1. 2008 Preparing for a Lifetime of Change Wednesday, January 30, 2008 Madison, WI Providing Blind Students with 21 st Century Math Skills Determining the Extent to Which Two Software Programs  Virtual Pencil Arithmetic and Virtual Pencil Algebra  Open the Math Gateway for Students Who are Blind Careers Conference 2008 Preparing for a Lifetime of Change Wednesday, January 30, 2008 Madison, WI 1

2. Presentation Outline  Need/rationale  Focus of this project  Findings to date Lessons learned Lessons learned Surprises Surprises Next steps Next steps  Additional resources Adaptive technology Adaptive technology Software Software Print Print 2

3. Need/Rationale  Math is the key language in Math and Science careers.  Post secondary educational institutions will not waive the Math/Science graduation requirements.  Blind students report that Text on Tape or note takers may not work effectively for math intensive subjects.  Many colleges provide accommodations consisting of assistive technology, which the student may never have encountered, nor learned to use proficiently. 3

4. Project’s Approach   Prepare 10 blind students, their vision (VI) teachers, other special educators, their math instructors, and their parents/guardians to use software specifically designed for use by blind persons, but totally accessible to a sighted person without modification.   Embed the use of this software within a comprehensive instructional support strategy.   Measure the feasibility and educational impact of this technology-rich approach. 4

5. Sample 1, VP Algebra: Quadratic Formula #5 5

6. Sample 2, VP Algebra: Quadratic Formula #5 6

7. Sample 1, VP Arithmetic: Intro Screen 7

8. Sample 2, VP Arithmetic Demo: Multiplication Screen, Tutor Mode 8

9. Sample 3, VP Arithmetic: Multiplication Screen, Tutor mode— Initial Screen to Begin Solving Problem Presented 9

10. Key Steps  Purchased and provided VP Algebra and VP Arithmetic, and their respective screen readers (JAWS and Connect Outloud) to participating blind students, their families, and school staff.  Established, refined, and supported interdisciplinary Math Skill Development Teams in each participating school district. Each team included the student, a parent or guardian, one or more math teachers, and all special education staff supporting the student’s math learning.  Trained all team members to use VP Algebra, VP Arithmetic, and JAWS or Connect Outloud effectively. Initial training—four hours per team.  Established two online “communities of practice,” one for teams with students whose pre-project math skills range from 2-6 th grade levels, the other for teams with students whose pre-project math skills are 7 th grade or above.  Collected, analyzed, and interpreted evaluation data. 10

11. Surprises  1  VI Teachers’ caseloads varied greatly.  VI teachers varied in the degree to which they focused on Nemeth Code with their students.  Some districts assign one special educator [non-VI instructor] to all special education students in a particular building. For example, their assigned 15 students include those with CD, EBD, autism, VI, LD, etc.  Sites using the discussion/discovery approach did not emphasize development of students’ computation fluency. 11

12. Surprises  2  Unlike the students, many staff and most parents were not fluent users of technology and common software, and found it challenging to begin working with unfamiliar software.  Districts restricted staff and student use of the Internet and e-mail outside of their own respective school networks.  District restrictions on technology use, and low technology/software fluency levels exhibited by most adults on Math Skill Development Teams, greatly hindered the use and potential value of on-line communities of practice. 12

13. Surprises  3  Training needed by Math Skill Development Teams was extensive and complex. Many adult team members needed to increase their skills in using web browsers, email, word processing, and algebra, while learning two new software programs: VP Algebra and the JAWS screen reader [if their student used a screen reader.] Staff [other than math instructors] often did not demonstrate fluency in algebra. 13

14. Lessons Learned  1  VP Algebra best suits users who: Thrive using a math approach that emphasizes computational practice. Thrive using a math approach that emphasizes computational practice. Are enrolled in a pre-algebra course. Are enrolled in a pre-algebra course. Are legally blind, but can use their remaining vision to do school work [vs. using a screen reader]. Are legally blind, but can use their remaining vision to do school work [vs. using a screen reader].  VP Algebra is less suitable for users who: Grasp math quickly, and perform computations mentally. Grasp math quickly, and perform computations mentally. Need Braille output [VP Algebra works only with the Tiger Embosser—this hardware is quite expensive]. Need Braille output [VP Algebra works only with the Tiger Embosser—this hardware is quite expensive]. Are enrolled in math classes that emphasize group discovery, discussion, and problem solving. Are enrolled in math classes that emphasize group discovery, discussion, and problem solving. 14

15. Lessons Learned  2  VP Arithmetic best suits users who: Thrive using a math approach that emphasizes computational practice. Thrive using a math approach that emphasizes computational practice. Are legally blind, but can use their remaining vision to do school work. Are legally blind, but can use their remaining vision to do school work.  VP Arithmetic is less suitable for users who: Grasp math quickly, perform computations mentally, and compress steps or use “shortcuts” when doing so. Grasp math quickly, perform computations mentally, and compress steps or use “shortcuts” when doing so. Are enrolled in math classes that emphasize group discovery, discussion, and problem solving. Are enrolled in math classes that emphasize group discovery, discussion, and problem solving. 15

16. Next Steps  Continue testing VP Arithmetic with middle-school student [totally blind], and begin testing VP Algebra with her as she makes an initial foray into algebra, using JAWS, a copy of which was provided through the project since she had no prior experience with it.  Continue testing VP Arithmetic with three low-income legally blind primary students [semester two, 2007-08 school year].  Recruit additional participants for semester two, 2007-08 school year.  Prepare final report, disseminate findings. 16

17. Additional Resources  Assistive Technology/Software Microsoft Accessibility Site at Microsoft Accessibility Site at http://www.microsoft.com/enable/at/types.aspxhttp://www.microsoft.com/enable/at/types.aspxhttp://www.microsoft.com/enable/at/types.aspx Adobe Accessibility site at Adobe Accessibility site at http://www.adobe.com/accessibility/http://www.adobe.com/accessibility/http://www.adobe.com/accessibility/ Texas School for the Blind and Visually Impaired http://www.tsbvi.edu/math/ Texas School for the Blind and Visually Impaired http://www.tsbvi.edu/math/ http://www.tsbvi.edu/math/ Teaching Strategies Teaching Strategies Teaching Strategies Teaching Strategies Project Math Access Project Math Access Project Math Access Project Math Access Math Education and Nemeth Code Math Education and Nemeth Code Math Education and Nemeth Code Math Education and Nemeth Code Producing Math Materials in Nemeth Code Producing Math Materials in Nemeth Code Producing Math Materials in Nemeth Code Producing Math Materials in Nemeth Code Tactile Math Graphics Tactile Math Graphics Tactile Math Graphics Tactile Math Graphics Abacus Information Abacus Information Abacus Information Abacus Information Math Technology Math Technology Math Technology Math Technology Math Resources Adaptive Tools and Technology for Accessible Mathematics Math Resources Adaptive Tools and Technology for Accessible Mathematics Math ResourcesAdaptive Tools and Technology for Accessible Mathematics Math ResourcesAdaptive Tools and Technology for Accessible Mathematics 17

18. Sample of the Trace Center’s List of Assistive Technology Information Links [http://trace.wisc.edu/resources/] http://trace.wisc.edu/resources/  Assistive Technology Product Databases ABLEDATA (http://www.abledata.com/) is a database of information on assistive technology and rehabilitation equipment available in the United States. It contains more than 29,000 product listings and covers everything from white canes and adaptive clothing to low vision reading systems and voice output programs. ABLEDATA (http://www.abledata.com/) is a database of information on assistive technology and rehabilitation equipment available in the United States. It contains more than 29,000 product listings and covers everything from white canes and adaptive clothing to low vision reading systems and voice output programs. Assistivetech.net (http://www.assistivetech.net/) is an online information resource created by Georgia Tech's Center for Assistive Technology and Environmental Access, under funding by the National Institute on Disability and Rehabilitation Research. It provides information on assistive technologies and related resources. Assistivetech.net (http://www.assistivetech.net/) is an online information resource created by Georgia Tech's Center for Assistive Technology and Environmental Access, under funding by the National Institute on Disability and Rehabilitation Research. It provides information on assistive technologies and related resources.  Assistive Technology Training EASI (http://www.rit.edu/~easi/workshop.htm) offers online and onsite-training courses about accessible information technology, focusing on making software, hardware and online information available to people with various disabilities. EASI (http://www.rit.edu/~easi/workshop.htm) offers online and onsite-training courses about accessible information technology, focusing on making software, hardware and online information available to people with various disabilities. California State University-Northridge (CSUN) Center on Disabilities Training Program (http://www.csun.edu/cod/training/) provides a series of advanced, one and two-day training workshops to offer in-depth training on specific areas of AT; an Assistive Technology Applications Certificate Program; and customized training courses. California State University-Northridge (CSUN) Center on Disabilities Training Program (http://www.csun.edu/cod/training/) provides a series of advanced, one and two-day training workshops to offer in-depth training on specific areas of AT; an Assistive Technology Applications Certificate Program; and customized training courses. Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) (http://www.resna.org/ProfResources/ProfessDevel/Fundamentals.html) has a two-day fundamentals course in assistive technology that is designed for newcomers as well as experienced professionals looking to expand their perspective of AT. Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) (http://www.resna.org/ProfResources/ProfessDevel/Fundamentals.html) has a two-day fundamentals course in assistive technology that is designed for newcomers as well as experienced professionals looking to expand their perspective of AT. University at Buffalo (http://at-training.com/) has a free Assistive Technology Training Online Project which provides internet-based training in both general and specific areas of adapted computer use. The focus is on AT applications that address the needs of students with disabilities, particularly in elementary classrooms. University at Buffalo (http://at-training.com/) has a free Assistive Technology Training Online Project which provides internet-based training in both general and specific areas of adapted computer use. The focus is on AT applications that address the needs of students with disabilities, particularly in elementary classrooms. The Alliance For Technology Access (ATA) (http://www.ataccess.org/) is a network of community-based Resource Centers, Developers and Vendors, Affiliates, and Associates dedicated to providing information and support services to children and adults with disabilities, and increasing their use of standard, assistive, and information technologies. The Alliance For Technology Access (ATA) (http://www.ataccess.org/) is a network of community-based Resource Centers, Developers and Vendors, Affiliates, and Associates dedicated to providing information and support services to children and adults with disabilities, and increasing their use of standard, assistive, and information technologies. Closing the Gap (CTG). (http://www.closingthegap.com/)Newspaper, Resource Directory, and Forums. Annual conference held in October in Minneapolis, Minnesota. Closing the Gap (CTG). (http://www.closingthegap.com/)Newspaper, Resource Directory, and Forums. Annual conference held in October in Minneapolis, Minnesota. California State University-Northridge (CSUN) Center on Disabilities (http://www.csun.edu/cod/). Annual conference on "Technology and Persons with Disabilities" held in March in Los Angeles, California. California State University-Northridge (CSUN) Center on Disabilities (http://www.csun.edu/cod/). Annual conference on "Technology and Persons with Disabilities" held in March in Los Angeles, California. 18

19.  H327A050021 is funded 100% by the U.S. Department of Education, Office of Special Education and Rehabilitative Services, Steppingstones of Technology Innovation for Students with Disabilities [CFDA 84.327A, Phase One], for the period 01/01/06— 12/31/l07, with a no-cost extension through 09/30/08.  Principal Investigator and Project Director: John Gugerty, Researcher Center on Education and Work, School of Education University of Wisconsin 1025 West Johnson Street, #964 Madison, WI 53706-1796 19