assistive and emerging technology for students with sensory disabilities

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Assistive and Emerging Technology for Students with Sensory Disabilities . Andrew Cioffi/Kirsten Behling Presented at PTI, June 2014. Introductions. Andrew Cioffi Assistant Director, Disability Services Adjunct, Neag School of Education, UConn Kirsten Behling Director, Disability Services - PowerPoint PPT Presentation


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Assistive and Emerging Technology for Students with Sensory Disabilities

Andrew Cioffi/Kirsten Behling

Presented at PTI, June 2014IntroductionsAndrew CioffiAssistant Director, Disability ServicesAdjunct, Neag School of Education, UConnKirsten BehlingDirector, Disability ServicesAdjunct, Neag School of Education, UConn

OverviewDay ONEAT/ET for blindness and low visionDay TWOAT/ET for deafness and hearing lossDay THREECurrent and coming access issuesDay TWO: Deafness and Hearing LossPart ONE: OverviewOverview and definition of disabilityDetermining accommodationsPart TWO: TechnologyHardware and software optionsMid-tech, low-tech, mobile optionsPart THREE: AccommodationsExamples of accommodations to supplement ATDetermining what is reasonable and implementationPart FOUR: Alternative Format MaterialsOverview and Considerations of Alt TextsDelivery and access PART ONE - OVERVIEWThings to consider for PART ONEWhat is the difference between Deafness and Hearing Loss? How might access and accommodations vary?

What information should be gathered during the intake? Prior to the intake? How important is the documentation vs. the students first hand reports?

What types of assistive technology might be necessary in the classroom? Outside of the classroom?

Definition of DisabilityDefinition of disabilityIDEA definitions of Deafness and Hearing LossDeafness: a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.

Hearing Loss: an impairment in hearing, whether permanent or fluctuating, that adversely affects a childs educational performance.

Definition of disabilityTypes of Hearing LossConductive: Source of hearing loss relates to the structures that conduct soundSensorineural: Source of hearing loss relates to the structures/functions that transmit sound Mixed: A combination of conductive and sensorineuralDiagram of Ear/Hearing Loss ConsiderationsEffects of hearing loss in the classroom Certain sounds seem too loudDifficulty following conversations when two or more people are talkingDifficulty hearing in noisy areasHard to tell high-pitched sounds (such as "s" or "th") from one anotherProblems hearing when there is background noiseVoices that sound mumbled or slurred

Academic TasksPortions of tests, quizzes, exams, etc.Note takingParticipationGroup workVideosDemonstrationsOther multimediaOnline/hybrid work that includes videos and other multimediaExperiential learningCareer EducationEtc.Areas Outside of the ClassroomPerspective visitsDaily livingHousing, dining, recreationClubs and organizationsExtra-curricular activitiesHallmark eventsDetermining Appropriate AccommodationsHow to determine what is appropriate?DocumentationAudiologist report (including audiogram or audiometric report)Medical evaluationNeuropsychological evaluationPsychoeducational evaluationSchool report/accommodation historyDemonstration

Determining Appropriate AccommodationsIntakeHistory and nature of disabilityHistory of access and accommodationLearned skills, coping strategies, and mitigating factorsCurrent AT/AT service knowledge and usage; other applicable techIdentification of in-class and outside-the-classroom needsIdentification of current resourcesAccommodations and expectations (student and family)Transparency Interactive process

Determining Appropriate AccommodationsDetermining what is reasonableFor both AT and AT servicesInteractive process!Who provides what?Student makes request; DS provider determines what is reasonableDemonstrations, when appropriatePlan for delivery and implementationInterpreting an audiogram

PART TWO - TECHNOLOGYThings to consider for PART TWOHow does the technology differ from deafness to hearing loss?

How does the introduction of AT services impact service delivery? What might be reasonable timelines for service requests?

What additional training and resources may be necessary for the DS provider, student, faculty, other staff, etc?

AT Hardware examplesAssistive Listening Devices (ALDs)Personal amplification systems: OVERVIEWHearing aids, BAHACochlear implants FM system TV systemInfraredInduction loopClassroom amplification systemsOther Large Area hearing devices (infrared, FM included)

Hearing Aids

Hearing Aids

FM System

FM System, TV System

IR, Induction Loop

AT Hardware ExamplesAlerting devicesWatch/clockBaby monitorDoor bell/knockerEmergency detectorsPhone (amplified ringer, etc)Weather alertAlarm Clock/Bed Shaker

AT Hardware ExamplesCommunication devicesTTY or TDDCaptioned phone Web camPerson to person (text messaging, writing, proprietary devicesTTY, Caption Phone

AT Hardware ExamplesOtherSmart penSmart boardCaption miciCommunicator


AT Service ExamplesInterpretingASLVRICaptioningCARTC-PrintRelay services

Video Remote Interpreting (VRI)


Software ExamplesClosed Captions/Open CaptionsComputer/mobile alertsDesktop/mobile accessibility featuresCommunication software (Face to Face, Skype, etc.)Speech-to-TextMobile appsFaceTimeSkypePurple CommunicationsCalendarBioAiduHearTooLoud?SoundAmp RFringDeafNoteASL DictionaryCapTelSubtitlesTapTapPART THREE - ACCOMMODATIONSThings to consider for PART THREEHow might the accommodations for deafness and hearing loss compare/differ? How might in-class accommodations compare/differ from outside-of-the-classroom accommodations?

How important is accommodation history for determining what is reasonable and delivery of services?

What additional steps need to be taken for implementation of AT with students who are deaf or hard of hearing? What type of timeline may be necessary?

Remember who we are working with Remember that two students may have similar or identical hearing profiles, but different access/accommodation needs. There can also be considerable variation in the functional hearing of an individual who is hard of hearing

Access and accommodation needsAcademic Note taking, participation, multimedia, online/hybrid, group work, etc.Non-academic Daily living, campus life, extra-curricular involvementExamples of appropriate accommodationsUse of Computer/AT in-class/labs/on examsInterpreter/Captioning serviceNote taker/Copies of class notesUse of audio recording devicePreferential seatingExtended time on coursework/examsProctored exams (in some cases)Captioning/Descriptive audioHousingEvacuation listPriority registrationDetermining what accommodations are reasonable for a specific studentStudent requestIntake processNature of disabilityHistory of accommodationDetermination of needInteractive processDefining what is reasonableManaging preferencesFollow up and check in process

Who Provides WhatDS Provider: Access and AccommodationAuxiliary aids AT and AT services/trainingAccess to place of public accommodationAccessible course contentEtc.

Student and/or Third Party: Daily livingPersonal, transportation, and medical devices/aidsServices animals/trainingCommunication training (i.e. sign language)Etc.

Methods for implementing appropriate accommodationsIntake, evaluationAccommodation historyAccommodation lettersDetermine what tech/training the student already has/usesDetermine appropriate tech/serviceDetermine who provides what Software installs, hardware loan (agreement)Training (Student, staff, faculty)Scenario planning (faculty advocacy, AT usage in class and/or on exams, etc.)

PART FOUR Accessible ContentThings to consider for PART FOURWhat materials or media might need to be prepared and delivered in alternative formats? What types of technology or service are necessary to produce such alt texts?

What are some considerations and best practices for accessibility of course materials?Definition of Alt TextAlternative formats:Alternate formats usable by people with disabilities may include, but are not limited to, Braille, ASCII text, large print, recorded audio, and electronic formats that comply with this part.Webaim.orgContent to ConsiderMultimedia e-TextsPublisher provided online content with videosFaculty generated course castsMovies, videos, animations, etc., with soundMusic, other audio only sourcesLanguage labAny other course related and/or extracurricular materialsFormats of Alt TextsWhat is provided to the studentMultimedia filesCaptioned videosCaptioned supplements to e-TextsTranscriptions and/or descriptions of multimedia contentDescriptions of audio only contentMaterials PreparationInsourcing vs. OutsourcingCaptioning costsResources (time, staff, infrastructure)Turnaround timeSetting policyQuestions, Comments, DiscussionsPhoto URLSHearing Aids: FM System: System: Loop: Clock:, Caption Call: http://it


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