary helping to cut down on possible mistakes.

AutoSummarize
http://www.microsoft.com/education/AutoSummarize.mspx


Google Desk Top Search
http://desktop.google.com/about.html

If your students have trouble with origination (especially finding files they saved on a computer) you might want to consider downloading Google’s Desk Top Search. This Beta version from Google will locate a file or image on your desktop which saves time and energy and helps to increase the rate of productivity.

Description from the Google Link:

Google Desktop gives you easy access to information on your computer and from the web. It's a desktop search application that provides full text search over your email, computer files, music, photos, chats and web pages that you've viewed. By making your computer searchable, Google Desktop puts your information easily within your reach and frees you from having to manually organize your files, emails and bookmarks. It makes searching your computer as easy as searching the web with Google


Low Technology Mainstream Tools

If you are looking for large print items (e.g. address books, check books, rulers and calendars), magnifiers, or helpful writing guides then check out Independent Living Aids, Inc. at www.independentliving.com. I would recommend ordering an Independent Living CAN-DO product magazine.

AMT Training/State Resources

To help incorporate some of these and many more AMT ideas into your classroom settings contact your local Technology Act project by visiting the RESNA web site (http://www.resna.org/taproject/at/statecontacts.html).

Christopher

Christopher M. Lee, Ph.D., Director
Alternative Media Access Center
331 Milledge Hall
Athens, Georgia 30602-5875

Phone: 706.542.4589
Fax: 706.583.0001

www.amac.uga.edu

From: christopherlee@mindspring.com
Subject: [NIFL-LD:4853] Day One Response UDL and AT
Date: September 20, 2005 10:28:11 AM EDT

David:

Thanks for the question related to UDL and AT.

Much like everything else there are several interpretations out there on UDL and AT. Universal Design for Learning is a larger vision than AT. Universal Design for Learning incorporates assistive technology. If the environments are not set up to work with the assistive technology (e.g. operating systems and web sites) students with disabilities prevented from accessing information.

The Center for Universal Design at North Carolina State University (CAST) has (I think) one of the best definitions of Universal Design for Learning. CAST’s definition states that UDL is “ …the design of products and environments with the goal that they are usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”

A great book on the subject is Teaching Every Student in a Digital Age: Universal Design for Learning by David H. Rose and Anne Meyer, and you can find information about the book online at (http://www.cast.org/teachingeverystudent/ideas/tes/). The authors break down the components of UDL which involve Origins (architecture, access, and education), Principles, Implementation (role of Neuroscience, role of digital media, and the new role of assistive technology), and Application (goal setting, methods & materials and assessment)

CAST has a few streaming videos for a recent conference that have experts discussing the definitions of Universal Design for Learning and AT.

Assistive Technology commonly refers to "...products, devices or equipment, whether acquired commercially, modified or customized, that are used to maintain, increase or improve the functional capabilities of individuals with disabilities...", according to the definition proposed in the Assistive Technology Act of 1998.

David, I hope this response helps to clarify your questions. Please let me know if you need more of a breakdown.

Christopher

Christopher M. Lee, Ph.D., Director
Alternative Media Access Center
331 Milledge Hall
Athens, Georgia 30602-5875

Phone: 706.542.4589
Fax: 706.583.0001

www.amac.uga.edu

From: christopherlee@mindspring.com
Subject: [NIFL-LD:4854] RE: Dr. Christopher Lee - Day 1, Sept. 19, 2005
Date: September 20, 2005 10:34:43 AM EDT


Hello Jackie,

The point you made yesterday about UD is right on target. UD/Universal Design for Learning, they are usually used interchangeable, will benefit many students with or without disabilities.

From: shellcraig@ix.netcom.com
Subject: [NIFL-LD:4855] Universal Design for Adult Education Textbooks
Date: September 20, 2005 3:32:48 PM EDT

I wish textbook publishers would maybe think about this idea of universal design when they are designing and laying out textbooks for adults. Larger print, and laying things out in ways that would accomodate people with visual spatial difficulties, would not make the textbooks harder to read for those who do not have these difficulties.

Michele Craig
Woodland Adult School

From: atw2@psu.edu
Subject: [NIFL-LD:4856] RE: Universal Design for Adult Education Textbooks
Date: September 20, 2005 3:41:22 PM EDT

Some publishers are thoughtful regarding this issue, especially adult education publishers that are focused on literacy education.

Amy

Amy T. Wilson,
Literacy Specialist

The Institute for the Study of Adult Literacy
The Pennsylvania State University
208 Rackley Building
University Park, PA 16802

814-863-9333 TEL
814-863-6108 FAX

From: christopherlee@mindspring.com
Subject: [NIFL-LD:4857] RE: Universal Design for Adult Education Textbooks
Date: September 20, 2005 4:40:34 PM EDT

Michelle,

I agree with Amy that there some publishers that are thoughtful regarding accommodation their publications. There is a movement with-in the alt text media group to consider the same standards that have been implemented in the k-12 population under IDEA. These standards are referred to as the National Instructional Material Accessibility Standard (NIMAS) - see long link below. Developing standards like NIMAS would help put everyone on the same page regarding guidelines to refer to when providing text book in alternative format. I see it happing -- just wish it was faster!

The High Tech Center Training Unit (HTCTU)of the California Community Colleges have developed an database(AMX)which disability service providers access and share course material in several types of formats (http://www.amxdb.net/) . HTCTT would be a great project for NIFL-LD to collaborate with --

(http://www.afb.org/Section.asp?SectionID=58&TopicID=255&DocumentID=2732)

From: RKenyon721@aol.com
Subject: [NIFL-LD:4858] Day Two Adaptive mainstream Technology (ATM)
Date: September 20, 2005 8:24:53 PM EDT

Christopher,

Our adult education teachers are always looking for free solutions that they can use in their classrooms since money is so tight. What are your recommendations for 'free stuff." Is there a list that you have developed that we can share with teachers?

Thanks,

Rochelle

From: christopherlee@mindspring.com
Subject: [NIFL-LD:4859] Freeware
Date: September 21, 2005 6:22:29 AM EDT

[edit]

Shareware and Freeware Resources

Much can be said for acquiring something for free or sharing resources. Today's topic focuses on shareware and freeware resources. Most of the software and hardware products for adult learners cost money. However, if you're savvy enough, by taking the time to learn about freeware and shareware you can find a lot of software and hardware that can be used in your classroom without breaking the bank.

Freeware as defined by the "free" online encyclopedia Wikpedia (http://en.wikipedia.org/wiki/Main_Page)

Freeware refers to software distributed at no charge. Freeware source codes may or may not be published, and permission to distribute modified versions may or may not be granted.

Check out the following Freeware and you won't be disappointed. Keep in mind that some of the sites below focus on K-12 settings. I have found and heard that parts of each of the sites can be useful for the ABE settings.

So much stuff - so little time

Free Text Readers

  • Acrobat Reader, a free text reader for the Mac or PC.
  • Microsoft? Reader, a free text reader for the PC.
  • ReadPlease 2003 (Win only).
  • Tex-Edit Plus 4.5.1, a free text reader now shipping with Mac OSX 10.3.2.

The following programs convert E-text into synthetic speech (audio) and save it in MP3 format:

  • TextAloud.
  • TextToAudio.
  • ReadPlease Reading Bar.

Scanning Books

How to Effectively Scan a Book http://www.esight.org/View.cfm?x=773&ov_id=-1 from Kelly Pierce, Adaptive Technology Specialist at eSight Careers Network http://www.esight.org offers a clear, accurate and easy-to-read recipe for each part of the digitizing process. Kelly offers useful and time-saving suggestions for maximizing the accuracy and usability of digital text scanned from a print source. She separates the procedure into three distinct stages - scanning, processing, and correcting - and provides tips & tricks for ensuring success in each stage of the procedure.

Free Images

Some of the sites listed also include links to services that offer images at a low cost.

Freeimages carries over 2500 stock photo images in a variety of categories. All are free.

  • Yahoo Picture Gallery.
  • Google Image Search.
  • Fee for Use Images
  • Stock Photo Agencies. Prices for downloading images vary according to intended use. See the details on each site for up-to-date cost information.
  • Corbis is a popular stock photo resource.
  • Comstock is another stock photo agency with extensive holdings.

Image Editing Software

See TUCOWS for a list of freeware and shareware image editing programs.

Shareware

Shareware text-to speech programs are available via the Internet from shareware sites such as Tucows. Some examples of shareware and freeware text-to-speech tools are:

  • HearIt, Macintosh freeware available from TUCOWS.
  • Speech10, Windows shareware available from register.com.
  • See TUCOWS for a list of freeware and shareware image editing programs.

Decompressing (Unzipping) Files

Use these free tools to unzip or decompress files:

  • WinZip? (PC files).
  • StuffIt Expander? (Mac).

From: b.garner4@verizon.net
Subject: [NIFL-LD:4860] Special needs students and technology
Date: September 21, 2005 5:13:02 PM EDT

I'm sending this message for Katrina Hinson, who writes:

I'm currently teaching a class called "Integrating Technology in the Classroom" and some of the teachers that are taking the class have students with disabilities, including Severe and Profound. Do you know of any ways computers can be used with special needs students, including the severe and profound? What are some ways to teach these students using internet and computer technologies? What resources would you recommend for more information?

Katrina Hinson ++++++++

Barb Garner,
Editor, Focus on Basics
b.garner4@verizon.net

From: shellcraig@ix.netcom.com
Subject: [NIFL-LD:4861] Ways to present mathematics
Date: September 21, 2005 8:01:20 PM EDT

Christopher,

I was wondering if you have any suggestions for adaptive technology or ways to teach mathematics to students who have visual-spatial processing problems, either from traumatic brain injury or from a learning disability. I am specifically thinking about long division, which seems to be very confusing.

Michele Craig
Woodland Adult School

From: christopherlee@mindspring.com
Subject: [NIFL-LD:4863] RE: Special needs students and technology
Date: September 22, 2005 8:43:55 AM EDT

Hello Barbara,

I believe there are a few resources I could offer Katrina -- however, would like to know more about the students and what state they are in ... might be good to have her set up a phone apt with me. My office number is 706-542-4589. I am on the road next week but will get back in-touch with her --- or have Katrina email me at leecm@uga.edu

From: christopherlee@mindspring.com
Subject: [NIFL-LD:4864] Alternative Media
Date: September 22, 2005 8:47:55 AM EDT

[edit]

Alternative Media

I am a big fan of electronic books. I believe that individuals with reading difficulties can benefit from accessing free digital text. Many books in the public domain can be accessed free of charge.

The field of alternative media is moving forward quickly in the K-12 population as well as the ABE setting. Whether the text comes from resources like RFB&D, Bookshare or other on-line libraries, the numbers of individuals accessing these services is increasing. I believe part of this is largely due to the popularity of e-books in the general population. In this months issue (September 2005) of Runners World there was an amazing article entitled "Words on the Street"”and the author described how running while listening to a book combines the best of both worlds – it transports mind and body. I have to admit I am an IPOD junky – I download about 65% of what I read to my IPOD. This includes books, articles, and anything ease I can get my hands on. Ironically, I could not get the Words on the Street” article downloaded, and my imaging software could not pick up the photocopy of the article so I did it my “old fashioned way.” I begged someone to read it to me. Before the IPOD I had an MP3 player that cost me a total of $49 dollars. To date this has been one of the best investments I have ever made. Access to information is such an important part of everyones life and alternative media offers adults with reading disabilities a vehicle to move around in the world. I dont know what I would do without talk radio, my scanner (OCR) software, and my screen reader.

There are several types of alternative media recognized in the field of disabilities. A few of the more popular ones are audio, Braille, tactile graphics, large print, and electronic text. For the field of LD the most common are audio, large print, and electronic text.

Audio material is commonly recorded on cassette tapes, but it may also be stored on CD-ROM or other types of storage media. It is also produced in audio format by having E-text read with a speech synthesizer. Recording for the Blind and Dyslexic (RFB&D) is one of the most commonly used resources; however, a membership is required as well as a four track tape recorder or specialized software.

Electronic Text has emerged as a popular method of access for individuals with LD. Current software applications (e.g. adjusting font size), screen magnification, and screen reading software with speech synthesizer can really make a difference. However, in 2004 The National Center for Technology Innovation issued A Review of Technology-Based Approaches for Reading Instruction: Tools for Researchers and Vendors states that “…although AT and AMT approaches in general have the potential to create successful reading experiences for students, it is only when they are combined with effective teaching strategies that success occurs.”

Check out these Digital Libraries

Free Text

  • The Online Books Page offers over 20,000 copyright free titles,

searchable by author, title, or subject.

  • Project Gutenberg is a comprehensive site that allows you to search

by author, title, or subject. Files are available in both .txt and .zip format.

  • Reading Room at the Internet Public Library offers books, magazines

and newspaper as well as special collections that range from Native American Authors to the US Presidents and links to special multimedia exhibits. Available as text (.txt) files.

e-text)

htctu.fhda.edu (e-text)


Christopher

Christopher M. Lee, Ph.D., Director
Alternative Media Access Center
331 Milledge Hall
Athens, Georgia 30602-5875

Phone: 706.542.4589
Fax: 706.583.0001

www.amac.uga.edu

From: christopherlee@mindspring.com
Subject: [NIFL-LD:4865] RE: Ways to present mathematics
Date: September 22, 2005 11:50:59 AM EDT

Hello Michele,

This was not an easy question - made a few calls and tried to see what other people were doing in this area. Without hanging out with the students it is hard to evaluate what AT and services would be the best. However, I would consider looking at math software programs for students who are blind. I have listed information on the Virtual Pencil as well as other resources below.

Hentermatn.com has a product called the virtual pencil (see description below) which I have heard good things about -- I have not been trained on it but I know a few people that have... and they speak very highly of it.

There are currently two products 1)VP Arithmetic handles addition, subtraction, multiplication, and division, with fractions and decimals; 2)VP Algebra handles quantities, radicals, exponents, subscripts, Greek letters, absolute values, matrices, fractions, and many editing features. It runs only in Windows, from Windows 95 and newer. From my understanding there is some set up on the teachers part at the beginning.

The great thing is that you can download a demo from the downloads page. Future versions will do higher levels of math, like trigonometry, differential equations, and calculus. The products range in price for 150-400.

Michelle if you would like for me to put you in-contact with someone that has gone through the training -let me know

Product Description for the Hentermath website

The traditional pencil is a problem for people who are blind, or people who can't grip it or move it, or those who are learning disabled. A pencil plays a key part in learning Math, and other equation-solving disciplines. Typically a student uses a pencil to "work through" a math problem, writing down the intermediate answers and using them to get the final answer. But if you can't operate a pencil then you can't write down the intermediate answers, which makes it very difficult to use them in acquiring the final answer, and does not leave anything on the paper to show that you actually worked through the problem and you know how to solve it. Of course, if you are blind, the pencil doesn't tell you what numbers to add together either.

Other resource you might what to check out

These are geared toward the blind - but as you know they would have appeal to individuals with LD because of the multimedia (sound) component.

Discussion continued at ALELDUniversalDesign2

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