David Dikter, CEO ATIA

 
Another summer has passed, another year has gone by, and although summer is a time for many of us to relax and rejuvenate, I want to thank you for also taking the time to keep up with professional development.  It's clear to ATIA that many of you--educators, parents, therapists, AT practitioners and providers of all stripes--consider professional development as important as we do. You took advantage of the discounts we offered for summer webinars and that was exciting to see. Thank you for joining in and continuing to seek solutions for the individuals with whom you work. Thank you, also, for letting us know about speakers you'd like to learn more from, content we should cover, and/or topics you are interested to present. We highly value your input and engagement!
 
One education concern that ATIA is engaging--and that we need you to be aware of--is the issue of digital testing and accessibility.  As most of you know, beginning in 2014, the PARCC and Smarter Balanced consortiums will be implementing digital assessments to evaluate student learning in accordance with the new Common Core State Standards. The test-takers will include our students, those who use assistive technology in and, often, out of the classroom. ATIA has been working with the consortiums, as well as directly with the developers of these new digital assessments (see the article from the American Institutes for Research this edition) to try to ensure that test-takers can maintain access to their assistive technology--to the AT products with which they are most familiar and comfortable, to the devices and software that best help them convey what they know [as supported in this DOJ ruling]. And right now the pathway to success will be bumpy with a long learning curve for us all.
 
I'm highlighting this here to raise your awareness of the issue, to urge you to learn the approaches taken by the consortiums to provide tools and accommodations, and to learn what will be required of you to ensure your students have access. ATIA will, of course, continue in the effort for AT interoperability. In the meantime you can read more at the PARCC and Smarter Balanced Web sites.

The advent of digital assessments, on top of rapidly evolving assistive technology solutions (and technology in general), underscores the growing responsibilities carried by educators and others who work to help students succeed. Many feel pulled in a seemingly ever-expanding number of equally important directions. At the same time, opportunities for students with disabilities to effectively access the curriculum have never been greater. The challenge is remembering this, staying positive, energized, and connected to the people and communities who hold the same responsibilities, and support a high level of excellence in this work.
 
One way to do this, of course, is to attend ATIA's conference in Orlando this January (you saw that coming, right?) What we've learned, indeed, what we've seen again and again is that the face-to-face in-person opportunities at an international conference like ATIA Orlando allow for a depth of learning and connection that is unmatched by any "virtual" offering or social media tool (although we love these too).  In addition, attendees who take the time to come to Orlando with an agenda for their learning, consistently report coming away with experiences that far exceed their expectations. The reason is that the conference allows them to connect with others who are solving the same problems, carrying the same responsibilities, are eager to maximize their learning, and perhaps above all, are exceptionally generous to share. You have to attend to experience this. We love webinars and conference recordings, Facebook and Twitter; we value all that they offer and the way they enable continued learning, follow through, and communication, but nothing compares with directly talking with one another and the collective energy of all those AT-caring people in one place.   

Best, David Dikter, CEO ATIA

Therese Willkomm wearing her Google Glass

While test driving the long-awaited prototype, Therese Willkomm took time out to talk to Friends of ATIA   

Thank her for this sneak peek... Google Glass is not exactly in your local assistive technology (AT) demonstration/loan program. To get her hands on it, Therese Willkomm, PhD--that app-happy professor at the University of New Hampshire who is passionate for both high and low-tech solutions--applied for the privilege to pay $1,500 to purchase Google Glass (plus tax!) And once found worthy, she traveled at her own expense to Glass headquarters in New York City for training, fitting, and "free" Champagne. Why did she go to all this trouble? Initially to "enable virtual participation for persons with disabilities"  (to quote her 50 word beta-tester application).

But first, just what is Google Glass? If you haven't heard, it's basically your smartphone migrating to your head. The display is not yet implanted in your eyeball, but it's making moves to get there. Worn like eyeglasses, Glass enables you to keep your head up while using your device, to access the Internet in new hands-free ways, to share and experience the world ...annotated (check out Google's vision, What It Does). Although this is consumer tech, the wearable platform holds promise to inspire a new volume of apps from independent developers for persons with disabilities, including students. Willkomm--who loves her iPad--wanted to see if this could be AT's next "big thing."

Key specs and features

• Low-profile wire frame (without lenses) supporting a small, transparent, high-resolution display in the upper right field of vision (Google has plans for integration with prescription eyewear);

• Wi-Fi and Bluetooth connectivity  (to connect with wireless Internet or your phone's hotspot)

• Bone conduction transducer (a speaker that does not go in your ears);

• Camera (5 MP for photos, 720p for videos)

• 12 GB of usable storage (synced with the Google cloud storage)

• Touchpad at the temple for simple gestures;

• Built-in voice commands to record video, take a picture, send an email, launch a Google Hangout, get directions, and search the internet (more are enabled with the MyGlass Android app or from the Web site);

• Head-tilt gesture to wake up the display.

What caught Willkomm's attention

Before purchasing Glass, Professor Willkomm had mounted an iPhone 5 on a bicycle helmet for use with Facetime. Her goal, she explained to Friends of ATIA, was to make possible realtime, virtual, community participation for a woman in a nursing home. With help from a helmet-wearing partner, this nursing home resident could go shopping (and make selections off the shelf)  or kayaking (and choose the fork in the river). "The problem" Willkomm says, "was the helmet made the partner feel like a dork." So when Glass was announced, with its sleek design and head-mounted camera, she knew she had to give it a try.

Willkomm's findings

As is often the case with beta technology, Glass is a combination of the best of times and the worst of times. Below is Professor Willkomm's take on the new hardware and apps platform, cast through her own lens as an AT professional (and user).

Realtime sharing? Err... never mind

Although Google's promotional videos seem to emphasize Glass's capacity for realtime video sharing, Willkomm found her original motivation for acquiring the headset quickly sidelined. Realtime virtual travel is not, it turns out, Glass's strong suit. And while a Google Hangout could theoretically take up to ten people on an adventure, the experience is made or broken by the quality of the poorest connection speed in the Hangout. "And virtual travel is no fun when the audio arrives seconds before the video." Another problem is the legality of plans. Bringing her Hangout to Wicked at the Boston Opera House proved impossible. "They made this blanket statement before the curtain went up banning any and all recording devices, like they saw us Glassholes coming!"

Speedy for sharing videos and pictures

What works well, however, is the speed and ease Glass provides for taking and sharing pictures and videos. This benefit quickly overshadows deploying live Hangouts. She found she could share media with everyone in a Google Circle with the swipe of her finger and that everything is automatically backed up to her Google+ account. The downside is a risk of accidental sharing. "You have to be very careful with your gestures!"  

As a college professor who frequently makes videos for instruction, Willkomm is finding Glass a helpful tool. On the fly she can record instructions for creating one of her low-tech AT solutions and instantly share it with students and colleagues. Or she can record video without connecting to the Internet and Glass will back up her work once it senses a connection (she never has to plug into her computer). The disadvantage is that the camera is not good for distances closer than four feet; also she must maneuver the frame on her nose to center the lens for demos.

Further AT potential

• Glass voice recognition is superior to Siri (on iOS devices). Willkomm says Glass understands her better than her iPad and is quickly responsive. This, coupled with how easy Glass makes sharing content, could  turn it into a powerful tool for individuals with limited dexterity who use speech to communicate.
• The hands-free capacity of Glass is also promising. Willkomm imagines a student in a power chair snapping images on the playground to complete an assignment (such as finding shapes in their environment for Everyday Math).
• Glass has significant potential for use with video modeling. Individuals (with autism, traumatic brain injury, etc.) could create custom videos--filmed from their own perspective--of themselves accomplishing tasks and routines for later review or as reminders and prompting. Also, Willkomm notes, students with autism could use Glass to work on social skills by recording their interactions with others (to review and learn from facial expressions and reactions).
• There is potential for image recognition and even face recognition. Glass has the capacity to use the Google image database to match and help identify objects for persons with visual impairments (as with Google Goggles). Face recognition may be accomplished by third party developers, but is not something Google is pursuing, according to Willkomm. For persons with prosopagnosia (an inability to recognize faces), face recognition software could be life-changing.
• Glass's bone-conduction speaker (behind the right ear) means it does not rely on the ear canal for conveying sound. For individuals with hearing impairments due to damage to the ear canal, Willkomm suspects this may have an advantage. The speaker is not as loud as in-ear buds, however, for most users.

Fatal flaws? 

• The battery life is too limited. Willkomm found that when used for her purposes, the battery lasted about 3.5 hours before needing a recharge. This is a major hurdle she sees for Glass's successful deployment.
• Privacy is a central concern. How will people know when they are being videotaped? Willkomm anticipates this will be a problem for schools and limit the adoption of this technology in K-12 environments. Google designed Glass with voice commands for taking pictures and video, but a third party developer has already devised an app for snapping pictures with just a wink. Also the face recognition potential of Glass raises a host of privacy and security concerns.
• The right temple heats up! Using Glass for extended periods is uncomfortable and concerning.
• Glass requires Google accounts. Not much is new here in the hardware wars, but Willkomm was annoyed to have to make sure those she shared with had Google accounts. She notes, however, that apps for other services will be forthcoming.
• Glass is yet more Wi-Fi-dependent assistive technology. Although college students might be a great market for Glass, Willkomm notes that the Wi-Fi readily available on college campuses, like UNH, often allows limited-use access only (such as Web browsing). Glass cannot configure to the UNH high-speed wireless network to accomplish other tasks (like uploading). It's the same problem UNH students are having with their Livescribe Sky pens. Also, Willkomm notes that access to broadband with adequate bandwidth is a problem for many regions of the United States, and the more AT assumes this availability, the more locked-out of potentially transformative technology individuals with disabilities will be in poorly served communities. Willkomm reports that bandwidth problems are a primary and defeating experience when trying to use Glass.
• Willkomm still feels like a dork. Okay it's not a bicycle helmet with a camera, but she admits she hasn't worn her Glass as much as she'd thought she would. She says she feels like a billboard for new technology and that at this point, wearing Glass becomes an invitation for anyone to stop her to talk (and she does not have time for this!)

Coming Soon... an ATIA webinar on Glass

Willkomm, however, is offering an ATIA webinar January 21st, 2014 on her experiences with the new Glass technology. So if you see her wearing her Google Glass, ignore her consider signing up to get all your Glass questions answered!

Thanks to Therese Willkomm for sharing these insights with Friends of ATIA newsletter!

The American Institutes for Research invite AT manufacturers to certify their devices for use with the Smarter Balanced Assessment

In the 2014-15 school year, two multi-state consortia will begin delivering Common Core-aligned operational summative assessments for grades 3-8 in English language arts and mathematics. These assessments will replace current end-of-year tests that individual states have developed in compliance with the Elementary and Secondary Education Act. Smarter Balanced Assessment Consortium (Smarter Balanced) and Partnership for Assessment of Readiness for College and Careers (PARCC) are two federally funded, multi-state consortia developing and delivering these assessments. Most states are participating in at least one of the consortia.

As states adopt computer-based assessments, new opportunities arise for accessibility. Both PARCC and Smarter Balanced have devoted significant thought and resources to accessibility, and moving to computer-based testing could be a turning point in making all assessments accessible. PARCC and Smarter Balanced each have an Accessibility, Accommodations and Fairness Technical Working Group, including sub-groups specifically focused on students with disabilities. Each consortium has committed to a minimum set of accessibility standards in the first year of operational testing, with plans to improve accessibility features over time.

Test to include embedded supports and interoperability with third-party assistive technologies

American Institutes for Research (AIR) is delivering both the pilot and field tests for Smarter Balanced. As part of our work, we are developing an open-source Test Delivery System that integrates many embedded support features.  The system is also being designed to integrate with third-party assistive technologies. AIR and Smarter Balanced have collaborated to design a certification program for assistive technology devices. This program will ensure that assistive technology devices are fully compatible with the Smarter Balanced open-source Test Delivery System, and that students can complete the tests using familiar devices.

Device certification process ensures only appropriate features are available for test taking

As part of the development of this certification program, we faced the challenge of balancing compatibility with security and measurement. For example, an assistive device that automatically corrects spelling and grammar may be required to disable those features for a writing assessment. The certification process ensures that features of assistive technology devices do not interfere with the intended measurement while providing students with the support needed to access and complete the test.

AIR plans to make our Test Delivery System compatible with WCAG 2.0 guidelines. The system can render tests in a standard format that follows most of these guidelines, but not all.  Informal tests on many assistive devices have proven the compatibility of this interface. The AIR system also offers a second rendering, our Streamlined Rendering, which adheres to WCAG 2.0 guidelines and is designed for compatibility with assistive technologies such as screen readers driving refreshable Braille displays.  Both renderings are delivered using the same system, and the rendering a student sees depends on his or her personal needs.

We invite interested ATIA members to learn more about the AIR certification program.

David Davis

David Davis invites you to join a national conversation

Here in Florida we carefully weigh, as do educators providing assistive technology support services to students with disabilities in all states, the overarching issues and concerns that have been raised by several decades of policy reform and implementation. How do we ensure the provision of a free and appropriate public education (FAPE)? How do we provide access to the general curriculum and promote inclusion? Does inclusion in a low performing classroom meet the spirit of FAPE? Do we truly believe that students with disabilities are first and foremost general education students?

These issues are of national importance and worthy of continued discussion. In Florida we work to meet these challenges through a multi-tiered system of supports (MTSS) service model that includes problem solving/response to intervention, positive behavior supports, universal design for learning, and specially designed instruction. Here I'd like to share a little about this service model, where it came from, and then let you know about upcoming opportunities to join the conversation at ATIA 2014 in Orlando.   

Florida's Approach

1. Multi-tiered System of Supports (MTSS)- the systematic use of multi-source assessment data to efficiently allocate resources in order to improve learning for all students. Academic and behavioral supports are integrated. This system includes: 

   • Tier 1: Core academic and behavior instruction and support differentiated for all students in all settings. Instruction and supports are designed to ensure mastery of the Common Core State Standards (CCSS) and core instructional goals/expectations.
   • Tier 2: Targeted instruction/intervention and supplemental support to meet identified goals.

   • Tier 3: Intensive intervention based upon individual student needs and aligned with core curriculum, instruction, and supplemental supports.

2. Universal Design for Learning - the use of UDL principles and instructional scaffolding to bridge gaps and reduce or eliminate barriers to engagement (academic, behavioral, psychological, social). UDL principles are applied across all three tiers of instructional intensity, and include support for flexible, transformative, digital instructional materials as appropriate.

3. Independent Learning Skills - support for self-progress monitoring, time management, task persistence, resource and materials organization, self-assessment, and self-determination.

4. Specially Designed Instruction - adaptations to the content, methodology, or delivery of instruction that: 1) address the unique needs of a child that result from the child's disability, 2) ensure access to the general education curriculum, 3) are guaranteed by IDEA and implemented in accordance with the individual educational plan (IEP) process. Specially designed instruction addresses those unique supports (including accessible instructional materials and assistive technology) needed by students with disabilities to be successful in the multi-tiered system of academic and behavior supports provided to all students.

Join Us

In January please join the national discussion and hear from other state leaders on how they address these issues. The MTSS Technology and Learning Team is co-hosting a four part series of Town Hall-style meetings at ATIA 2014. The meetings will each have a moderator and panelists to contribute to and lead discussion one of the following key topics (select the links to learn more):

• School Wide Reform/Inclusion Town Hall Meeting

• Universal Design for Learning Town Hall Meeting

• Assistive Technology Town Hall Meeting

• Accessible Instructional Materials Town Hall Meeting

You can also help us create the meeting agendas by submitting your questions, views, perspective at this Survey Monkey page. Thanks in advance for helping us to consider emerging best practices and strategies for supports and instruction. We look forward to seeing you there or stopping by our booth in the Exhibit Hall.

David Davis is an independent consultant with over 35 years of experience working with students with disabilities, school districts, and federal/state funded service organizations. He currently works with the Technology & Learning Connections (TLC) Team, a part of Florida's Multi-Tiered System of Supports Projects.