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Technology and the Special Education Student
"The truth is that
our finest moments are most likely to occur when we are feeling deeply
uncomfortable, unhappy, or unfulfilled. For it is only in such moments,
propelled by our discomfort, that we are likely to step out of our ruts
and start searching for different ways or truer answers." -- M Scott
Peck
The following is
from a class of the same name given by JoAnn Murphy-Genter, summer, 2000.
Online Education: Catering to Special Needs Children
Today's educators
are particularly sensitive to the very special needs of mentally and physically
challenged children, many of whom suffer from a variety of learning disabilities
and don't always benefit from traditional education. Now, through the age of infotech
and the dawn of online education, children with special needs are forming a new
class of online students.
With the dawn of online education, special needs
children now have the opportunity to receive an equal education. Many barriers
to learning -- whether physical, mental, or
emotional -- have been knocked
down and many concerns addressed and answered. The changes are revolutionary.
To begin with, online education provides the means to a feasible and regular educational
program for children with severe disabilities who are often unable to attend class
due to their illnesses. Thanks to online learning, long-term educational goals
need not be sacrificed and children can learn on their own time and at their own
convenience.
Online education is also more focused and effective than traditional
learning, as it provides the personal attention that's difficult to come by in
a regular classroom. It can be tailored to serve specific needs, whether for the
mentally or physically disabled.
Specialized software, tools, and devices
enable children to learn according to their levels of impairment.
Through
technology, special needs students can learn in a friendly environment, away from
the restrictions and limitations of traditional classrooms. They don't need to
travel away from home -- a boon to many disabled persons. Learning is made
creative and fun as the computer is harnessed to generate the interactive learning
environment to which children so readily respond. Even subjects such as fine arts
and science can be adapted to special learning online.
Last but not least,
online education creates a secure learning environment that is non-judgmental
and non-competitive -- just what special needs children need to grow and mature.
Many disabled children thrive on the anonymity created by the Internet. They are
not shy or self-conscious; they are more participative, as the Internet provides
them with an equal chance to contribute and perform. They are not cowed down or
distracted by the more assertive and domineering students, as they would be in
a traditional classroom. As a result, online learning can truly improve their
education.
Online education has also extended the learning process to the
families, teachers, and counselors of disabled children. The Internet is a treasure
house of information, much of which is there for the asking: directories of useful
addresses; details of relevant courses, seminars, and conferences; and shopping
guides for special toys, equipment, and furniture. Technology is undoubtedly making
a mark on the lives of special needs children as well as those who care about
them. Lesson 1
DESCRIPTION OF ACTIVITIES
- 1979 The Rehabilitation Engineering Society of North America
(RESNA) established 1980's Emphasis shifts to service delivery rather than R &
D
- 1986 The 1986 Amendments to the Rehabilitation Act
defined and mandated rehabilitation engineering services in vocational rehabilitation
- 1988 The Technology-related Assistance for Individuals with
Disabilities Act authorized grants to states to develop comprehensive, state-wide,
consumer-responsive assistive technology programs and studies of national significance
- 1990 The Americans with Disabilities Act prohibited discrimination
against individuals with disabilities, required reasonable accommodation in employment,
and provision of auxiliary aids and devices by public entities The Individuals
with Disabilities Education Act (IDEA) amended the Education of the Handicapped
Act and mandated provision of assistive technology devices and services
- 1992 The Rehabilitation Act Amendments of 1992 increased VR
accountability for provision of AT devices and services
- 1993
Reauthorization of the Tech Act (passed)
In
this law, two new definitions were introduced. - Assistive
Technology Device- any item, piece of equipment, or product system, whether acquired
commercially off the shelf, modified or customized, that is used to increase,
maintain, or improve functional capabilities of individuals with disabilities.
- Assistive Technology Service- any service that directly assists
an individual with a disability in the selection, acquisition, or use of an assistive
technology device, such as:
- evaluation of the needs
of an individual
- purchase, lease or other acquisition
of devices
- selection, design, fit, customization, adaptation,
application, maintenance, repair, or replacement of devices
- coordination
and use of other therapies, interventions, or services
- training
or technical assistance for individuals with disabilities and their families as
appropriate
- training or technical assistance for professionals,
employers, and other providers
The
1992 Amendments to the Rehabilitation Act
Assistive technology (AT) as defined
in the Technology-Related Assistance for Individuals with Disabilities Act of
1988 includes two components: "assistive technology device" and "assistive
technology service". AT device is defined as "any item, piece of equipment,
or product system whether acquired commercially off the shelf, modified or customized,
that is used to increase, maintain, or improve functional capabilities of individuals
with disabilities. AT service means any service that directly assists an individual
with a disability in the selection, acquisition, or use of an assistive technology
device. This includes: - the evaluation of the
needs of an individual with a disability, including a functional evaluation of
the individual in the individual's customary environment (evaluating their needs
in their usual surroundings)
- purchasing, leasing, or
otherwise providing for the acquisition of assistive technology devices by individuals
with disabilities (purchasing, selecting, or borrowing AT devices)
- selecting,
designing, fitting, customizing, adapting, applying, maintaining, repairing, or
replacing of assistive technology devices
- coordinating
and using other therapies, interventions, or services with assistive technology
devices, such as those associated with existing education and rehabilitation plans
and programs
- training or technical assistance for an
individual with a disability, or where appropriate, the family of an individual
with a disability
- training or technical assistance for
professionals (including individuals providing education and rehabilitation services),
employers, or other individuals who provide services to, employ, or are otherwise
substantially involved in the major life functions of individuals with disabilities.
To
further clarify the meaning of assistive technology, some researchers make a distinction
between high technology and low technology. High technology usually refers to
complex, electrical and electronic devices such as computers, augmentative communication
boards and environmental control systems. Low technology generally refers to simpler
interventions such as custom designed hand tools, work station modifications and
simple, easier to use, less expensive devices. "Often, low technology involves
the application of "ergonomics" or human factors in which the workplace
or home is designed to fit the person instead of making the person fit into a
fixed design" (McQuistion, 1989). Often times when addressing the issue of
technology, people tend to think of talking computers, robots, laser optics, and
spy satellites; but not door levers, canes, telephone headsets, or job sharing.
It is often assumed that bigger, newer, and more sophisticated means better. We
tend to look to high technology solutions for every situation. However, "low
technology alternatives can be just as effective and more easily integrated into
a person's lifestyle" (Galvin & Phillips, 1991). Benefits
of Assistive Technology
Technology is beneficial to all of human kind. Everyone
has used some type of technology device or service in everyday life activities.
Such items as can openers, computers, telephones, dryers, remote controls, shopping
carts, calculators, luggage carts, ramps, and power doors are all examples of
assistive devices that help people get through their day with less difficulty.
Individuals with disabilities use assistive technology devices for a variety of
reasons: - to achieve maximum independent functioning
- to increase mobility þ to help with communication
- to
increase success or abilities in job market
- to increase
functional abilities
- to increase self esteem (Wright,
1980).
Assistive technology enhances the lives
of persons with disabilities on an individual basis. "All individuals with
disabilities, regardless of age, regardless of disability, would have increased
control over themselves and their environments, and would have greater freedom
of movement, exploration and participation along side their peers at home, school,
work and in the community, with the use of appropriate technology" (Rubin
& Roessler, 1987). Common Misconceptions About
Assistive Technology
Some of the most commonly held misconceptions regarding
AT devices and services are discussed below. It is important to examine your own
thinking to determine whether you may unconsciously subscribe to any of these
notions and how it may affect your provision of AT services. It will help you
identify misconceptions clients may hold and how that may affect their expectations
of AT.
1. Assistive Technology is the "be all and end all" - Assistive
technology is a powerful tool useful to persons with disabilities in many ways
and situations. But technology alone doesn't end all the difficulties that come
with having a disability. Assistive technology devices can make accomplishing
a task easier. There are persons with disabilities who feel devices will take
care of all the problems they encounter. It's important for counselors to explore
this issue with their clients and help them to understand that devices are not
the "be all and end all".
2. Assistive Technology is complicated
(high tech) and expensive - Some of the technology used today is complicated and
expensive, but some of the best solutions to AT needs are simple, inexpensive
low tech devices. Expensive sophisticated devices are not necessarily a part of
every solution.
3. Persons with the same disability can benefit from the same
Assistive Technology devices - Just because two people have similar disabilities
doesn't mean they both have the same AT needs. That's why it is important for
counselors to assess AT needs on an individual basis. (See material on selection
for more information).
4. Professionals are the best source of information
on Assistive Technology - Because technology is always advancing, it is impossible
for one person or group to be the authority on all the technology available. Therefore,
it is important for consumers, family members and professionals to learn more
about assistive technology and to share their knowledge and expertise with each
other to reach the best possible solutions. Some AT solutions rely more on the
common sense use of both assistive devices and every day items from the hardware
store than on highly technical information and expertise. While service providers
are often connected to technology networks and resources, consumers and their
families, interested in overcoming personal barriers, often find the most creative
and practical solutions. Thus, it is important to work together when making AT
decisions.
5. Assistive Technology product descriptions are always accurate
and helpful -Product descriptions are designed to sell products and are intended
for general audiences. It can be difficult to determine which information is useful
and relevant to your specific needs. It is best to get other, more objective information
to supplement the product descriptions.
6. A user's assistive technology requirements
only need to be assessed once -A particular device may be useful to a person with
a disability for the rest of their life or for only a few months or years. As
individuals expand their activities to encompass home, school, work and community,
they may have new or different needs in these settings. Ongoing self-assessment
as well as reassessment by professionals ensures that changing needs are addressed.
Therefore, it may be necessary to do more than one assessment of need in regard
to assistive technology.
7. Assistive Technology devices will always be used
- Although AT is often crucial to the independent functioning of people with disabilities,
they abandon many devices. Abandonment of technology occurs for a variety of reasons,
i.e., the device doesn't do what it is supposed to, it isn't reliable, or it isn't
easy to use. Research demonstrates that consumer involvement in technology decision-making
enhances the likelihood the device will be retained.
8. People with disabilities
want the latest, most expensive devices - Persons with disabilities are just like
any other customers or consumers. Most of them want technology that will prove
to be easy, reliable, affordable, and will get the job done as quickly and conveniently
as possible.
9. Assistive Technology is just a luxury - For someone with a
disability who relies upon AT to perform a critical function or achieve a desired
goal in life, AT is very much a necessity. Just because a device makes a task
easier or more convenient to do does not make it a luxury no matter what the cost.
Consider how society initially regarded automobiles, telephones, and more recently,
computers. Now these "modern day conveniences" are commonplace standards.
10. Only people with certain types of disabilities find Assistive Technology useful
- The need for specific types of AT varies widely from one person to the next,
but individuals of all ages, varying abilities and needs, and all types of disabilities
may be able to benefit from the use of technology. "Individual needs"
is the key phrase here. There are as many possible technology solutions available
to meet the real life challenges of real life individuals as there are creative
people to devise them.
Adapted from: Illinois Assistive Technology Project,
(IATP). (1991). Basic Skills in Assistive Technology Handbook. Illinois Department
of Rehabilitation Services.) References
Assistive
Technology and the Individualized Education Program, April 1992, Washington, DC:
RESNA Technical Assistance Project
Fact Sheet: National Easter Seal Society,
Office of Governmental Affairs, 1350 New York Ave, NW Suite 915, Washington, DC
20005
Galvin, J. Brief Overview of the Rehabilitation Act Amendments of 1992.
RESNA News, November 1992.
Galvin, J. & Phillips, E. (1990). What is Appropriate
Technology?. Washington, DC: National Rehabilitation Hospital, Rehabilitation
Engineering Center.
Illinois Assistive Technology Project, (IATP). (1991).
Basic Skills in Assistive Technology Handbook. Illinois Department of Rehabilitation
Services: Author.
McFarland,S. (1989). REC On the Evaluation of Assistive
Technology Annual Report Yr 1.
McLaurin, C. (1991). "A History of Rehabilitation
Engineering." Rehab Management. August/September 1991, Vol. 4, No. 6. pp.
70-77.
"Policy Issues in Providing Rehabilitation Technology Services--A
guide for State Rehabilitation Administrators and Policy Makers," Thirteenth
Institute on Rehabilitation Issues: Rehabilitation Technologies. Menonomie, Wisconsin:
University of Wisconsin-Stout Research and Training Center, October 1986, p.58-59.
Rehabilitation Act Amendments Congressional Record Vol. 138 No. 139 October 2,
1992 p. H10715-H10776
Rubin, S.E. & Roessler, R.T. (1987). Foundations
of the Vocational Rehabilitation Process (3rd ed.). Texas: Pro-Ed, Inc.
U.S.
Dept. of Justice, Civil Rights Division-Office on the Americans with Disabilities
Act and the NRH ADA Compliance Program. 1992. Title III Technical Assistance Manual,
p25-29.
Washington Watch Line, Sept. 1990. The Americans with Disabilities
Act: Summary of Requirements and Schedule of Implementation. p. 10-11.
Wright,
G.N. (1980). Total Rehabilitation. Boston: Little, Brown and Company. Lesson
2:
Assistive Technology for Learning Disabilities
One of the low-tech
features that can make it easier for a student to read text from the computer
is the background and font color. Changing the background color and the text color
is easy and something you might want to experiment with to see if it helps the
students. A black and yellow combination can be helpful for students with visual
problems. Students with syndromes such as Aspergers find pink background and yellow
font color beneficial. It can also be helpful with students with ADHD. Along the
same principal, pink highlighters can be very helpful. Yellow tends not to be
helpful for most students with attention difficulties. There is also colored tape
that can be purchased to lay over text and moved around to highlight main ideas
or answer to questions presented. This type of tape can be reused and does not
hurt the text. There are also erasable highlighters. The
position of the monitor is very important for the student. Most monitors can be
adjusted. Be sure to adjust the monitor so the student can look at it at eye level. If
the student has a physical disability, such as a wheel chair, be sure the computer
is at a table that is tall enough for the wheelchair to fit underneath. You can
purchase adjustable tables that can be raised and lowered depending on the needs
of the student. If an adjustable table is not available you can purchase adjustable
keyboards. Younger, smaller students may need a much lower table. Lesson
3:
Please read this article for some background info: Overview
of Assistive Technology
Go to the following website and download and read
"Assistive Technology for Children with Learning Disabilities":http://schwabfoundation.org/main.asp?page=2.4.5
It is a handbook for parents. You need Adobe
Acrobat Reader to access this handbook after downloaded.
Answer the following
questions using the overview and the handbook: - Do
you use any of the reading, writing or listening technologies?
- If
so, which technologies, with which types of students and describe the effectiveness?
- Discuss at least three things you learned or that you feel
are most important from the two articles.
- How practical
is it to gain access to any of the devices or software displayed?
Lesson
4:
Internet Articles
Read the following articles: Answer
the following questions: - Do you have contact
with any students that use Assistive Technology devices and if so what are they?
- How do you feel about "Best vs. Appropriate" as is
discussed in the article?
- Do you have a procedure in
your school that you know of for answering the questions "Who, what, when,
where, and how" questions regarding providing Assistive Technology services?
Lesson
5:
Check out these software websites and some of the samples and demos
available. Evaluate the software based on the following information. Select 3
pieces of software from any of the websites. - How
could it be incorporated into the curriculum and what type of student would you
use it with?
- Indicate whether you were able to download
the software, get a demo, just view the graphics from the website.
- What
is the cost of the software for individual copies as well as licensing?
- Can it be used on Mac/Windows or hybrid?
- Any
special requirements or additional things needed to use the software?
http://tracecenter.org
- Click on Computers on the main screen and then Software Toolkit for Microsoft
Windows or Mac.
http://www.mayer-johnson.com - There is a section where there is an interview
with Ashley's mom. Be sure to click on WWS 2000 and other software as well as
demos if you have the capability.
http://www.firn.edu/ - This is a resource of software and other educational
resources. It has a software database.
http://www.intellitools.com - There is an activity exchange at this site.
http://vatc.freeservers.com - This is software for people with disabilities.
There is a free download for Screenreader 4.
http://www.donjohnston.com - This company has a talking word processor and
word prediction software.
http://www.inspiration.com - A 30 day trial is available on-line or can get
it by snail mail. This piece of software is particularly helpful for many special
ed students that are visual learners. Pictures can be incorporated, matching colors
and shapes make it easier for students to make connections between concepts. It
is also very useful for note taking and outlining with the outlining feature from
the visual.
http://www.alphasmart.com
http://www.fonts4teachers.com - check out the font samples and lesson plans.
http://www.slatersoftware.com - Slater Software.
http://www.dragonsys.com - Voice Recognition software.
http://teachtsp.com - Tom Snyder Productions.
http://www.scientificlearning.com
http://www.lexialearning.com - you can write for a demo CD. Lesson
6:
Assessment
As we all know, assessment is critical. The state has put
a heavy emphasis on assessment. Most students with special needs will need to
take the same exams as all other students. Some students are eligible for testing
modifications and some are not. Other students that are more severely disabled
are exempt from state testing but still need to be assessed. Creativity in assessment
is important. We need to think "out of the box" and technology can help
us. As we look at assessment we need to keep in mind our student's strengths and
weaknesses. If the student is non-verbal then the assessment would be very different
than a student who is ADHD or autistic.
Consider this**
A non-verbal student
is being assessed in science. A situation could be set up on the computer where
there was a touch screen. The text could be read to the student using software
such as screenreader and the multiple choice answer could be active links that
the child touches the area of the computer to choose an answer. HyperStudio is
a piece of software that has a testing feature which records the number of correct
responses. (http://www.hyperstudio.com)
The software also allows text to be read in the teacher's voice. The touch screen
is a peripheral that is attached to the computer and works as a mouse for students
to make a selection. In this same situation if the student is a non-reader pictures
could be using instead of words.
Some special-ed students have the testing
modification of "questions read". This allows the teacher to read the
test to the student. Just as color of text can make a big difference for a student
so can the voice and rate at which the text is read. Many ADHD (Attention Deficit
Hyperactivity Disorder) children have much better comprehension if text is read
at an extremely high rate. In most cases, a person is not able to read at this
pace but the computer can. (Macintosh computers generally have a greater variety
of voices and speeds.) The text is incomprehensible for most people but sounds
like the right speed for someone who's body runs at a very high speed. We have
also found that autistic children comprehend at a higher level when the text is
read in a voice called "Pipe organ". The computer allows us to change
these options to better meet the needs of our students.
Students who have
an issue with handwriting might be more successful taking their test on the computer
rather than writing it on a piece of paper. Maybe an AlphaSmart (see previous
assignment) would be available so the student could write the essay right at his/her
desk. Do we allow for different opportunities for assessment based on the needs
of our students?
Mayer-Johnson has software called Writing With Symbols that
has the option to make a "Send" window that allows students to click
on an icon or a word or group of words in the send area in response to a question.
- Do we make allowances in the area of assessment that match
the needs of our students?
- Do we have the information
and materials to provide alternate means of assessment?
- Is
it practical in a classroom to have alternate assessments for students based on
need ?
- Should these modifications only be available
for state testing?
- Do these modifications give the special
education student an unfair advantage over the regular education student?
Lesson
7:
The following is a list of resources. Please check out all websites, it
is important to look at all of them first. Some have links to many other sites
as well. Remember to bookmark sites if you'd like to go back to them. Please also
check out some samples
of Assistive Technology devices.
After checking out all websites, choose three
that are the most useful to you. Complete the profile listed below for each of
the three websites you chose. If while checking out these websites you find another
that is very useful you can substitute that website.
Resource Profile for
Resource Websites - Name of website
- URL
- Navigation (easy to get around, hard to follow, etc.)
- Things you found useful at website
- Things
you would like to see or be included
- Would it likely
be a site you would use again? What purpose?
- Who would
you recommend this site to? (ie Special Ed teacher, regular ed, admin, etc.)
- Rate it 1-4 (4 being the highest)
Websites
- American Speech, Language, Hearing Association (ASHA): http://www.asha.org/
This site is for a professional and parent organization focusing on communication
disorders.
- Closing the Gap
- www.closingthegap.com
- This website offers a complimentary copy of their newspaper.
- http://www.cast.org
- CAST (Center for Applied Special Technology) - There is an area called Teaching
Strategies which discusses Adapting Curriculum, Customizing with Software, and
Envisioning Future Curriculum. There is also a resource section that is very good
and has downloads and shareware. Another section to check out is the teaching
Tools.
- IDEA - www.ed.gov/offices/OSERS/IDEA/overview.html
- This discusses the law relating to students with disabilities. General
Services Administration's Center for IT Accommodation (CITA): http://www.ed.gov/offices/OSERS/NIDRR/index.html
is a nationally recognized model demonstatin facility influencing accessible information
environments, services, and management practices.
- Virtual
Assistive Technology Center - www.at-center.com
- Freeware/shareware, newsletter, and other AT sites.
- Family
Village - www.familyvillage.wisc.edu
- There are different categories such as computer software, funding and discussion
groups.
- Teens vs Dyslexia - www.ldteens.org
(notice the background color and font) - This site has info on Learning Styles,
study skills, and good links.
- http://www.abledata.com
- This site is sponsored by the National Institute on Disability and Rehabilitation
Research and the United States Department of Education
-
Academic Software, Inc.: www.acsw.com
- This company produces and markets assistive technology such as switches and
other adaptive devices.
- http://www.asel.udel.edu/at-online/assistive.html
- This site offers information on different types of equipment and activities
and organizations.
- Rehabilitation Engineering and Assistive
Technology Society of North America: http://www.resna.org
- RESNA is an association of rehabilitation professionals dedicated to the advancement
of rehabilitaion and assistive technologies for people with disabilities.
- http://www.planemath.com
- This website has activities that need shockwave.
- http://www.ldonline.com
- This website has some great ideas and resources.
- Dreamms
for Kids, Inc. or Developmental Research for the Effective Advancement of Memory
and Motor Skills: http://www.dreamms.org
- This organization encourages the use of computers and technology in homes, schools
and community. There is a newletter.
- National Institute
on Disability and Rehabilitation Research and the US Dept. of Ed.: http://www.abledata.com
- The United Nations Persons with Disabilities Web
Page: http://www.un.org/esa/socdev/enable/
- The United Nations created this Web page to assist in the promotion of effective
measures for the prevention of disability, rehabilitation, the realization of
the goals of full participation of disabled persons in social life and social
development, and equality. This site focuses on world programs, standards, and
international "norms" for people with disabilities.
- Royal
Victorian Institute for the Blind (RVIB): http://www.rvib.org.au/
- This was the first agency in Victoria to work with blind and vision impaired
people. Established in 1866, RVIB provides a wide range of services including
employment, training, rehabilitation, education, and library and information services.
- The Disability Resources Monthly: http://www.disabilityresources.org/
- Disability Resources, Inc, a nonprofit organizaiton established to promote and
improve awareness, availability, and accesssibility of information for independent
living, produces the Disabilities Resource on the Internet. The Web site is designed
to help people find the best disability information on the Internet. The main
sections are the DRM WebWatcher, a huge subject guide to the best national and
international disability-related Web sites, and the DRM Regional Resource Directory,
an extensive guide to disability organizations and agencies in each state.
- The
Low Vision Network (LOVNET): http://www.varrd.emory.edu/LVRGNET/index.html
- LOVNET is the World Wide Web interface for the Low Vision Research Group (LVRG),
providing an Internet resource for researchers, clinicians, and others with an
interest in low vision. Here you can learn about recent and ongoing research in
low vision, and find links to FAQ's, support groups, discussion groups, and other
resources for the low vision community.
- American
Foundation for the Blind (AFB): http://www.afb.org/
- A nonprofit organization founded in 1921 and recognized as Helen Keller's cause
in the United States, the American Foundation for the Blind (AFB) is leading national
resource for people who are blind or visually impaired, the organizations that
serve them, and the general public. The mission of the American Foundation for
the Blind is to enable people who are blind or visually impaired to achieve equality
of access and opportunity that will ensure feedom of choice in their lives.
- National
Federation of the Blind (NFB): http://www.nfb.org/
- Founded in 1940, the National Federation of the Blind (NFB) is the nation's
largest and most influential membership organization of blind people. The purpose
of the National Federation of the Blind is twofold: to help blind people achieve
self-confidence and self-respect, and to act as a vehicle for collective self-expression
by the blind. By providing public education about blindness; information an referral
services; scholarships; literature and publications about blindness; aids, appliances,
and other adaptive equipment for the blind; advocacy services and protection of
civil rights; job opportunities for the blind; development and evaluation of technology;
and educate the public that the blind are normal individuals who can compete on
equal terms.
- The Hong Kong Society for the Blind:
http://www.hksb.org.hk/ - Established in
1956, the Hong Kong Society for the Blind is a government voluntary agency dedicated
to the well being of visually impaired people in Hong Kong. For the past 40 years,
the society has provided comprehensive educational, rehabilitation, vocational
training, medical, social, and residential services to visually impaired clients.
- American
Council for the Blind (ACB): http://www.acb.org/
- The ACB "strives to improve the well-being of all blind and visually impaired
people by: serving as a representative national organization of blind people;
elevating the social, economic and cultural levels of blind people; improving
educational and rehabilitation facilities and opportunities; cooperating with
the public and private institutions and organizations concerned with blind services;
encouraging and assisting all blind persons to develop their abilities and conducting
a public education program to promote greater understanding of blindness and the
capabilities of blind people."
- The ALS Association:http://www.alsa.org/
- the ALS (amyotrophic lateralsclerosis) Web site is an important effort in the
attempt to build awareness about ALS, better known as Lou Gehrig's Disease.
- American
Academy of Ophthalmology: http://www.aao.org/
- The
Canadian Institute for the Blind (CNIB): http://www.cnib.ca/
- The
Royal National Institute for the Blind: http://www.rnib.org.uk/
- American
Disability Association: http://www.adanet.org/
- The American Disability Association's mission is to provide a quality information
network to meet the informtional needs of people with diverse diabilities, their
care providers, and support professional; promote disability culture and awareness
in the world; and provide forums for creating and refining social policy while
working to bring increased quality of life and greater access to freedom to all
people regardless of disability.
- The Electronic
Industries Foundation (EIF): http://www.eiafoundation.org/
- Resource Guide for Accessible Design of Consumer
Electronics: http://www.tiaonline.org/access/guide.html
- "Linking Product Design to the Needs of People with Functional Limitations".
- Access
Expressed Network: http://www.accessexpressed.net/
- This site is devoted to disseminating information about a variety of arts and
cultural opportunities and the access available to them. The site is designed
to contain access information for states across the country.
- NISH:
http://www.nish.org/: NISH enhances the quality
of life of people with severe disabilites through increasing employment opportunities.
NISH provides professional and technical assistance to not-for-profit community
rehabilitation programs to encourage and assist prarticipation in appropriate
employment or training activities.
- The
National Council of Disability (NCD): http://www.ncd.gov/
- NCD is an independent U.S. federal agency that makes recommendations to the
President of the United States and the U.S. Congress on issues affecting Americans
with disabilities.
- The National Cristina Fondation
(NCF): http://www.cristina.org/index.html
- "National Cristina Foundation (NCF) provides computer technology and solutions
to give people with disabilities, students at risk and economically disadvantaged
persons the opportunity, through training, to lead more independent and productive
lives."
- Recordings for the Blind and Dyslexic
(RFB&D): http://www.rfbd.org/ - RFB&D
is an internationally recognized organization providing professionally narrated
and electronic text versions of thousands of books. They maintain a lending library
of academic and professonal textbooks on audiotape for elementary through post-graduate
and professional levels.
- STARBRIGHT Foundation:
http://www.starbright.org/ - Steven Spielberg
and General H. Norman Schwarzkopf chair this foundation dedicated to supporting
children with special needs.
- Ability: http://www.ability.org.uk/home.html
- The
British Computer Association of the Blind: http://www.bcab.org.uk/
- Disability
Access Symbols: http://www.gag.org/resources/das.html
- Massachusetts
Assistive Technology Partnership: http://www.matp.org/
- National
Organization on Disability: http://www.nod.org/cont/dsp_cont_loc_hme.cfm?locationId=12&locationNm=Home
- The
New England Regional Assistive Technology Exchange:
http://www.reply.net/cgi-bin/nhaat/index - Upshaw
Institute for the Blind: http://www.upshawinst.org/
- The
National Center for Dissemination of Disabilities Research (NCDDR): http://www.ncddr.org/
- NCDDR is a pilot project designed to help researchers who are funded by the
National Institite of Disability and Rehabiliatation Research (NIDRR): http://www.ed.gov/offices/OSERS/NIDRR/index.html
publicize the results of their research. NIDRR funds hundreds of programs that
ultimately become valuable resources to people wth disabilities.
- Gallaudet
University's Technology Access Program: http://tap.gallaudet.edu/
- This site features research, services, and technology involving communications,
telecommunications, and the deaf.
- Special Needs
Opportunity Windows (SNOW): http://snow.utoronto.ca/
- The SNOW Web site is a Canadian project funded to provide an information clearing
house for educators of students with special needs. In addition to containing
resource information, SNOW provide discussion forums and a kid's area to assist
children with disabilities.
- Center for Research
on Women with Disabilities: http://www.bcm.tmc.edu/crowd/crowd1.html
- The purpose of the Center for Research on Women with Disabilities is to conduct
research and promote, develop, and disseminate information to expand the life
choices of women with disabilities so they may fully participate in community
life.
- The Institute on Disability (IOD): http://iod.unh.edu/index.html
- This organizaton, which was establishen in 1987, is a resource for disability
research and information. The Institute on Disability provides a host of services
including in-house training for students and professionals, technical assistance
programs, assistive technology research, adn general information awareness activities
aimed at educating the public about disability topics.
- University
of Illinois Urbana-Champaign Information Technology Accessibility for Persons
with Disabilities: http://www.als.uiuc.edu/InfoTechAccess/
- This is a university and educational resource for accessibilty research, particularly
in the areas of advance computing, information services, and the Web.
- Department
of Justice ADA Page: http://www.usdoj.gov/crt/ada/adahom1.htm
- Maryland
State Department of Education: Division of Rehabilitation Services: http://www.dors.state.md.us/
- Government
of Canada Internet Guide: http://www.gc.ca/programs/guide/main_e.html
- Canada's Treasury Board Secretariat has published a set of Internet and Web
design gudelines for government Web site managers and developers.
- Apple:
Special Needs: http://www.apple.com/disability/
- Youreable.com:
http://www.disabilitynet.co.uk/
- Youreable.com directs its services toward people with disabilities. It also
provides a variety of disability-related information services including news,
product sales, discussion forums, a job center, and research data.
- Adaptive
Technology Consulting, Inc: http://www.adaptivetech.net/
- Adaptive Technology Consulting carries
a wide selection of products for the blind, visually impaired, and individuals
with reading difficulties.
- Immersion Corporation:
http://www.immersion.com/ - Immersion
Corporation's has force-feedback products. Force-feedback renders the sensation
of "feel" to a mouse, adding a new dimension to the personal computing
interface. For example, a blind person could feel his way around a windows desktop
as the mouse generates feedback based on objects it touches.
- Duxbury
Systems, Inc: http://www.duxburysystems.com/
- Enabling Technologies Company, (ETC): http://www.brailler.com/
- ETC provides Braille production equipment that they design, manufacture, service,
and support for Braille tasks.
- ActiveWord Systems,
Inc.: http://www.activewords.com/
- Academic
Software,Inc.: http://www.acsw.com/
- Dragon
Systems: http://www.lhsl.com/naturallyspeaking/
- Freedom of Speech,Inc.: http://store.yahoo.com/fos/
- LS&S
Group: http://www.lssgroup.com/
- Synapse
Adaptive: http://www.synapseadaptive.com/
- Hearing
Aid Centers (HAC) of America Group: http://www.harcmercantile.com/hac01.htm
- Personal
Captioning Systems, Inc.: http://www.personalcaptioning.com/
- Nationwide
Flashing Signal Systems: http://www.nfss.com/
- NXi
Communications, Inc.: http://www.nxicom.com/
- GW-Micro,
Inc: http://www.gwmicro.com/
- Innoventions,
Inc.: http://216.247.168.247/
- TeleSensory:
http://www.telesensory.com/
- VisuAide
Products: http://www.visuaide.com/indexproduits.en.html
- Access
Unlimited: http://www.accessunlimited.com/
- Handicaps,
Inc.: http://www.handicapsinc.com/
- The
Magic Wand Keyboard: http://www.magicwandkeyboard.com/index.html
- NewMobility.com:
http://www.newmobility.com/
- Disability
Statistics Center (DSC): http://dsc.ucsf.edu/UCSF/spl.taf?_from=default
- Located at the University of California, San Francisco, the DSC provides disability
statistical information. The center's purpose is " to produce and disseminate
statistical information on disability and the status of people with disabilities
in American Society and to establish and monitor indicators of how conditions
are changing over time to meet their health, housing, economic and social needs."
- Tell Us Your Story.com: http://www.tell-us-your-story.com/
- Forum for personal experience stories about disability awareness, rights, and
inspiration.
- The world Health Organization Statistical
Information System (WHOSIS): http://www.who.int/whosis/
- ADLS-on-the-Web Project: http://www.acsw.com/adlsweb1.html
- National Talking Newspapers & Magazines: http://www.tnauk.org.uk/
- New
York State Occupational Therapy Association: Promoting the State of Well-being:
http://www.nysota.org/
New York State
Occupational Therapy Association is a not-for-profit organization incorporated
in the state of New York dedicated to the advancement of the profession and to
the improvement of the quality of occupational therapy services. - The
New York State Speech-Language-Hearing Association, Inc.: http://www.healthcaresource.com/nysslha/
This is an organization of professionals - speech language pathologists and
audiologists engaged in clinical, educational, or research activities in communication
disorders.
Members of NYSSLHA work in colleges and universities, community
and private
agencies, hospitals, public and private schools, research laboratories,
and private practice. Students enrolled in a program of study for the professions
of speech language pathology or audiology are welcome as members. - CASHA
(Capital Area Speech Hearing Association): http://www.timesunion.com/communities/casha/
The purpose of this New York State organization is to promote the profession of
Speech
Language Pathology and Audiology, maintain a liaison with other professional
organizations and the community, act as an advocate for all persons with communicative
handicaps, provide opportunities to members to assemble regularly to engage in
professional activities. - The New York State Psychological
Association (NYSPA): http://www.nyspa.org/
This is a non-profit professional association. Its
mission is to advance the science
and practice of psychology while supporting
excellence in education, training, research, advocacy and service. With more than
3,000 members, NYSPA is recognized as one of the strongest state psychological
associations in the country because of its vigorous
and sustained efforts
in many areas of concern to psychologists and the public interest.
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