Easi Equal Access to Software and Information

Welcome to EASI's second special K-12 issue of "Information Technologies and Disabilities" Journal. When we began planning this offering, we had anticipated a Journal that would focus solely on the non-technical aspect of providing access and accommodations to K-12 students who are learning about math, science and technology. However, we received so many excellent papers focusing on the technology, that we decided to combine both the technical and non-technical articles in this issue.

An interesting theory occurred to us as we read the more technology-driven papers. There's a very human element to teaching and learning, and no matter how technical the material is or how technology-driven the class or teaching methodology is, teaching and learning strategies that focus on the person must be incorporated into the mix or the technology will not be successful.

And so we have an interesting range of papers that focus on the high-tech, low-tech, and no-tech. They range from concept-mapping theories to the experiences of a woman who determined that a blend of home schooling and public schooling was the best recipe for ensuring her son's educational success.

This edition of the journal is partially supported by EASI's National Science Foundation grant to compile and disseminate information about K-12 science, math, engineering and technology.

Abstract: This is a useful article that looks at various pieces of math and science software to evaluate their usefulness for people with vision impairments. The article also makes suggestions on how to make the programs more accessible for individuals with vision impairments.

Abstract: this paper describes the process and benefits of concept mapping and its use for helping students with learning disabilities study science. It includes four graphics that illustrate the concept maps. The graphics have full text descriptions.

Abstract: this paper addresses six important teaching strategies for "diverse learners," students who have backgrounds, foundations, or abilities that differ from most students. While it encompasses a wide variety of students, an important segment of this population is students with disabilities. The ideas presented here have definite value for teachers, service providers and others who work with students with disabilities. There are also some valuable program evaluations at the end of the article.

Abstract: his article is a comprehensive overview of the problems that K-12 students encounter using textbooks and some accessible text formats that are currently available. In particular, the article looks at the special problems posed by math and science texts for K-12 students with disabilities.

Abstract: This short article focuses on another dimension to using books on tapes - using recorded books along with texts. This is particularly beneficial for students with learning disabilities.

Abstract: this article is different from most that are published in the ITD. It is a very personal account of a woman who has chosen to home-school her son who has several disabilities due to a brain injury. She has worked with the school system to put together a program that combines her home-schooling with a couple of classes at the high school. For the most part this woman uses low- tech strategies, but she has included work on the computer in her son's curriculum. This is a very human look at many of the issues that we often view only from the practical, institutional or technological perspective.

Abstract: This article looks at some of the challenges and problems that students with disabilities encounter when they move through the educational process. It gives some practical tips for service providers and focuses on the idea that one plan or strategy will not work well for all students.

Abstract: The World Wide Web holds the promise of being the most powerful tool for accessing information in a wide range of subject areas. Because our nation places a high value on education, particularly in the areas of science, engineering and math, knowledge of k-12 Web-based resources in these areas is essential for students, teachers and parents of children with disabilities. The areas of science, engineering and math in elementary, middle and high schools needs to be considered in the overall context o f education. Technologies like screen magnification voice recognition and speech syntheses are essential for many special needs stu dents. Science, engineering and math offer a special challenge to students with disabilities because of content structure like math equations and graphs. Both general K-12 resources and specific SEM sites will be discussed. Those resources offered are those tha t are frequently updated and stay current.

Internet at Summer Camp?
An opportunity for Children and Youth with Disabilities
Sheryl Burgstahler, Ph. D.
University of Washington
DO-IT
University of Washington
Box 354842
Seattle, Washington 98195-4842
(206) 685-3648 (V/TDD)
(206) 441-4171 (FAX)

Abstract: Some things never seem to change. There's something timeless about kids and summer camp. There's the hot sun and cool water, the green trees and blue skies, the outdoor games and public showers, and the rustic cabins and raucous dining halls. But, most of all, there are the grinning faces of friends gathered around the table, the pool, and the campfire. However, summer camps these days are changing. Added to the chirps of crickets, splashes of water, clangs of dinner bells, and peals of laughter are the clicks of computer keys and the hum of hard drives. Summer camps are going electronic to give kids, including those with disabilities, experience with new tools for learning and fun, including challenging campers to learn to use the Internet.

Abstract: providing children with disabilities a solid foundation in basic skills is the single-most important aspect of ensuring that they can enter and succeed in college and the work place. This is especially true in the math and science fields, as students must fully understand the fundamentals before they can move on to advanced study or work. Children who are not properly prepared, children who do not build strong foundations, children who are moved along when they have not mastered the basics, are almost certainly doomed to failure.

Abstract: TRIANGLE is a DOS and Windows 95 computer program intended for print-impaired students and professionals in math, science, and engineering.

Abstract: The MathPlus Toolbox is being developed because of the scarcity of mathematical materials available for students with disabilities. Computers often enable these students to have access to information that is otherwise not available. Though this computer application was developed to help students with disabilities, its universal design makes it appeal to all students learning math.

In this paper, some background will be given about the reasons why the MathPlus Toolbox was developed. The tools included in the Toolbox will be described along with some of the reasoning that was behind the design. The development process will be explained along with a look at our plans for the future.

Atstract: Project SMART (Science and Math Access: Resources & Technology) has evolved into a multi-year professional development effort that includes components for all adults who regularly have contact with children with disabilities. The common goal of each of the components is the development of both efficacy and capacity to inspire children with disabilities to overcome challenges in the pursuit of excellence in math and science education. While the emphasis area of our program has been in-service teacher education, components have been developed for the following groups that support the efforts of children:
general education teachers;
special education teachers;
parents of children with disabilities;
guidance counselors.

Abstract: If we are to improve instruction for students with disabilities, and probably for all students, science teachers must be willing to accommodate instruction and adjust the learning environment. Many students receive sub-standard science instruction because teachers and teacher educators are unaware of services and opportunities for students with disabilities in science. All students should be active participants in all facets of the educational program. All students should have the opportunity to achieve success in the learning process. Teachers must become accustomed to teaching fewer concepts with richer insights, to facilitate greater student understanding, and to present opportunities for students to apply what they learned to real-life situations

Information Technology and Disabilities Vol V 1998

June, 1998

September, 1998