4th
Annual
Accessing
Higher Ground:
Assistive
Technology in Higher Education
November 14-16
University of Colorado
FAQ’s: Beginning an AT lab/project
If
you’ve never dealt with adaptive technology before, plan to do some training
and research BEFORE you purchase or attempt to install equipment. There are often “pitfalls” that you can’t
predict, but that others have experienced, that can cost you time and resources
you may not have to spare. The
materials in this packet should help you with many of these issues. Read
through them to find information about resources, vendors, typical
configurations, and discussion groups for networking. Some of the following information will also be helpful. Good
luck!
What
does a basic lab consist of?
Most
of us start with screen reader and text magnification software and
equipment. These are useful to a large
segment of the student population, the visually impaired and learning disabled,
and are relatively easy to purchase, install, and use. They allow students access to most reading
materials and the web. After these,
voice to text, or voice recognition, software is the next most useful
tool. Again, it serves students with
various disabilities and, though more complex than the others, is still
relatively easy to install and use. At this point you’ll want to think about
whether you want a stand-alone lab, licensing agreements for installing
software in classrooms, or a combination of both. This choice depends on what
your population needs, your resources, and the degree of technical support you
expect to receive at your institution.
What
about shareware or software that is already installed in my operating system?
Shareware
is inexpensive, downloadable software that can often be found on the web. You
can “try out” software packages this way and respond quickly to needs if your
resources are limited. Check out www.cnet.com
to search shareware. You can search
under “disabilities” or “adaptive technology” and find a number of programs. Take a look at these resources as well:
IBM
Accessibility Website
http://www-3.ibm.com/able/index.html
Closing
the Gap
Go
to “Bookmark Collection”
Heath
Resource Center
The
MS 2000 operating system offers a number of useful adaptations. Click on Start, go to Programs, go to
Accessories, and then to Accessibility.
You can use the Accessibility Wizard to set up the computer or choose
the individual adaptation you need. These include Magnifier, Narrator, and
On-screen Keyboard. These are very
useful for students in computer-based classrooms. The best advice we can give on how to set these up and use them
is to try them out yourself. The instructions are simple and easy to follow.
You’ll want to plan to train students in their use as well.
Microsoft
Accessibility Website
http://www.microsoft.com/enable/
Any
suggestions for funding adaptive technology?
The
best way to secure on-going funding for adaptive technology is to educate your
institution to the need and use of the adaptations and to become an active
member of your campus technology committee.
When you create the culture of inclusion, you eliminate the need to
pursue outside or special funding for what should be considered basic
instructional support. Track requests and outcomes from students with adaptive
needs and use these to “make the case” for ongoing support. It is crucial that
you secure the support of your IT Department, as they will most often be
involved in making purchasing decisions.
Check
out www.pepnet.com and click on
"grants information" on the bar on the left side for links to
various disabilities related funding sources.
You
may have some luck on equipment purchases through local companies and service
clubs. The Lion’s club often supports purchases to aid the visually impaired
and companies such as Hewlett-Packard and IBM are often supportive of our
endeavors.
How
should I track the various technologies in terms of usage/need?
The
simplest way to track usage in your lab is with sign in/out forms. It is worth setting up a system to evaluate
your set-up to make sure it is meeting student needs. Grants and other funding
sources will want statistics from you that can be gleaned from this, as well. It is more difficult to track the use of
classroom-based technology. You can keep track of student requests for
technology based accommodations and initial training and then do an exit
evaluation with the student. If you
also have access to student records, you can do a study of final grades in
classes where students had access to technology. Success rates for accommodated students can support your requests
to your institution and be used in reports to contributors. As with any other form of evaluation,
determine what information you need and for what purpose and build your system
around that.
Any
tips for dealing with IT Departments?
They
may be known by another name at your institution, but the department you want
on your side is the one that decides how, when and if technology will be
installed and maintained on your campus.
Get with them before you purchase equipment and software to make sure
you will have the support you need for installation and maintenance. Many IT departments have strict guidelines
for purchasing software and exact specifications for the types of equipment
they will support. There is nothing worse than purchasing equipment you won’t
be allowed to use! Your preparation for
the lab and its operation will be greatly appreciated by your IT team as well.
Think through the process students will go through to use the technology. Are
there log-on considerations? Will all applications be available on all
computers in the lab? Who will respond to operations questions and technical
difficulties? Does the IT department have a “resident expert” in adaptive
technology and, if not, are you prepared to help them access training? Above all, be sensitive to the fact that
most IT departments already have their hands full with campus needs; last
minute demands or constant requests for help may put them off enough that you
will eventually not be able to get what you need.
What
are some of the common pitfalls of purchasing and using adaptive technology?
State-of-the-Artitis: Don’t make the mistake of purchasing
software or equipment only because it is the “latest and greatest”. This may indeed be the best choice for you,
but it is not a given. Many of the standard technologies have been very good
for a number of years; newer, more expensive versions are not necessarily going
to serve the student better and may eat up scarce resources. In addition, some of your students will
already own software that they use regularly. This should be a consideration in
your purchasing choices as it may save you time and resources for training.
Conversely,
when considering hardware purchases, think in terms of the next one, two or
three years. Think expandability and adaptability to get the most mileage out
of equipment.
Stretching
scarce resources: Many software vendors
offer Software Maintenance Agreements (SMA), also known as Product Maintenance
Agreements (PMA) to give you an opportunity to pay up-front for upgrades. The cost is usually significantly less that
what you would pay in the future and ensures the longevity of the product. It is also to your advantage to purchase
site licenses to allow flexibility in placement of adaptive software for
multiple users. Think carefully about
how many user licenses you want to purchase. For example, if you have never had
more than one or two visually impaired students using screen magnification
software at a time, you’d be better off buying a five-user license than a 10.
The
Ghost Lab Phenomenon: Some of us have
found out the hard way that the people costs included in implementing an AT lab
can be forgotten in the scurry for equipment. When this happens we find
ourselves with labs that very few students can use because we don’t have people
to provide training and support. Put
money in your budget for training for all student users. You should also
include your faculty in training opportunities, especially if you are
installing classroom-based technology. It is better to have a faculty person
who knows how to open a program than to have to answer every call for
assistance yourself. If you find the usage in your lab is low, find out why. Do
students have enough hours of access? Would the technology be more useful to
them in the classroom? Is the software
you chose too difficult to use? You should also pay attention to the system of
technical support available to you. If
your IT department uses a system for prioritizing, where do you fall on the
list? The ghost lab phenomenon can also kick in when you have equipment
difficulties and are on the bottom of the list for services. Work this out
ahead of time to avoid problems.
Non-Transferability
Syndrome: When training students, build in some
practice on transferring the use of systems from one subject area to the next
and one application to the other. Students who learn how to use screen-reading
technology for straight text need to also be shown how they can use it to
access the web. If you teach them how
to use one software package and have another that does something similar, teach
them that as well. In training students to use classroom-based technology,
don’t forget that they will be responsible for loading their own settings each
time they use the computer. Most IT departments will configure computers to
revert to default settings on start-up.
You may have protocols they have to follow in changing any settings at
all. Make sure you don’t tell the students to do something that they will not
be allowed to do when they get into the classroom.
All
Dressed Up and Nowhere to Go:
Make sure you will have a place to put your equipment when it is purchased.
If you don’t have a designated room, will you be able to house the equipment in
various places around campus? If so, how will you manage usage? Braille
embossers make a lot of noise; have you placed yours in a setting that will not
be disturbing to students and staff? If you are using Dragon Dictate or other
speech to text software, have you allowed for a quiet environment free of
intrusive noises? Did you buy headphones for your screen readers? Thinking this through will save you the
frustration of owning the technology but not being able to use it or use it
effectively.
How
do we assess student needs?
There
are formal assessment systems, primarily used by vocational support agencies,
which can be very helpful in determining need. If you have a partnership with
your local vocational rehabilitation agency, check to see if they offer these
and if there is a cost to you or the student.
If you will be assessing them yourself, you should first take into
consideration the student’s disability and start to frame your ideas of what
would useful to them. Many students will know what they need when they come to
you. Many more will never have used adaptations. Avoid the impulse to teach a
student how to use all of the technology available without considering specific
needs. This will waste your time and theirs and will most likely create more
work for you down the line. You should ask a few basic questions to begin an
assessment: What is the student’s ability level with technology in general? Do
they know how to use the standard word processing, spread sheet, and/or
database packages on the market? Are they “afraid” of computers or
inexperienced in their use? Is their orientation Mac or IBM PC based and is it
compatible with what you use on your campus?
If your lab has the basics, start simply by teaching visually impaired
and learning disabled students how to use your screen reading technology. If your assessment of a student suggests
he/she could benefit from voice recognition software, don’t forget to take into
account the student’s reading and self-correction skills. Students who are
unable to self-correct spelling errors or who have difficulty reading, will
require more of your time in initial set up of language files and may not be
able to use the software effectively. The best way to know what will work for a
student is to have the software loaded on your computer and to “play” with
various adaptations with the student. You’ll be able to get a good sense of how
well the student will be able to use the adaptation and whether barriers exist
to the effective use of a given product.
How
do I train students and faculty on the use of adaptive technology?
The
best way to “reel them in” is through demonstrations, which allow them to play
with the technology and to see the various capabilities of software and
equipment. Open House formats or “brown
bag” sessions work well for this. As you demonstrate the capabilities, discuss
various uses in and out of the classroom and have information available about
training activities. Faculty can be
trained in workshop groups. Students have a tendency to need more
individualized training. Small groups will work as well. Be prepared to put in
a lot of time on initial training and some follow-up support. Students
sometimes don’t process the information until they’ve had a chance to use the
systems and will have questions later that need to be answered to ensure they
are using the resources effectively. If
you are using classroom-based applications, create a “cheat sheet” that can be
placed by the computer. Students and
faculty will sometimes need reminders of how to access the software
applications. It is to your advantage to designate a tech support person for
day to day questions and/or concerns about using software and to publicize
their phone or voice mail numbers.
Where
do I go with questions that come up after this conference?
We
hope the information we’ve provided in this packet will help answer many of
your questions and expect that you will have many more once you get started. We
encourage you to take advantage of any contact information you receive in this
packet, and during the conference, to contact your colleagues and pose
questions. We’ve all been at the beginning at one time or another and can
relate to the time and effort required to bring this valuable service to our
students. Best of luck to you all!
Bitsy Cohn
Director, Office of Special Services
Front Range Community College/ Larimer Campus
4616 S. Shields
Fort Collins, CO. 80526
970-204-86-9