The Arkansa - ADE Special Education

WINTER: Instructional & Assistive Technology
The Arkansa
S
pecial Educator

What’s Inside
Technology Skills Build Future Success.........................................................................................2
Teenager with Technology...............................................................................................................5
Growing Technology........................................................................................................................7
Age of Technology............................................................................................................................8
Technology Implementation Challenges for the Classroom...........................................................9
Life After Hurricane Katrina.........................................................................................................11
Call for Articles..............................................................................................................................12
Assistive Technology Helps All Kids Learn..................................................................................13
Distance Learning in Arkansas.....................................................................................................16
Keeping up with Technology..........................................................................................................17
12 Step Process to an Effective Assistive Technology Program....................................................18
Arkansas’Advisory Council for the Education of Individuals with Disabilities..........................19
Freeware, Shareware and Demo Programs on the Internet................................................20 & 23
Augmentative and Alternative Communication Buyers Guide (pull out reference)...........21 & 22
JEdI Skills Tutor Program............................................................................................................25
Fayetteville Public School’s World of Technology........................................................................27
Increasing Capabilities Access Network (ICAN)..........................................................................31
Mark Your Calendars.....................................................................................................................33
Linkage and the Alternate Assessment Portfolio...........................................................................33
Understanding Textbooks for the First Time................................................................................34
Assistive Technology in the Elementary Classroom.....................................................................37
Special thanks to Fayetteville and Springdale School Districts for allowing
the editors of the T.A.S.E. magazine to take the cover photos.

“Technology Skills Build Future Success”
Bryan Ayres, M.Ed., ATP, Director
Technology & Curriculum Access Center (TCC)
A Collaboration between the Arkansas Department of Education,
Special Education and Easter Seals of Arkansas
The vision statement from the Arkansas Education Technology
Plan reads, "Arkansas learners will have equitable access to
learning environments that infuse technology into the teaching
and learning process, ultimately producing life-long learners who
will succeed socially and economically in a society increasingly
dependent on technology and information."
This worthy goal is compatible with the vision
of such federal legislation as No Child Left
Behind (NCLB) and the Individuals with
Disabilities Education Act (IDEA) as well as
the Assistive Technology Act (AT Act).
Information/education technology (IT/ET)
holds the promise of enabling access to
information irrespective of a person's social
situation. However, there is evidence that
indicates there is a greater likelihood of
experiencing disadvantage in exposure to
information and educational technology and
assistive technology if you are a person who
has linguistic diversity, if you are a female, if
you are a student with disabilities, or you are a
student from an impoverished family
(Edyburn, 2000) (National Center for
Education Statistics, 2000).
The Individuals with Disabilities Education
Improvement Act of 2004 (IDEA, 2004 P.L.
108-446, Section 602 (1)(a)(b)) stresses the
definitions of universal design and assistive
technology devices and services. These
(Arkansas Department of Education,
Information & Technology Section, 2000).
definitions are compatible with the emphasis
toward least restrictive environment, free and
appropriate public education, and access and
participation in the general curriculum
mentioned in the previously cited laws.
Advances in technology and the science of
instruction as well as the standards based
education reform movement offer opportunities
and independence for people with
disabilities (ADA & IT TA Centers, 2004).
This offers school districts opportunities to
improve the ability to assess, develop, and
deliver instruction that is universally designed
(meets the needs of as many learners as
possible). Districts are including students with
disabilities in instruction that involves technology
applications, promoting learning technical
skills that will allow students to transition to
more independence in our technology oriented
world.
Development of assistive technology and educational/information
technology in schools has
also contributed to allowing access to the
T.A.S.E. Winter - 2

general curriculum. Take for instance the
elements promoted by Voltz, Sims, Nelson and
Bivens (2005) in their MMECCA model to
understand standards based education. The
MMECCA model uses methods, materials,
environment, content of instruction, collaboration
and assessment as elements that provide
educators with benchmarks for effective
educational practice. Many elements within
these are supported or enhanced by the integration
of educational/information technology for
all students, and IDEA requires IEP teams to
consider the need for assistive technology as a
special factor in the development of the IEP.
(Stahl & Zabala, 2005).
The 10%-15% of the student population that is
often identified as having a disability under the
Individuals with Disabilities Education
Improvement Act of 2004 will likely be
assessed for their post school success and
independence by future quality of life, employability
and community functioning and will
require experience with technology tools and
proficiency in using them (Ayres, 2005). How
can schools determine what makes up quality
use of educational technology and assistive
technology in schools, and what makes up the
common pitfalls often seen in the application
of assistive technology devices and services in
schools? Beginning in early 2001 and
continuing to date, a nationwide, grass roots
consortium of professionals and consumers of
assistive and educational technology organized
to examine these issues. This consortium is
called the Quality Indicators of Assistive
Technology or QIAT. A list serve and web site
have been developed to offer wide professional
collaboration on these topics. The following
issues have been identified as quality indicators
in this area and can serve as a guide to IEP
teams and school administrators in effective
use of assistive and educational technology.
(QIAT Consortium, 2004).
Consideration:
* Consider for all students with disabilities.
* Use of collaborative decision-making processes.
* Use of collective knowledge and skills of IEP team members.
* Based on the student’s IEP, access to curricular and extracurricular activities, and
progress in the general education curriculum.
* Gather and analyze data about student, environments, educational goals and tasks.
* Explore a range of supports, AT devices, and services.
* Results are documented by the IEP team.
Common Errors:
* Assistive Technology is considered for students with severe disabilities only.
* No one on the IEP team is knowledgeable regarding AT.
* Team does not use systematic, data based process.
* Ideas are limited to available supports, AT devices and services.
* Failure to consider access to curriculum.
* Failure to collect data on consideration decisions.
T.A.S.E. Winter - 3

Assessment:
* Clearly defined procedures.
* Team with knowledge and skills needed to determine supports, devices and services.
* Functional assessment includes customary environments.
* AT assessment, with necessary trials, are completed within reasonable time lines.
* Data based decision making.
* Decisions are reassessed any time changes in the student, environments and/or tasks
change.
Common Errors:
* Procedures are not defined, or are not customized to meet the student’s needs.
* Team approach is not utilized.
* Individuals participating in an assessment do not have the skills necessary to conduct
the assessment, and do not seek additional help.
* Team members don’t have adequate time to include trials.
* Communication between team members is not clear.
* The student and/or family is not involved in the assessment process.
Including AT in the IEP:
* The agency has guidelines for documenting AT needs in the IEP.
* All services that the IEP team determines are needed to support the selection,
acquisition, and use of AT are designated in the IEP.
* The IEP illustrates that AT is a tool to support achievement of goals.
* AT contributes to measurable and observable outcomes.
* AT is included in the IEP in a manner that provides clear and complete description of
the devices and services.
Common Errors:
* IEP teams don’t know how to include AT in IEPs.
* All IEPs are developed in a similar manner and the unique needs of the child are not
addressed.
* AT is included in the IEP, but the relationship to goals and/or curriculum is unclear.
* AT devices are included in the IEP, but no AT services support the use.
* AT results are not measurable or observable.
Implementation:
* Collaboratively developed plan.
* Technology is integrated into the curriculum.
* Shared responsibility.
* Variety of interventions and strategies.
* Training for the student, family and staff is an integral part of implementation.
* Based on data and adjusted based on performance data.
* Management and maintenance of equipment is planned and implemented.
Common Errors:
* Poor coordination and communication. Continued on Page 39
T.A.S.E. Winter - 4

Teenager w ith Technology
Picture a junior high gymnasium full of
one thousand eighth and ninth grade
students with all of their eyes focused on
center court, where student council hopefuls
were trying to calm their nerves
before speaking to the entire student body.
One of those nervous students in center
court was Kasey Hodges. From her
motorized wheelchair, complete with neon
lighted wheels, Kasey presented her
speech using her Pathfinder, an augmentative
communication device she has been
using since age twelve. As Kasey’s speech
therapist, that day brought tears of joy to
my eyes to see such accomplishment. Did
Kasey think it was a big deal? No, that is
just a typical day for her. In case you’re
wondering, she won the election and is
now a ninth grade student council
representative. Kasey is also an honor roll
student who is taking two advanced
placement classes this year and a foreign
language.
Kasey was born with cerebral palsy
and is non-verbal. She attends Mary
Frances George Junior High in Springdale
and has been communicating with an
augmentative communication device since
before kindergarten. Kasey started with a
Liberator at age four and received her
Pathfinder at age twelve. Both of these devices
are made by the Prentke Romich Company.
Kasey caught on quickly to these devices
because she had a lot to say and needed a mode
of communication to express her voice.
Kasey’s mother, Angie Bassett, went to therapy
sessions with her when she was learning to use
the device; however, she quickly knew that she
T.A.S.E. Winter - 5
couldn’t keep up with how fast Kasey was
learning the language of her device.
In school, Kasey depends heavily on her
device for all educational and social purposes.
The district provided a laptop computer for
Kasey to use at school in conjunction with her
augmentative device. Kasey is able to do
writing assignments independently with the
exception of having someone connect her
computer to her Pathfinder. She types on her
Pathfinder and the information is displayed on

her laptop screen. When she finishes the
assignment, she saves it to a disk for the
teacher to print. She is able to design graphs
and charts, write essays, and do powerpoint
presentations. Kasey is unable to turn pages of
textbooks due to her physical limitations, therefore,
electronic books, books on CD Rom, and
teacher created materials are utilized. With
these programs, Kasey is able to view
text on her laptop and turn the pages
with the arrow keys on her
Pathfinder. Kasey has a
wonderful group of teachers who
do an outstanding job of
modifying for her and at the
same time continue to have high
expectations from her as an
advanced placement student.
herself regarding technology. If something
isn’t working for her in the classroom, she
informs her teachers and/or special education
staff, who in turn problem solve to best meet
the needs of this amazing individual.
Kasey’s response when asked
“how she handles all of her homework?”
In addition to Kasey’s core classes,
she is currently learning to speak Spanish.
When Spanish was placed on her fall schedule,
I made a call to our favorite Prentke Romich
representative, John Halloran. Since Kasey’s
device doesn’t have a Spanish language option,
we had to be creative in finding a way to store
the Spanish language into her device. Mr.
Halloran took us through the process step by
step. With a loaned Spanish book and three
months of summer vacation, Kasey
programmed Spanish vocabulary into her
Pathfinder. Too bad there isn’t a voice with a
Spanish accent on her device.
Kasey has worked with many brilliant
administrators, teachers, and therapists
throughout her years in Springdale. These
professionals, in addition to Kasey’s
tremendous family support and her own strong
will to achieve, have made her a success.
Kasey is becoming an excellent advocate for
Kasey is fourteen years old and tends to
be mischievous at times. Mr. Halloran came to
visit Kasey at school last year to teach her
about using her Pathfinder as a remote control
for household devices such as televisions,
DVD players, etc. Since we were at school, we
used one of the school televisions and VCRs to
practice this new skill. With this new
knowledge, Kasey played a little trick on her
English substitute teacher later that day. They
were finished watching a video and the teacher
turned off the television only to find that it kept
coming on mysteriously. Needless to say, the
class and the substitute got a good laugh when
they found out that it was Kasey playing the
trick with her Pathfinder. Kasey is a big fan of
graphic t-shirts; maybe she needs one stating
“Warning…teenager with technology.”
Submitted by: Wendy L. Madison, M.S., CCC-SLP
Springdale School District
T.A.S.E. Winter - 6

Growing Technology
Submitted by: Kasey Hodges, Student
Living with Cerebral Palsy
isn’t simple. But with technology,
one can do anything they
set their mind to.
Technology has made a
tremendous
impact on
my life. It
h a s
enabled me
to do several
activities
such as
talking
online with
friends and
family,
giving speeches, etc. I
currently have a communication
device made by the
Prentke Romich Company
called the Pathfinder. This is
basically my voice.
The Pathfinder
allows me to
do
things
the
listed
above plus assists in completing
my school work. This
device interfaces with a
typical computer so I can
complete my assignments
efficiently and in a timely
fashion.
Technology also has given
me multiple advantages
over the average person.
I’ve been afforded the
fantastic opportunity
of gaining knowledge
about the
use of technology
during every day
experiences.
Some people consider technology
as just wires and
gadgets, but to me, it’s a
connection to the world
around me.
National Dissemination Center for Children with Disabilities
www.nichcy.org
http://www.nichcy.org/kids/index.htm
T.A.S.E. Winter - 7

The Age of Technology
Submitted by: Angie Bassett, Parent
Technology As A Tool
Being the parent of a 14 year-old daughter is an “interesting” experience for anyone, especially
for a parent of a child with special needs. My daughter, Kasey, is no exception. At this moment,
she is sitting on the floor in front of her computer text-messaging her friends about the events of
the day.
It is funny how things turn out: your daughter is born with Cerebral Palsy and you try to assess
what your family’s future holds. Will she get married? Have kids? Live alone? Is any of this
possible? It is when you are living in today’s society that is full of promise: the Age of
Technology.
I cannot imagine what Kasey’s life would have been like had technology not been such a strong
force in our lives. She can e-mail her friends, talk to teachers and peers at school and in the
community, shop for the hundreds of pairs of shoes she truly believes she needs, and make
PowerPoint presentations for her assignments. If she had not had the opportunities she has been
afforded, Kasey would most certainly be in a very restrictive setting instead of heading off to “a
college far away from home”.
Technology does not make a person with a disability a different person. It is one of many tools
needed that enhances and empowers them to go out and conquer the world!
T.A.S.E. Winter - 8

Technology Implementation Challenges for the Classroom
Schools are charged under the Individuals with Disabilities Education Act (IDEA) with
providing technologies - assistive devices or special computer software, for example – to help
disabled students succeed. While access to general instruction continues to improve, several
obstacles still inhibit the most effective use of technology to reach those goals.
We know there are five key barriers to integrating instructional technology for students with
disabilities:
T.A.S.E. Winter - 9
1. Teachers need better training on how to use technology in the classroom.
2. General education curricula often lack the flexibility to accommodate struggling
students.
3. There is not enough information readily available to help school and district administrators,
parents, and state policymakers make decisions about educational technology
purchases or implementation.
4. Misconceptions exist regarding the cost of assistive and instructional technology and the
technical support required.
5. There is not enough research on technology’s implications for teaching and learning.
Recent studies show that these factors, among others, help explain the under-use of technology
in classrooms across the U.S. Below, we discuss what researchers and practitioners have
suggested as solutions to addressing these barriers.
1. Teach the teachers first. All teachers need training on technology before they can use it to
teach effectively. It sounds so simple, but it is crucial to success. Teachers need ongoing
professional development in order to manage and trouble-shoot the equipment, as well as to help
students capitalize on the capabilities of instructional technology tools 1 . Teacher training is as
critical to students’ success as the tool itself.
2. Think about how technology introduced for one student could help meet the needs of the
whole class. General curricula often lack the flexibility to accommodate students with disabilities
who depend on highly individualized instruction and technology-based intervention.
Assistive technologies can be challenging to integrate into classroom settings where printoriented
instruction is the norm 2 . But after the technology arrives in the classroom and the
teacher is trained in its use, adaptation of the tool will follow – and may even present
opportunities for the rest of the class.

3. Everyone needs to be at the table for this discussion. School and district administrators,
parents, and state policymakers do not have adequate data and strategies for decision making. At
the district level, reforms and policy changes may be needed to improve technology implementation,
but the decision makers may also lack critical understanding of the issues and alternative
solutions. On an individual level, parents and teachers may not be aware of the crucial time
periods for early literacy learning in special needs students, for example, or of available
technology supports 3 . Also, if a school district designates one person to be in charge of all of the
technical assistance decisions, that individual may find it difficult to stay current with the entire
field of instructional technology 4 . At all levels, administrators, staff, parents, and policymakers
need more information to reach an understanding of needs and solutions.
4. Get the real numbers. There are misconceptions about the cost of technology and technical
support. The lack of financial resources for equipment, technical support, and training continues
to be a significant challenge for the implementation of technology, but misinformation about the
financial expenditures exacerbates the issue. While the initial cost of technology purchases is
often over-estimated, the cost of maintaining and upgrading it is often under-estimated.
5. We need a solid foundation of data to design a plan that will work for everyone. The
education field lacks research, both on the implications of technology for teaching and learning,
and on implementation methods for instructional technology 5 . Students, tasks, features, and
supports…we need to know more about finding the right mix and making the right matches for
students to benefit from educational technology practices and particular features.
Our own experiences and field work on the CITEd team confirm these concerns. But we also
share the optimism and urgency voiced by educators, administrators, service providers, and
families in their commitment to improving access to education for students with disabilities.
Join us in our efforts to addressing these concerns through professional development, technical
assistance, and information dissemination. Join us at one of our Summer Institutes and watch our
website, www.citeducation.org, for resources and practical ideas.
1 “Be the Technology: A Developmental Model for Evaluating Technology Integration,” S. C. Mills, & R. C.
Tincher. Journal of Research on Technology in Education. 2003: Vol. 35, No. 3
2 “How Does Technology Support a Special Education Agenda?” M. C. Pugach, & C. L. Warger. Technology,
Curriculum, and Professional Development. 2000: P.226-239; Teaching Every Student in the Digital Age:
Universal Design for Learning. D. H. Rose, & A. Meyer. ASCD, 2002
3 Issue Brief: “What are the Barriers to the Use of Advanced Telecommunications for Students with
Disabilities in Public Schools?” National Center for Education Statistics. NCES 2000 – 042.
4 “Critical Issue: Enhancing System Change and Academic Success Through Assistive Technologies for K-12
Students with Special Needs,” P. Reed. North Central Regional Educational Laboratory. April 2004.
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te700.htm
5 “New Millennium Research for Educational Technology: A Call for a National Research Agenda,” M.D.
Roblyer, & Gerald A. Knezek. Journal of Research on Technology in Education. 2003: Vol. 36, No. 1.
T.A.S.E. Winter - 10

Life After Hurricane Katrina
My husband and I have three boys, our oldest is Brandon. He is 11years old, and he is a special
needs child. Brandon has attended a private/Catholic school in New Orleans for the past 5 years.
It was a very structured and organized school that fulfilled his needs. With both of us having been
educated through the private/Catholic school system, and having our three children in the same
school system, we were concerned and skeptical about finding a school in Northwest Arkansas,
especially for Brandon.
Brandon is a 5 th grade student who receives special education services with a wonderful, caring
teacher, as well as other special services. The entire administrative group at the school,
including the Springdale Special Education Director, Principal and others, have shown us that
they care and want the best for our child and all the children. Brandon has recently started using
an Alpha Smart, which allows him to type his work, instead of actually writing, which is more
challenging for him because of his fine
motor weakness.
We have to say that he has really made
a wonderful transition in the public
school system here in Springdale, and
we have to give high credit to all the
caring, concerned people and teachers
who have made it possible. It makes us
feel good to see our child so happy in
school, even though he will continue
with challenges throughout his life.
Once again, thanks to all the wonderful
people who care, who love what they
do, who have helped welcome us and
our children, and allowed us to make
Arkansas our new home! May God
bless us all and help us grow to our
maximum potential!
Submitted by the Beyer Family
T.A.S.E. Winter - 11

CALL FOR ARTICLES
The Arkansas Special Educator is published three times per year -- Fall, Winter, Spring -- by the
Arkansas Department of Education, Special Education Unit. Its purpose is to serve as a
medium for the dissemination of information.
You are invited to write an article for The Arkansas Special Educator. The Arkansas Special
Educator focuses on issues facing educators involved in providing services to students with disabilities.
Articles are submitted with the understanding that they are not being considered
presently for publication in another journal or magazine. Articles may be submitted electronically,
by emailing them to coriley@arkedu.k12.ar.us or esimoneaux@arkedu.k12.ar.us or by
mailing them to Cindy O'Riley or Ed Simoneaux, Co-Editors at Arkansas Department of
Education, Special Education Unit, 1401 West Capitol, Suite 450, Little Rock, AR 72201-2936.
Staff will edit articles. Submissions will not be returned to the author.
Articles are considered the personal expression of the author and are not necessarily endorsed by
the Arkansas Department of Education, Special Education Unit. We encourage submission of
student articles and artwork.
Topics
Spring 2006: Post School Outcomes Submission deadline: March 24, 2006
Articles on this topic can be written from teacher, parent, consultant, agency representative
or student point of view. Individuals working with junior or senior high age students, adult
programs, higher education or any other relevant perspective may submit an article. Articles
on improving post-school outcomes (for example: innovative practices used by special education
teachers to help students gain work experience before leaving high school), collecting
post-school outcomes data, post-school outcomes research, etc. will be considered for this
issue. Articles for the Post School Outcomes Edition may be submitted electronically by e-
mailing them to Paul Johnston at paul@starfish.nwsc.k12.ar.us or Brook Charton at
bcharton@conwaycorp.net.
Fall 2006: IDEA Submission deadline: September 15, 2006
Under the nation's special education law, the Individuals with Disabilities Education Act
(IDEA), State and Local education agencies serve approximately 6.8 million children and
youth with disabilities according to data published by the federal Office of Special Education
Programs (OSEP). Articles for this edition of the magazine may focus on research and
experience that address high expectations and access to the general education curriculum for
students with disabilities; the role of parents, including the opportunity to participate in the
education of their children; and the preparation and professional development that ensures
that personnel have the skills and knowledge necessary to improve the academic achievement
and functional performance of children and youth with disabilities. Articles may be submitted
electronically by e-mailing them to Cindy O’Riley at coriley@arkedu.k12.ar.us or
Ed Simoneaux at esimoneaux@arkedu.k12.ar.us.
T.A.S.E. Winter - 12

Assistive Technology Helps All Kids Learn
When 11th grader Tom returns to school this fall, he’ll join his classmates in laughing about
summer stories and commiserating over the impending workload of Advanced Placement math.
This camaraderie is particularly noteworthy, since Tom is blind and his classmates are sighted.
Eighth grader Sharon can’t wait for school to begin, because fall means the start of cheerleading.
Being deaf hasn’t stopped Sharon from becoming assistant captain of her middle school’s
cheerleading squad.
How does a blind student use a calculator? How does a deaf student catch the beat and stay in
sync? Talking calculators and highly specialized hearing devices are two of the many new types
of assistive technology that are now helping make school life full and rewarding for all students.
STUDENTS SERVED BY SPECIAL EDUCATION PROGRAMS According to the National
Center for Education Statistics (NCES), more than six million school-aged children (3-17)
currently receive special education services. The National Education Association reports that, as
of 2004, nearly every general education classroom across the country includes students with
physical and/or learning disabilities. Because of exciting new technologies, many of those
students now are able to work right beside their classmates.
THE TOOLS OF TODAY Assistive technology is defined as any item, piece of equipment, or
system of products that is used to increase, maintain, or improve functional capabilities of individuals
with disabilities. Adaptive technology aids users by adapting content or user responses
into a medium appropriate for the user. For example, screen readers “adapt” conventional text by
converting it into content spoken by a synthetic voice, thereby making standard text accessible
to blind students. Assistive and adaptive technology tools enables all students to become active
participants in the general classroom environment. New technology innovations include:
Speech Recognition (“Voice Recognition”) Systems that allow students to control their
computer by simply speaking.
Personal Reading Machines that scan a printed page and instantaneously read the page
aloud.
Talking Calculators that recite numbers, symbols or functions as keys are pressed. They
also can read back answers to completed problems.
Video Description: Just as captioning provides additional text for the hearing impaired, an
additional narrative track describing the on-screen action in videos enable blind and lowvision
students to participate.
These newer technologies are joined by other long-standing and effective tools:
Large Print/Screen Magnification Hardware and Software function like magnifying glasses,
automatically moving over a page. That allows visually impaired students to more eas-
T.A.S.E. Winter - 13

ily read textbooks, magazines, maps, charts or fine print.
Assistive Listening Devices transmit and amplify sounds to hearing impaired students.
Students who experience difficulty processing auditory information might also benefit
from using those devices.
Captioning displays text transcription of auditory information on a screen (such as a television
screen or LCD). Captioning allows hearing-impaired viewers to follow spoken
dialogue or narration by reading text.
ASSISTIVE TECHNOLOGY BY THE NUMBERS According to the most recent data, 55 to
64 percent of schools nationwide that had students with disabilities provided assistive or
adaptive hardware, and 39 to 56 percent provided assistive or adaptive software.
About one-third of public schools reported that there were too few computers with alternative
input/output devices for students with disabilities, and insufficient evaluation and support
services to meet the special technology needs of students with disabilities.
WIRELESS INTERNET AND E-BOOKS Laptops, wireless Internet systems, CD-ROMs,
and e-books are making today’s classroom more inclusive than ever. Using those tools, students
with disabilities can access books and electronic media right from their desks. As of 2003, 32
percent of schools with Internet access used wireless networks. In a national survey of teachers
by NCES, more than half of those surveyed said that encyclopedias and reference books on CD-
ROM were essential for their classrooms to function.
21ST CENTURY TEACHING The classroom of 2005 finds both general and special
education students taking tests using computers instead of the traditional paper method. Many
accessibility features can be built into computer-based testing; for example, optional visual
and/or audible cues are now available in exam software. Those features greatly increase the
legitimacy of test results for students with disabilities, and “progress monitoring” software can
track specific students’ progress in many areas. Each child receives a personal assessment, and
thus the teacher is able to provide extra help as needed. The software also is helpful for accountability
purposes, and allows parents to see exactly how their child is progressing in school.
Special education students are not the only children to benefit from computer-based testing. For
example, a middle school student who broke his arm was permitted to take tests on a computer
in the classroom. Because the technology was available to him, he avoided missing assignments
and kept up with the rest of the class even though he was unable to write.
PAYING FOR EDUCATIONAL TECHNOLOGY Washington fully recognizes the significance
of these 21st century educational tools and their importance to both the general student
population and to specialized learners. In 2004, the U.S. Department of Education allotted more
than $11 billion in grant funds for the development of technology-based programs. Where is the
money? Ed-tech Online is a comprehensive Web-based directory of Department of Education
grants that are geared towards increasing the technological capacity of public schools.
T.A.S.E. Winter - 14

CHANGING THE FACE OF K-12 EDUCATION AND BEYOND As well as changing the
face of K-12 education, technology also is changing postsecondary school and our workforce.
Technology is aiding young students in learning about traditional subject matter, but learning the
technology itself is important too. Computers are a staple in college dorms and libraries and represent
a fundamental 21st century job skill. Today’s students will be ready for the world they are
growing up in, thanks in part to education technology.
Article courtesy of Bridge Multimedia
Education World®
Copyright © 2005 Education World
Special Show 2006 - Keynote Speaker
T.A.S.E. Winter - 15
Harvey H. Alston
Harvey's career has spanned diverse positions - from head football coach of Columbus
East High School in Ohio to assistant director of student financial aid at the university
level. As an educator, he has taught English, biology, health, life sciences and math
curricula. Harvey has taken his personal proven message - "BE THE BEST" to literally
millions of people. His unforgettable works of individual responsibility for achievement
have improved spirits, spurred growth, and changed lives. Harvey's powerful,
soul-searching presentation uplifts people to a higher standard - to a level where people
strive only for the BEST.

The Technology Information Center for
Administrative Leadership (TICAL) and
portical.org were developed to be a centralized
repository of technology related resources and
professional development opportunities for
administrators.
Located at portical.org is information that will
help administrators in finding resources to
assist in the day-to-day needs of their jobs,
whether they are site level principals or district
superintendents. These resources have been
collected and organized by a cadre of technology-savvy,
practicing administrators and met
criteria judged to be of value to other
administrators.
The Portal also has an easy to use threaded
discussion area where one can post a question
or discuss an item of importance, and receive
input from administrators across the nation.
There are many other resources embedded in
this Portal, such as columns for administrators,
quick surveys, profiles of technology leaders
and other interesting facts.
In 2002, TICALArkansas was launched. Under
the auspices of the Arkansas Department of
Education, a cadre of administrators from the
state contributes new resources to our collection
and provides orientation and training
sessions throughout the state. TICAL is
accessible by all via the web at
Submitted by:
Distance Learning in Arkansas
www.portical.org.
If you are looking for other resources and training
for your administrators I would like to
suggest the MarcoPolo web portal; it is also
free access to all educators. The training for
MarcoPolo is available at www.mped.org.
Additionally, there are training and resources
for the United Streaming project located at
http://www.aetn.org/education/vodlogin.html.
United Streaming is the Arkansas Video-On-
Demand (VOD) system, provided by partnership
of AETN and ADE. This is an extensive
FREE library of instructional videos to K-12
public schools that can be viewed or
downloaded from the Web on-demand, and a
wealth of related multi-media resources for
classroom education and teacher professional
development.
This system will give you access to more than
2500 digitized educational programs with
video-on-demand. You can easily search
program content by key concepts that correlate
to Arkansas curriculum standards and choose
appropriate clips between 2 and 6 minutes long
that support specific ideas in your lesson. This
VOD system also allows you to find related
lesson plans, teacher guides, sample tests, still
images for use in multi-media projects, charts,
graphs, audio files and more.
Belinda Kittrell, Program Manager Phone: (501) 803-5400
Arkansas Department of Education Fax: (501) 803-5411
Distance Learning and Internet Applications E-mail: bkittrell@arkedu.k12.ar.us
601 Carnahan Drive Websites: http://dlc.k12.ar.us/
Little Rock, AR 72113
T.A.S.E. Winter - 16

Keeping u p with Technology
My name is Atleigh and I am a twelve year old student in Fayetteville School District. I
was born with cerebral palsy which makes it hard for me to write in class like other normal
kids. This is why I am using a laptop with Reach 3.0 software which helps me type a lot faster
than if I just write something. I can write, but if I write, it takes me a long time. To take notes
makes me fall behind in class. So this software helps me keep up with the other kids in class.
On the third day of school this year, I experienced a difficult situation. A child on my
school bus stole my laptop out of my backpack. I had to do without a laptop for about a month
and a half. Without my laptop, it was very difficult to keep up with the other kids in class. This
is why I enjoy and appreciate using assistive technology. It has helped me a lot in school.
Submitted by Atleigh
T.A.S.E. Winter - 17

» Develop an assistive technology (AT) framework for decision making in
your district.
» Establish a multidisciplinary AT Team to serve as a district resource.
» Obtain or provide training for the team about AT services.
» Begin holding regular AT Team meetings (at least once monthly).
» Write specific objectives as a AT Team for AT service provision
(including timeframes for compliance).
» Revisit the AT framework, define the referral process and further define
the role of the IEP Team in your district.
» Inservice the IEP Team about AT services, the AT framework, and their
role (including documentation).
» Develop assessment strategies and a continuum for decision making
across each AT area of need (i.e. reading, writing, computer skills,
positioning, mobility).
» Create an assessment kit of AT Tools for the AT Team to use.
» Set up an implementation /action plan flowsheet.
» Implement a follow-up plan and data collection procedures to determine
effectiveness.
» Utilize the “Quality Indicators in Assistive Technology” to frequently
evaluate your district’s Assistive Technology process.
Submitted by:
Barron T. South, MSPT, Physical Therapist
TheraPlay Inc.
Mountainburg, Mulberry, Cedarville &
Fayetteville School Districts
12 STEPS TO AN EFFECTIVE ASSISTIVE TECHNOLOGY PROCESS
IN YOUR SCHOOL DISTRICT
T.A.S.E. Winter - 18

ARKANSAS’ ADVISORY COUNCIL
FOR THE EDUCATION OF INDIVIDUALS WITH DISABILITIES
Beth Andrews, Conway, Arkansas
Parent of Student with Disabilities
Charles Allen, Pine Bluff, Arkansas
Superintendent, Department of Corrections
Mary Nell Clay, Arkadelphia, Arkansas
Principal, Central Primary School
Debra Culpepper, Prescott, Arkansas
Teacher, McRae Middle School
Grover Evans, Little Rock, Arkansas
Client Advocate, Department of Health and
Human Services
Arkansas Rehabilitation Services
Benny Gooden, Fort Smith, Arkansas
Superintendent, Fort Smith School District
Roy Jeffus, Little Rock, Arkansas
Director, Division of Medical Services
Roy Kindle, Little Rock, Arkansas
Director, Division of Children & Family Ser.
Department of Health and Human Services
Steve Michau, Hot Springs, Arkansas
Lieutenant, Juvenile Detention Centers
Kenneth Muldrew, Hope, Arkansas
Superintendent, Hope School District
Betty Raiford, Star City, Arkansas
Parent of Student with Disabilities
Alisia Ramirez-Hartz, Little Rock, Arkansas
School Psychologist
Angela Sewall, Little Rock, Arkansas
Dean, College of Education
University of Arkansas at Little Rock
Scott Shirey, Helena, Arkansas
Director, KIPP Delta College Preparatory Sch.
Deborah Swink, Clinton, Arkansas
Local Education Agency Supervisor
Susan Underwood, Little Rock, Arkansas
Program Advisor for the Homeless
Arkansas Department of Education
Barry Vuletich, Little Rock, Arkansas
Program Administrator, Increasing Capabilities
Access Network
John Wyvill, Little Rock, Arkansas
Director, Workforce Education
T.A.S.E. Winter - 19

Freeware, Shareware and Demo Programs on the Internet
Cursors that need to be enlarged, colored or animated for better visibility:
http://rbx.de/big-cursors/
http://www.anicursor.com/special.html
http://joescursors.tripod.com/HVCurPg.htm
www.shareware.com
Demos – many free 30 day demos available on-line or by requesting a fee CD version of the
software. Always ask companies if they have this option prior to buying software.
www.rjcooper.com
http://www.premier-programming.com/
http://www.kurzweiledu.com/
http://www.freedomscientific.com
www.cricksoft.com
E-Text (Electronic Text) – free books online
http://www.bartleby.com/
http://digital.library.upenn.edu/books/index.html
http://www.acs.ucalgary.ca/%7Edkbrown/rteacher.html
http://www.gigglepoetry.com/
http://www.childrenstory.com/tales/indexhtml
http://www.undetthesun.cc/Classics/
Graphic Organizers – math graphic organizers, all-subject graphic organizers, problem and
solution, Venn Diagrams and Webs, and Language Arts Graphic Organizers
http:///www.teachervision.com/
http://www.freeology.com/graphicorgs/
www.eduplace.com/graphicorganizer
Keyboarding
http://www.customsolutions.us/keyboarding/index.htm
http://www.nimblefingers.com/
http://www.sunmoonusa.com/TryAl.htm
On-Screen Keyboards
http://www.ahf-net.com/reach/htm
T.A.S.E. Winter - 20

Freeware, Shareware and Demo Programs on the Internet
On-Screen Keyboards (continued)
http://www.lakefolks.org/cnt/
http://www.assistiveware.com/index.php (mac)
www.inference.phy.cam.ac.uk/dasher
www.orin.com
Math Support – have free and cost products
http://www.calculator.org/
http://matti.usu.edu/nlvm/nav/index/html -National Library of Virtual Manipulatives
http://edu4kids.com
http://www.printfreegraphpaper.com/
www.edmark.com/free/
Sign Language
http://www.handspeak.com/ a monthly fee
http://www.neweventsonline.com/ASL/fingerspell.htm
http://www.lessontutor.com/ASLgenhome.html
http://www.masterstech-home.com/ASLDict.html
Switch Support
www.assistiveware.com/switchaccess.php
www.rjcooper.com/cross-scanner/index.html
Text – to – Speech
http://www.readplease.com/
http://www.talk-to-me.net
www.naturalreaders.com
http://www.awesomelibrary.org/student.html
Visual Support
http://www.bavisoft.com/index.htm
www.magnifiers.org
There are many more sites that may have demos or freeware available. This list provides a
starting place.
T.A.S.E. Winter - 23

Special Show 2006 - Closing Keynote Speaker
Frank Winstead is convinced that teaching is the most important job in the world. This former
Outstanding Young Educator for the State of Georgia, Georgia STAR Teacher, and
Georgia’s Outstanding Principal focuses his professional endeavors on creating positive
learning environments and supporting instructional excellence. He wraps substance about
school climate, teaching, and learning with humor.
Winstead has a great sense of humor, is well-read, and is a master storyteller. To illustrate
the power and importance of teaching in the new millennium, he highlights exemplary
teachers from his past as he artfully weaves numerous anecdotes into his presentations with
research from contemporary scholars. Winstead reinforces all key points with visual images
and memorabilia. This approach to teaching makes his presentation memorable.
Sherrill Bufford has joined the Arkansas Department of
Education (ADE), Special Education State Program
Development Unit as the Educational Consultant for the
Arkansas Project for Children with Deafblindness. Sherrill previously
served as a special education teacher in a self-contained
classroom setting with students K-2. She has knowledge,
expertise and experience with special education, inclusion and working with general education
teachers. For several years, she was a classroom teacher and the Child Services Coordinator at
a private preschool that served children with disabilities in an integrated setting.
Among her job responsibilities as the Educational Consultant for the Arkansas Project for
Children with Deafblindness will be to coordinate and conduct trainings on topics relevant to
teachers and others who have children with multiple disabilities, including deafblindness. She
will provide consultation to teachers that serve children with deafblindness and/or multiple
disabilities. Sherrill will manage the Project’s activities.
Please feel free to contact Sherrill if you have any questions in reference to children with deafblindness.
Her contact information is 501-682-4222 or sbufford@arkedu.k12.ar.us.
T.A.S.E. Winter - 24

Springdale High School’s special education students in Kathie Miller’s and Shirley Woodley’s
classes are logging on to the JEdI (Juvenile Education Initiative) Skills Tutor Program to
reinforce skills taught in their classes. This program is a great way to integrate instructional
technology and classroom instruction. Students like the program because they can receive
instruction and improve skills while working on varied activities on the computer. They are able
to work at their own speed and receive instant feedback, allowing them instantly to see their error
or success. Students are excited when they see the improvement they have made when they
compare their pre- and post-test scores. Teachers like the Skills Tutor Program for several
reasons: The skills are aligned with Arkansas state frameworks; it allows the material to be presented
in a different format; students enjoy working on the Skills Tutor activities; students have
opportunities to learn skills they may have missed out on; and teachers have opportunities for
re-teaching. As students work at their individual levels and speeds, there are continual
opportunities for one-on-one instruction to help students master the skills being taught. The JEdI
Skills Tutor Program can be used with a whole class, small groups within the classroom,
individual students, students who are receiving homebound instruction, or students in an
alternative education setting.
Students work at their own pace on the Skills Tutor Program, and assignments are geared to
individual needs. After taking a pre-test in an assigned area, individual lessons are automatically
assigned to the student based on pre-test results. As students progress through the assigned
lessons, intermittent quizzes will be administered, and the unit will conclude with a post-test. In
addition, there is a wide range of reports available for the teacher to monitor students’
performance. There are over 1,000 lessons and activities available through the JEdI program,
ranging from second grade to high school levels. Skills addressed include reading, math,
writing, language arts, science, information skills, and workforce readiness. Reading comprehension
skills are addressed through subject related readings in social studies and science.
Initially developed for use by students in Arkansas’ juvenile detention centers to ensure students
with disabilities were continuing to receive a free and appropriate public education (FAPE) while
incarcerated, the JEdI computer-based program has proven so beneficial, it is now available to
Arkansas school districts. The content covered by the Skills Tutor Program is aligned to state
benchmarks as well as many standardized tests, including the GED. Since the program is
completely delivered over the Internet, students are able to log on to the program at school,
home, or any place that has an Internet connection.
For more information about JEdI, contact:
Patty Kohler-Evans, State Coordinator, JEdI in the Schools
Arkansas Department of Education
Special Education Unit
Phone: 501-329-8161 E-mail: wolfmag@conwaycorp.net
T.A.S.E. Winter - 25
JEdI Skills Tutor Program

Nonverbal children can also use
augmentative communication
devices to answer questions on
worksheets. The vocabulary words
are written on the device. The
teacher reads the questions aloud
and the student responds by pressing
the button to state his answer.
Using a switch and adaptive
software program, a child with
limited fine motor skills is able
to manipulate the computer
independently.
This environmental control unit
provides the interface between the tape
player and the switch. Using this
device, a student can control anything
electronic from toys to the computer.
The child is able to participate in this
music activity by pressing a switch to
turn on the tape player.
A special Thank You to Springdale School District and Lisa Mangham, Special Educator
at Bernice Young Elementary School for continued support of the T.A.S.E. Magazine.

The Fayetteville Public School's
World of Assistive Technology
In a school district the size of Fayetteville,
technology is a full time job for many individuals.
Even just keeping track of it all is a
monumental task. As you cruise around the
fourteen buildings, you will see low tech to
high tech devices in all of the buildings.
Students in our district, like other districts,
obviously use equipment such as wheelchairs,
walkers, standers, computers, pencil grips,
Alpha Smart word processors, and many, many
other devices.
This somehow needs to become a more
manageable task. Fayetteville has created an
Assistive Technology Team to assist in
managing, recommending, manipulating and
following up on devices all over the district.
The use of assistive technology is plainly
stated in the Individuals with Disabilities
Education Act and more technology is
requested and often required.
Like everyone else, Fayetteville Public School
employees know that, for eligible students,
assistive technology must be provided when
necessary:
To support placement in the least
restrictive environment
To ensure benefits from education, or
To implement IEP goals (and objectives)
However that may sound in theory, it is still a
monumental task. So, how are monumental
tasks best accomplished? That, of course, is
through teamwork. The team didn’t develop
and necessarily “get it right” over night. This
was and still is a work in progress. But, we do
now have a process to provide guidance and
direction.
When assistive technology is requested or
discussed, the Assistive Technology (AT) team
asks that the IEP/504 team meet to discuss the
options. The team will discuss what has been
tried, what might still need to be tried, and
when to meet again to discuss the trials. The
IEP/504 team might want a consultation with
an expert after some options have been tried.
They will obtain consent from the parent for an
AT consultation and complete a request form.
Each building has been assigned a point person
from the AT team. The point person processes
the request and consults with other team
members to achieve a recommendation. Prior
to implementing the recommendation, the
IEP/504 team will meet again to make this
request part of the student’s plan.
Of course, each case is considered individually.
Should equipment be necessary, so will training
and supervision for the student and staff.
Thus, the assistive tech. process is ongoing.
The Fayetteville Assistive Technology Team Members
Director of Special Services
Assistant Director of Special Services
Physical Therapists
Occupational Therapists
Speech Language Pathologists
District Visually Impaired Teacher
District Hearing Impaired Teacher
A district technology department employee

Naturally, the AT team will use technology
sources where available. Some that we use in
Fayetteville are: http://www.cec.sped.org/lawres/doc/resources/tam/index.html
(an assistive
technology quick wheel, categorizing devices
and ranging them low tech to high tech)
http://www.onionmountaintech.com/ These are
just the names of a couple of interesting places
to visit using your technology.
The things our students are using and benefiting
from are phenomenal. To talk about a few
examples, I will start with the hearing impaired
population. These students use the usual
equipment such as hearing aids, auditory
trainers, and sound field systems. One of our
students uses a portable keyboard to assist with
written assignments. Their work may be typed
into the keyboard and then uploaded to the
computer for printing. Three hearing impaired
students have access to visual presentation
equipment in the classroom. That equipment
displays instructional material or 3-dimensional
objects on a large screen. This has allowed
instruction to become more visual. Computers
are used to view streamed videos and other
captioned media. Students have access to
computer programs that are visual and
educational, making learning fun.
Fayetteville has a seven-year-old student in the
first grade who is nonverbal and depends on a
walker for mobility. This student requires
some assistance with academic, social and
physical tasks. He has been placed in a selfcontained
classroom and receives Speech
Language therapy, Physical therapy and
Occupational therapy at school. He has been
using a Tech Talk augmentative communication
device for over a year. It has six page settings,
with 32 icons on each page. One page is
designated for use in the school environment.
He is most adept at requesting food items,
especially his favorite, milk. This device is
used to greet others, request food and interact
with peers and adults. There are objectives
included in his IEP that are tied to curriculum
standards. This assistive technology device has
helped him learn to take responsibility and
control of expressing his wants, needs and
interests. It has helped him interact with other
children and become an active participant in
his educational setting, thus, creating a more
enriching experience in academic and social
activities.
This article might go on and on about individuals
and their devices, and in this district, they
are too numerous to elaborate. We are all
probably using picture schedules, considered
assistive technology, which are necessary for
many Autistic youngsters. We also use picture
exchange systems for our more severe students.
In looking at technology, particularly for the
more involved students, communicating needs,
wants and interests are at the forefront of
planning and deciding what technology to use.
We want all our students communicating; they
just won’t do it the same way.
Even thinking more globally about technology,
Fayetteville has two elementary schools (K-5)
that have computers at almost every student
desk. Some of the kindergarten classrooms
have computer stations giving them access, just
not individual computers for each child.
Someone showed infinite wisdom by writing a
grant which targeted the need for providing
these computers. These computers are not just
for special education students, nor are they just
for general education students. They are for all
students. One of our school psychology
specialists reports on how beneficial this
equipment has been for some of our Autistic
students. One software program providing
such benefit is PAWS, which is a typing
T.A.S.E. Winter - 28

program. One of our Autistic students has this
to say about PAWS, “It’s better than the Sponge
Bob typing program because it is not timed, it
has more games, you don’t have to type as
many letters to move onto higher levels.” He
says his typing is getting better, and he would
prefer to type than to write. He is a fourthgrader.
The school psychology specialist
reports that two Autistic fourth-graders express
themselves better when they don’t have to
write. One started on PAWS last year and is
already on level 7 and is much more fluent
when writing a Word document. His regular
education teacher is bragging on how well he is
expressing himself.
One second-grade teacher, who is fortunate to
have the computers in her classroom for everyone,
describes some of the advantages her
students enjoy. She starts by saying how
delighted she is to share how the marvelous
little black machines open up the intriguing
world of learning experiences! Some of the
most frequently used programs are the United
Streaming video library and the Compass
program. She says that it is so fabulous to be
able to instantly access visual support presentations
immediately in the classroom. The
available subject choices are so vast that all
information or pictures about a subject can be
found right away. The Golden Book
Encyclopedia, in Compass, is one of her
favorite learning places because the children
hear poetry, see pictures, read works, meet
authors and illustrators and experience actual
video clips of many different things, for
example, video clips of Hurricane Katrina. She
says that every student is enthralled and the
learning has never been so much fun and so
effective! Children use headphones to allow
them to move at their own pace without
interruption. Math Virtual Manipulative
Library website is a frequent place for this
T.A.S.E. Winter - 29
class to visit, where they can practice and
experiment with math principles and move
virtual manipulatives around with the click of a
mouse. As she concludes, she says that one of
the best advantages of Compass programs is
that students can have assignments individualized
to meet their ability level.
Computer programs may be individualized for
any student for enrichment or enhancement.
Programs may be chosen on the student’s level
for success. One teacher states that this process
is most effective when the special education
teacher and the regular education teacher
collaborate to choose the correct levels.
The two elementary schools, with numerous
computers, continue to intrigue us. We are
closely monitoring the effectiveness of this
wonderful invention. The whole concept of
making a vast difference in the ability of some
of our Autistic students to communicate and
express themselves is a gold mine.
So, while the Fayetteville Public School
District may not have magical technology or be
doing anything different than anyone else, we
are certainly proud of what we have
accomplished and proud of the positive
benefits that come from all the varied devices.
We continue to try to stay abreast of the latest /
greatest information available concerning
technology. Our concern is always for the
students and how to make their educational
environment more enriching.
The Fayetteville School Board voted to supply
each teacher with his/her own laptop with
wireless internet cards. The teachers are
encouraged to take them home and use them to
their advantage. While this purchase alone
may not have been directly for students, they
are certainly indirectly affected. Hopefully,

this assists teachers in using their time more
effectively; consequently, having more time for
instruction. It certainly helps special education
teachers to have more access to the Internet,
thus being able to access SEASweb for all their
handy, dandy paperwork.
This article is a collaborative effort among
those out there working with technology in the
Fayetteville School District.
Technology in use at
Fayetteville School
District
Submitted by:
Tonya Essex- Hearing Impaired Teacher
Ana Ritter-School Psychology Specialist
Carolyn Baughman-Second Grade Teacher
Sharon Michaels-CBI Teacher
Carmen Harp-Speech Language Pathologist
Sandi Rommel-Regular Education Teacher
Jill Simpson-Assistant Director of Special Services
T.A.S.E. Winter - 30

Increasing Capabilities Access
Increasing Capabilities Access
Network (ICAN) is a federally
funded program that operates
under the umbrella of
Arkansas Rehabilitation
Services. The funds for ICAN
come from the Technology-
Related Assistance for
Individuals with Disabilities
Act of 1988 also known as the
“Tech Act.” The act has been
amended and reauthorized
over the years, but the basic
purpose of the Tech Act has
stayed constant — to increase
access to, availability of, and
funding for assistive technology
through state efforts and
national initiatives.
Assistive technology (AT) is
defined as any item, piece of
equipment or product system –
whether acquired commercially
off the shelf, modified or
Network (ICAN)
customized that is used to
increase, maintain or improve
functional capabilities of
individuals with disabilities.
ICAN’s mission is to increase
awareness and provide access
to assistive technology to all
Arkansans with disabilities.
This includes all ages and all
disabilities. Some of the
services ICAN provides
include:
Information and Referral –
although ICAN can not
purchase assistive technology
for individuals, the staff can
assist individuals in locating
and/or receiving assistive
devices or services. Through
device demonstrations and
training the staff tries to ensure
that the customer has all the
information necessary in order
to make an informed decision
about assistive technology and
how the device or service will
assist them to live an
independent life.
ICAN’s clearinghouse of
assistive technology is one
area in which the program
helps customers acquire
assistive technology. The
concept behind the
Clearinghouse is one of
sharing. This program has
been designed to increase
individuals access to assistive
technology by being a source
for demonstration, trial before
purchasing particular devices,
training in their use, shortterm
loan of equipment and
recycling equipment. The four
major components of the
Clearinghouse are:
Short-term loan of assistive technology for evaluations and/or demonstrations. These loans are
for one day to two weeks. Examples of equipment available include augmentative communication
devices, visual enhancement devices, devices for hearing impaired, various types of computer
keyboards, education management programs, personal care items, various types of
switches and ergonomic equipment.
Long-term loans of equipment for up to six weeks. This service provides individuals with a
means to use equipment while waiting for repair of existing equipment or purchase of new
equipment. Examples of equipment available include wheel chairs (manual and power)
portable ramps, walkers, crutches, transfer chairs, assistive living devices and forearm crutches.
T.A.S.E. Winter -31

Equipment give away is donated and recycled equipment for consumers and families. The
equipment is donated to ICAN. The equipment is then recycled by donation to a customer.
This list of equipment changes daily.
Equipment exchange is a free, public service that helps to match individuals who want to sell,
buy or donate equipment. The exchange is a computerized service that will list adaptive equipment
being sold on the ICAN website. A brief description of the equipment, cost and town
location are provided. Buyers and sellers must contact the ICAN office for this service. Buyers
and sellers are responsible for all arrangements to transport the equipment.
The staff at ICAN is committed
to enabling Arkansans with
disabilities to have greater
independence, productivity
and confidence within the
work force and community. It
is the program’s goal to
expand the availability of
assistive technology services,
devices, training and support
that help Arkansans with disabilities
to work, attend school
and live independently.
To contact ICAN call 501-
666-8868 or 800-828-2799 or
visit the website at
www.arkansas-ican.org.
Submitted by:
Sharon Wofford, ICAN
The Arkansas Collaborative Educators’
(ACE) Network
Your source for information on co-teaching &
related topics
For more information about this and other
services provided by the ACE Network,
please contact Rose Merry Kirkpatrick via e-
mail at rkirkpatrick@arkedu.k12.ar.us
http://acc.k12.ar.us/aserc/
Special Show 2006
July 26-28, 2006
Hot Springs Convention Center
Hot Springs, Arkansas
Arkansas Department of Education
Special Education Unit
KEYNOTE SPEAKERS
Harvey H. Alston & Frank Winstead
Special Education
Web-Sites
http://arkedu.k12.ar.us
Centralized Intake and Referral/Consultant
Unified Intervention Team
http://arksped.k12.ar.us/sections/circuit.html
Arkansas Personnel Development
Instructional
videos are
available from the
loan library
http://acc.k12.ar.us/ade/STD%20home/CSPD/an_announcement.htm
T.A.S.E. Winter - 32

Mark Your Calendars
AR Transition Summit
April 4 & 5, 2006
North Little Rock, AR
Special Show 2006
July 26-28, 2006
Hot Springs, Arkansas
International Division of
Early Childhood Conference
October 19-22, 2006
Little Rock, Arkansas
Arkansas Education
Association Conference
November 2-3, 2006
Little Rock, Arkansas
Linkages and the Alternate Assessment Portfolio
Teachers are required to link the Arkansas State
Frameworks with curriculum taught in the classroom, IEP
goals, and the Arkansas Alternate Assessment Portfolio. It
can be very difficult for teachers to develop appropriate
classroom activities for individual students and then link
them to the correct grade level for the student. Over the
past couple of years, and since both the language arts and
math frameworks have been revised, there has been much
discussion about the need to create a product that would
help teachers begin thinking through the process of activities
and tasks and the linkage to the framework.
The Technology and Curriculum Access Center is proud to
announce a new product that will link activity ideas with
the Arkansas State Frameworks. This product is due to be
completed by the fall of 2006. A proposed example of
what the product may look like is below. The product will
be part of the 2006-2007 portfolio trainings, held regionally
around the state conducted by the Technology and
Curriculum Access Center.
AR - Conference for
Exceptional Children
November 8-10, 2006
Hot Springs, Arkansas
For more information on these and other
events, please check the calendar of events
at http://www.arswis.info/swisapp/index.php
Deena Martin, M.Ed., Education Consultant
Technology and Curriculum Access Center
Easter Seals of Arkansas
T.A.S.E. Winter - 33
In addition to providing Alternate Portfolio trainings
around the state, the Technology and Curriculum Access
Center also provides portfolio consults. During the 2005 -
2006 school year, many school districts have taken advantage
of this service. The consults consist of review of portfolios
with many activity suggestions and ways to improve
the existing portfolios. If you have questions regarding
how to access this service, call the Technology and
Curriculum Access Center at (501) 227-3611.
Activity Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
A student keeps score during a classroom game through the use of tally marks.
NO.1.3.2 NO.1.4.2 NO.1.5.2 NO.1.6.3 NO1.7.2 NO.1.8.4
Follows a picture schedule to wash hands.
R.9.3.10 R.9.4.11 R.9.5.6 R.9.6.6 R.9.7.6 R.9.8.7
R.9.11.1
Submitted by:

Understanding Textbooks for the First Time
“This is bigger than a school, or district or state issue, it’s a global issue,” said Heidi Scher, M.S.
CRC, Counselor/Coordinator of Disability Services, Arkansas State University at Beebe. Scher
is talking about the need to improve literacy rates across the country. “The United States will not
continue to lead and have an impact worldwide if we are not an educated society. And the key
to an educated society is in the ability to read and comprehend.”
Scher’s job at Arkansas State University - Beebe (ASU - Beebe) is to prepare students for their
future. This includes making sure they comprehend academic material needed to develop skills,
as well as have the tools necessary to be self-sufficient. This is a significant task and one that
becomes particularly complicated when supporting students with learning disabilities.
Pioneering solutions
Five years ago, and way ahead of its time, ASU – Beebe purchased a software program called
WYNN that reads text aloud to students while simultaneously highlighting words on the
computer screen. It’s called the bimodal method of learning, allowing students to see and hear
words at the same time. Students who had been struggling to read due to learning disabilities
reported remarkable breakthroughs in comprehension while using the software. For many it was
the first time they were able to actually understand and get information from their textbooks.
Today, students with reading disabilities at ASU – Beebe can access digital information by using
the software provided in the university’s library and resources labs on three ASU – Beebe
campuses. In addition to improving literacy and comprehension, updated versions of the
software also help these students with writing, developing study skills and test taking. Students
can have classroom materials – textbooks, handouts and tests – scanned in to the software and
then have the material read out loud to them. For greater convenience, they can take their school
material with them on their MP3 player or iPod. WYNN can also read the Internet, helping
students access information online necessary for today’s extensive university level research
projects.
Increasing Student Retention, Graduation Rates & Higher Ed Enrollment
Despite this success, Scher remains frustrated that students who come to the University level
have never used supportive software. “Imagine the success they could have had if they had the
support of products like WYNN during their elementary years,” said Scher. Scher is convinced
that because of the success students are having while using this technology that this tool can have
a significant impact on the state of Arkansas through increased student retention, increased
graduation rates and more students going on to higher education.
T.A.S.E. Winter - 34

As Chair of ARK-AHEAD, Arkansas Association on Higher Education and Disability, Scher is
urging everyone involved with servicing students with disabilities to leverage this uncomplicated
solution to solve a very complex problem. WYNN, in particular, offers a presentation and a
process that students who struggle can relate to because it is uncluttered and simple to learn to
use. Students are up and running within a few clicks, spending time learning their course work,
not learning a new technology. Scher also claims that her university students gravitate to WYNN
because it reads the Internet without any hassle.
Technology Demonstrations & Training
Bryan Ayers, M.Ed., ATP, Director of The Arkansas Technology & Curriculum Access Center
(TCC) joins Scher’s commitment to supportive technologies for students with disabilities. The
TCC is a collaborative effort between the Arkansas Department of Education, Special Education
Unit and Easter Seals of Arkansas to disseminate information through training and professional
development concerning supportive technology and universally designed curriculum in Arkansas
schools. Special education teachers and coordinators are welcome to visit the TCC for training
and demonstration of the latest in assistive technologies. The TCC also provides onsite
demonstrations to individuals, school districts and other agencies.
Ayres has recently updated the TCC computer lab in Little Rock with a wide variety of assistive
technologies including 21 new wireless laptops complete with WYNN software. To learn more
about the TCC or to make an appointment for a demonstration or training, call the Arkansas
Easter Seals Technology & Curriculum Access Center at 877-533-3600 or visit
http://www.ar.easterseals.com/tcc. For additional information about WYNN, or to take advantage
of a Trade In/Trade Up service for Arkansas schools, contact Bonnie Hill at 800-444-4443
ext. 1183 or bhill@freedomscientific.com.
Submitted by:
Heidi Scher, M.S. CRC
Counselor/Coordinator of Disability Services, Arkansas State University - Beebe
Chair, ARK-HEAD, Arkansas Association on Higher Education and Disability
Bryan Ayres, M.Ed., ATP
Director, Technology and Curriculum Access Center, Easter Seals of Arkansas
Highlight Your School / District / program
Please take an opportunity to use this publication to exhibit positive
programs currently being utilized. This publication is here to spread
your programs / ideas across Arkansas. See the call for articles for
the upcoming themes or submit articles on other topics you feel have
had a positive impact in your district.
T.A.S.E. Winter - 35

Assistive Technology in the Elementary Classroom
Legislation has mandated that public schools educate students with disabilities with
their non-disabled peers to the maximum extent practicable, while providing them
access to the general curriculum. As a result of such law, today’s classrooms include
students of various learning abilities.
Most students with disabilities are able to participate in general education with simple
modifications and adaptations. Yet, there are students identified with specific
disabilities who require special devices in order to participate in many school tasks.
These students have sensory, cognitive, and/or physical impairments that interfere
with their ability to learn. They often require Assistive Technology in order to access the
general curriculum.
These nonverbal students are able
to read the books using the simple
recorded speech device. The
teacher makes overlays with the
words and/or picture symbols. She
then records the corresponding
words on the device. The student
looks at the words on the book
then locates it on the device. He
simply presses the button to say
the words sequentially.
Assistive Technology is any type of device that allows individuals with disabilities to
function more independently. Such devices range from simple teacher-made items to
complex electronic equipment.
This student uses a Step By Step Communication
device to retell a story to his classmates. The device
allows you to record several messages one after
another. The teacher has recorded a book on the
device. The child touches the button to read each page,
while a classmate turns the pages of the book for him.
The IEP team, including parents, teachers, and therapists, must work together to
determine whether a child would benefit from the use of Assistive Technology. The
committee members must consider the child’s strengths as well as his/her physical or
T.A.S.E. Winter - 37

mental limitations. They will also need to consider the general curriculum activity the
student will participate in, and then decide which device will be most appropriate.
Usually, one device will not meet all of a student’s needs. It is best to combine several
strategies to assist in the student’s various daily activities.
These students use a coin
calculator and a coin abacus to
solve the money equations. The
student identifies the coin on the
worksheet then locates the
appropriate coin on the device.
Examples of Assistive Technology include rehabilitation equipment, augmentative
communication devices, assistive devices, and adaptive materials.
Assistive technology is not beneficial for every student in special education. However,
when used appropriately, Assistive Technology can support a student’s participation in
the least restrictive educational environment by enhancing the student’s abilities while
increasing his/her opportunities to participate in general curriculum activities.
Submitted by:
Lisa Mangham, Special Educator
Bernice Young Elementary
Springdale School District
T.A.S.E. Winter - 38

Continued from Page 4
* Only one team member carries out the plan.
* The team focuses on acquisition and not implementation and support.
* Instructional environments were not considered and are not compatible with
implementation.
* No one takes responsibility for the care and maintenance of AT devices. meaning they
are not available or in working order when needed.
* Contingency plans for dealing with AT implementation are not made in advance.
Evaluation of Effectiveness:
* Clearly defined data collection and interpretation responsibilities.
* Student achievement related data.
* Quantitative and qualitative measurement of changes.
* Effectiveness is evaluated across environments during naturally occurring and
structured activities.
* Data are collected to provide teams with a means for analyzing student achievement and
identifying supports and barriers that influence assistive technology use to determine
what changes, if any, are needed.
* Evaluation of effectiveness is a dynamic, responsive, ongoing process that is reviewed
periodically.
Common Errors:
* An observable, measurable student behavior is not specified as a target for change.
* Team members do not share responsibility for evaluation of effectiveness.
* An environmentally appropriate means of data collection and strategies has not been
identified.
* A schedule of program review for possible modification is not determined before
implementation begins.
Transition and Assistive Technology:
* Transition plans address assistive technology needs of the student, including roles and
training needs of team members, subsequent steps in assistive technology use, and
follow up after transition takes place.
* Transition planning empowers the student using assistive technology to participate in
the transition planning at a level appropriate to age and ability.
* Advocacy related to assistive technology use is recognized as critical and planned for
by the teams involved in transition.
* AT requirements in the receiving environment are identified during the transition
planning process.
* Transition planning for students using assistive technology proceeds according to an
individualized timeline.
* Transition plans address specific equipment, training and funding issues such as
transfer or acquisition of assistive technology, manuals, support documents and
training needs.
T.A.S.E. Winter - 39

Common Errors:
* Lack of self-determination, self-awareness and self-advocacy on the part of the
individual with a disability (and/or advocate).
* Lack of adequate long range planning on the part of sending and receiving agencies
(time lines).
* Inadequate communication and coordination.
* Failure to address funding responsibility.
* Inadequate evaluation (documentation, data, communication, value across settings)
process.
* Philosophical differences between sending and receiving agencies.
* Lack of understanding of the law and of their own responsibilities.
Administrative Support:
* Written procedural guidelines.
* The agency broadly disseminates the procedural guidelines.
* The education agency includes appropriate assistive technology responsibilities in
written job requirements for each position in which activities impact assistive
technology services.
* The agency employs personnel with the competencies to support quality assistive
technology services.
* The agency includes assistive technology in the technology planning and budgeting
process.
* The agency provides access to on going learning opportunities about assistive
technology to staff, family and students.
* The agency uses a systematic process to evaluate all components of the agency-wide
assistive technology program.
Common Error:
* If policies and guidelines are developed, they are not known widely enough to assure
equitable application by all IEP teams.
* It is not clearly understood that the primary purpose of AT in school settings is to
support the implementation of the IEP for the provision of a free, appropriate, public
education.
* Personnel have been appointed to head AT efforts, but resources to support those efforts
have not been allocated (time, budget, professional development).
* AT leadership personnel try to or are expected to do all of the AT work and fail to meet
expectations.
* AT services are established but their effectiveness is never evaluated.
The above issues are discussed with supporting research along with a database of resources from
the collective QIAT Consortium at the QIAT website http://www.qiat.org (Zabala, 2004). Schools
who use the quality indicators are developing stronger services for their students while in school,
insuring that technology skills are learned while in school and that supports and transition needs
are considered and post school outcomes improved.
T.A.S.E. Winter - 40

References
ADA & IT TA Centers (2004). Breaking Down Barriers: K-12 & Beyond. University of
Washington: AccessIT.
Arkansas Department of Education (2000). Arkansas Education Technology Plan. Little Rock,
AR: ADE.
Ayres, B. (2005). Consideration of Accessibility of the Classroom Computer. Little Rock, AR:
Easter Seals of Arkansas.
Edyburn, D. (2000). Assistive Technology & Students with Mild Disabilities. Focus on
Exceptional Children. 32(9), 1-24.
National Center for Education Statistics (2000). Internet Access in U.S. Public Schools &
& Classrooms. Washington, DC: U.S. Department of Education.
QIAT Consortium (2004). Quality Indicators for Assistive Technology Services. Lexington,
KY: QIAT Consortium
Stahl, S. & Zabala, J. (2005). Assistive and Universally-Designed Technology to Meet the
Needs of All Learners. Alexandria, VA: NASDSE.
Voltz, D.L., Sims, M.J., Nelson, B., & Bivens, C. (2005). MMECCA: A Framework for
Inclusion in the Context of Standards-Based Reform. Teaching Exceptional
Children. 37(5), 14-19.
Zabala, J. (2004). Setting the Stage for Success. Lake Jackson, TX: Assistive Technology
& Leadership.
Congratulations
Jacquelyn Reese
On being selected as the
2005 Juvenile Justice Trainers
Association (JJTA) Individual Award
for Excellence recipient. This award
places Jacquelyn in the elite category
of juvenile justice trainers.
T.A.S.E. Winter - 41

ICAN provides access to technology from the very simple
to the very complex device.
T.A.S.E. Winter - 42

Special Education Unit
1401 West Capitol, Suite 450
Little Rock, AR 72201-2936