1. Sharon Sacks ----------- James Carreon Jerry Kuns Adrian Amandi Innovative Solutions in Assistive Technology for Students with Visual Impairments

2. Introductions Learning styles & development of students with visual impairments are different from students with vision. Students with visual impairments require hands-on, systematic instruction. Technology plays an integral role in all aspects of a student with visual impairments every day life including academic, social, leisure, and employment opportunities. Access to technology promotes independence Assistive technology interfaces with the Core Curriculum & the Expanded Core Curriculum (Vision Specific Curriculum).

3. The Importance of Assistive Technology If technology is important for students who are sighted, then it is integral for students with visual impairments. Modern computers and technology are designed to be intuitive based on visual components and presentation. Even when software and hardware are built with universal design taken into consideration, students with visual impairments need to learn how a system functions in order to apply and generalize skills throughout a system. Students who learn rote skills have difficulty with unexpected pop- ups or windows that they inadvertently opened. A multitude of keyboard shortcuts are often necessary to complete a task that involves point and click for sighted users.

4. How Students with Visual Impairments access electronic information No Vision Screen Readers Refreshable Electronic braille displays Braille Note-takers Low Vision Screen Magnifiers Video Magnifiers (desktop, distance, and portable) and optical aides

5. Accessing Print, Math and Music Optical Character Recognition (OCR) software Braille translation software Braille Embossers Math Editors Music Editors Tactile Graphics Accessible Scientific and Graphing Calculators Digital Talking Book Players Accessible touch tables (i.e. IntelliTools, TTT) Electronic Books Accessible Games

6. Access to State of the Art Equipment Screen readers and screen magnifiers are constantly running and they are actively processing 100% of the time. Processor needs to be fast: at least an Intel i5 processor RAM needs to be high enough to run multiple programs simultaneously: at least 4 GB of RAM Software needs to be kept up-to-date: screen readers generally can only access operating systems, internet browsers, and office suites that were released prior to or shortly after the release of that version of access software.

7. How services should be delivered Low vision students need accessible software and equipment necessary for them to actively participate in everything their fully sighted peers are doing on a minute by minute basis. Blind students need accessible hardware and software as well as an early start on learning how to use this equipment. A student without vision will need a much deeper understanding of both their assistive technology as well as the technology the AT is accessing/adapting in order to navigate, troubleshoot, and use it effectively. Old equipment is not good enough because it does not meet the specifications needed to run assistive technology on top of standard programs and old hardware does not give a student access to innovative practices and tools in mainstream products i.e. Internet and Microsoft Office) Students need training and follow-up training to ensure appropriate use of technology. Teachers need to be trained or given time to train themselves to ensure effective teaching.

8. Innovative Solutions iOS (iPads, iPhones, iPods) offers a fluid large print reading medium to students with low vision. Proprietary apps designed exclusively for students with visual impairments such as Bookshare’s Read2Go (GoRead for Android) give students the ability to download materials and read at a print size custom and comfortable for each individual. LookTel Recognizer and Money Reader give access to printed labels and paper money

9. Print and braille: innovations with braille embossers that are capable of printing and embossing on the same page enable students to more directly interact with sighted teachers and peers (View Plus Technologies, American Thermoform, Index and Enabling Technology). Typing Tutors and braille tutors that can be used by students in an independent environment, or at least without a certificated teacher of the visually impaired (Fun with TypeAbility and Talking Touch Tablet) Innovative Solutions

10. HTML 5 allows more accessibility by default over Adobe Flash Book Readers designed for visually impaired users (Book Port + and Victor Reader Stream) have evolved to handle mainstream file types. Electronic braille displays have dropped significantly in price (Seika 40, Focus40 Blue, and Brailliant 40 are all under $3000 opposed to $5000 just a few years ago).

11. Innovative Solutions Accessible GPS: Sendero BrailleNote GPS has become even more robust and offers more than most GPS systems in the mainstream market, while simple accessibile GPS systems are also being developed (Trekker Breeze, SmartPhone apps such as Breadcrumbs GPS and Sendero LookAround) Haptic Force Feedback technology is opening the door to integrating touch as a learning medium beyond braille and tactile graphics. White Board capture technology for low vision students gives access to what is being presented on the board on a students personal computer (Mimeo Teach) Pens and notepads that synchronize written notes with recorded audio lecture allow low vision users to take advantage of multiple learning media (LiveScribe Pens)

12. Universal Design Accessibility is an afterthought to innovative design. Ensuring accessible features is often seen as a detriment to the potential of a product HTML5 is an example of allowing for new creative design while integrating and encouraging accessibility. Windows vs. Apple (a system that screen readers inherently work with and that third party software manufacturers are welcome to work with opposed to a system that is offering built-in accessibility options)

13. Integrating Technology into the Real World We continue to face challenges: Modern classrooms are using technology that has not factored universal design into its make-up and is therefore leaving our students without access. Smart Boards Electronic curriculum, testing, and learning websites Accessible textbooks In many cases curriculum needs to be adapted to incorporate use of assistive technology Teaching students to make connections and generalizations requires additional hours of training and support. Technology is an integral part of academics, social, and leisure. Technology for preparation for careers Students must be able to navigate and troubleshoot a computer – ideally both Windows and Apple. They must be able to access the computer in their primary learning medium (visual, auditory, or braille) They must have practical knowledge of the mainstream programs used in the workplace (Word- processing, Spreadsheet, PowerPoint, Internet, Database) as well as in depth understanding of their screen access software. Students who use products specific to the field of visual impairments such as braille note-takers, must know how to transfer their data to a computer.

14. In order for students with visual impairments to become competent adults they need Knowledgeable support? School district AT personnel do not have knowledge or training in products associated with visual impairments. Teachers of the Visually Impaired do not receive adequate training in the University program to prepare them for the technology needs of their students in their first year of teaching. School districts need to make a commitment to technology hours by either increasing a TVI’s hours (which would require direct service, time spent learning technology, and time spent learning about products – such as annual conference attendance), or provide outside consultative help

15. TVI Caseload: An Impossible Conundrum Teachers of Students with Visual Impairments often place a high expectation of using technology to meet the basic academic needs of a student but due to the great amount of time technology teaching requires in addition to the amount of time it takes to teach the other elements of the expanded core curriculum, advanced use of technology is often ignored.

16. CSB’s Model of Outreach Assessments Technical Assistance Trainings Teacher and student trainings that introduce, explain, teach, and follow-up with assistive technology Large Group and Individual trainings throughout the state; in- person, on-campus, telephone, e-mail, and screen sharing/video conferencing Production of curriculum and How to guides for distribution to California teachers and beyond http://www.csb-cde.ca.gov/technology.htm

17. Q & A Questions and Answers We look forward to answering questions related directly to this presentation as well as other questions. Sharon Sacks; ssacks@csb-cde.ca.gov; 510-794-3800 ext. 313ssacks@csb-cde.ca.gov James Carreon; jcarreon@csb-cde.ca.gov; ext. 12jcarreon@csb-cde.ca.gov Jerry Kuns; jkuns@csb-cde.ca.gov; ext. 226jkuns@csb-cde.ca.gov Adrian Amandi; aamandi@csb-cde.ca.gov; ext. 237aamandi@csb-cde.ca.gov