Ellen Perlow, MSLS, PhD : Presentation for Children and Youth 2008 Conference, North Texas Regional Library System, August 8, 2008 PowerPoint – Text-Only Version by Ellen Perlow SLIDE 1 - TITLE SLIDE Universally-Designed Collection Development @ Your Library Presenters: Ellen Perlow, MSLS PhD and Mary Cissell, MLS PhD Children and Youth Conference 2008 http://www.cyc2008.com/ North Texas Regional Library System, Fort Worth August 8, 2008 This PowerPoint document and its alternative formats, last updated August 3, 2008, by Ellen Perlow This document, also updated, and additional resources at: http://www.a4access.org/cyc2008.htm This presentation is available in alternative formats upon request. SLIDE 2 Session Outline I. Introduction: What Know/Want to Know/Think Will Learn II. Current Youth Collection Development/Diversity Issues Diversity … Diversity … Diversity III. Embracing Diversity and Accessibility to Collections via Universal Design and Universal Design for Learning [UDL] and Access (Assistive) Technology: Principles --- Applications --- Resources --- Strategies IV. Let’s Do It: Planning for UDL-Based Collection Development V. Discussion VI. Appendices: Legal References, References, Presenter Contact Information Note: Source of logo on bottom right of each slide – spelling out the word "Diversity" in different colors: http://www.csosa.gov/eeo/home.htm Slide 3 KWL: UDL at Your Library Questions for Now: What do you know about Universal Design and Universal Design for Learning? What do you want to know about Universal Design and Universal Design for Learning? What do you think you will learn during this session? Questions for Later: What did you learn during this session? What will you do with what you learned during this session? Slide 4 Sample Collection Development Process at your Library Text Description of the graphic/diagram on this slide appears on next slide - Slide 5. Slide 5 Sample Collection Development Process at your Library Text version of diagram on previous slide, depicting a six-stage recurring cycle of continuous collection development in libraries and information centers: 1. Read Institution’s Mission, Collection Development Policy (Need to update mission, policy due to changing conditions, patron demographics?) 2. Present/Future Patron Scan: Who are/will be Patrons? What are/will be Patron Needs? Patron Needs Are/Will Be Met? 3. Assessment: Resources: Available Storage; Funding, Budget, Resource Sharing Opportunities, Available Materials: Free? Media: Fixed, Digital? Accessible? 4. Based on Prior Assessment: Materials Selection, Ordering 5. Materials Acquisition, Processing, Placement in Collection, Publicizing New Acquisitions 6. Evaluation based on usage statistics, Patron feedback; need for weeding? Slide 6 More [Youth] Collection Issues 7. [Participants complete] 8. 9. 10. 11. 12. 13. Patron Diversity: Reading levels, interests, learning preferences, languages, communication modes, 14. Diversity. Diversity. Diversity. Slide 7 [Youth] Collection Diversity Issues 1. Diverse patrons: age, gender/sexual orientation, ethnicity, faith, family structure, socioeconomic background, educational background, culture, experiences, interests, goals, different learning styles 2. Enormous diversity overlap within types of patron diversity 3. Changing demographics of library/info center clientele 4. Changing modes of communication: changing technology 5. Equity of Access: It’s U.S. Law: 30+ years U.S.: Civil Rights for People with Access Needs: Section 504-Rehabilitation Act of 1973, as amended, 29 U.S.C. § 794; The A.D.A. 42 U.S.C. §§ 12101 et seq. 6. Accessibility: The Same Issue for Everyone. Slide 8 [Youth] Collection Diversity Issues 7. Children grow up to become adults. The laws may change, but access issues remain. Special Education is Lifelong. 8. Rising proportion of college students with access needs: From 1999 to 2003, the percentage of Undergraduates with access needs rose from 9 percent to 11 percent. From 1999 to 2003, the percentage of Graduate students with access needs rose from 6.1 percent to 6.7 percent. (Lewis & Farris, 1999; U.S. Dept. of Education, 2003; 2008). 9. Increasing number of older students attending college (Kressley & Huebschmann, 2002; Silverstein, Choi, & Bulot, 2001) 10. Increasing population age 65+ (Graph: rise in older adults age 65+, 1900 to 2030. U.S. Department of Health and Human Services. Administration on Aging , 2008). Just wait: that's all of us! *… *P.S. Aging changes, increases access needs (U.S. CDC, 2003). Slide 9 [Youth] Collection Diversity Issues 11. People with access needs-US are 18% to 20% in the World, 10% of populations (U.S. Census Bureau, 2006; United Nations, 2008) 12. Global aging, climate change, war/terrorism (Atchley, 2001 ; Boyle & Cordero, 2005; Gore, 2006; U.S. Dept. of Defense, 2008a, 2008b; U.S. Department of Health and Human Services. Administration on Aging , 2008; World Health Organization, 2002) 13. Virtually everyone joins class (Shapiro, 1994) 14. Accessibility: boundary-free universal diversity issue, affects all people throughout the world across all categories of diversity: age, gender, sexual orientation, ethnicity, class 15. September 11th, Katrina, Tsunami, Earthquakes, Darfur, famine, HIV/AIDS, violence, accidents, Afghanistan/Iraq…. 16. We all do it differently: Activity. Slide 10 Diversity-Related Laws/Initiatives U.S.: 30 years of inclusion; 18 years: The A.D.A. Accessible Design Standards (U.S.Department of Justice, 2008) Pre-K-12: Accessibility/UDL now Law (see Appendix A) IDEA 2004, P.L. 108-446; U.S. Federal Regulations §§300 IDEA-No Child Left Behind (NCLB) Alignment (http://idea.ed.gov http://www.ed.gov/nclb/ ) Texas Education Code: Chapter 89(www.tea.state.tx.us/rules/tac/chapter089/) Universal Design for Learning (http://www.cast.org/) New CAST Universal Design for Learning Guidelines 1.0: http://www.cast.org/publications/UDLguidelines/index.html (7/2008) Accessible textbooks: NIMAS (http://nimas.cast.org/) Assistive Technology in Individualized Education Plans (IEPs) (IDEA 20 U.S.C. 1401 §614(B)(v)) Slide 11 Some Diversity Demographics Graph in previous slide depicts increase in students, 1976-2006, receiving services under IDEA, P.L. 108-446, and predecessor legislation (U.S. Dept. of Education. Office of Special Education Programs [OSEP], 2007a). 2. Source: Excerpted from: U.S. Department of Education. Office of Special Education Programs [OSEP]. (2007b, July). Profiles of parts B and C programs in states and outlying areas. Retrieved from page 66 at https://www.ideadata.org/docs/PartBDataMeeting2007.pdf 3. Source: U.S. Department of Education. Office of Special Education Programs [OSEP]. (2007c). Table 4-1. Students ages 14 through 21 with disabilities served under IDEA, part B, who exited school, by exit reason and state: Fall 2005-06ª. Retrieved from https://www.ideadata.org/tables30th/ar_4-1.xls Slide 12 Some Diversity Demographics Percentage ages 6 to 21 served under IDEA rising (excerpted. and category labels modified, U.S. Department of Education OSEP, 2007b, page 66): Chart: percent of U.S. Population, Ages 6-21-All Access Needs 2001: 8.8 percent 2002 8.93 percent 2003: 9.05 percent 2004: 9.14 percent 2005: 9.15 percent percent of U.S. Population, Ages 6-21-Autism Spectrum 2001: 0.15 percent 2002 0.18 percent 2003: 0.21 percent 2004: 0.25 percent 2005: 0.29 percent percent of U.S. Population, Ages 6-21-Traumatic Brain Injury 2001: 0.03 percent 2002 0.03 percent 2003: 0.03 percent 2004: 0.03 percent 2005: 0.04 percent percent of U.S. Population, Ages 6-21-Developmental issues, ages 3 to 9: 2001: 0.07 percent 2002 0.09 percent 2003: 0.10 percent 2004: 0.11 percent 2005: 0.12 percent percent of U.S. Population, Ages 6-21-Other Health issues, including AD/HD: 2001: 0.52 percent 2002 0.59 percent 2003: 0.68 percent 2004: 0.77 percent 2005: 0.85 percent 2. Students served under IDEA also are high school graduates who become college applicants and enrollees: about 225,000 high school graduates under IDEA (2005/2006 data) (U.S. Department of Education Office for Special Education Programs [OSEP, 2007c) 3. Between 2006 and 2016, there will be an estimated 15 percent growth in the need for special education teachers (U.S. Department of Labor, 2007) Slide 13 Embrace Diversity and Provide Accessibility to Library Collections via Universal Design [for Learning] and Access (Assistive) Technology Slide 14 Pathway to Accessible Collections Graphic displays the equation: Diversity + Accessibility to Collections equals (Universal Design and Universal Design for Learning) [highlighted] added to Access (Assistive) Technology. Slide 15 Universal Design 1. "Universal design [UD]: from field of architecture: "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. –Ron Mace …" 2. UD Intent: "to simplify life for everyone by making products, communications, and the built environment more usable by as many people as possible at little or no extra cost. Universal design benefits people of all ages and abilities." (North Carolina State University. Center for Universal Design, 2008) 3. UD Library Examples: Book carts on wheels, automatic doors, adjustable, electronic shelving, adjustable tables and chairs (for youth collection patrons ages 2 to 92), ramps, easy-open door handles, date stamps, barcode scanners ... Slide 16 Universal Design for Learning (UDL) Universal Design for Learning [UDL] = Universal Design principles applied to learning, design/delivery of educational curricula CAST, 2008a-d: Applying evidence-based brain research, "UDL principles help educators customize their teaching for individual differences" via: "1) Multiple Means of Representation (brain’s Recognition Networks) give learners various ways to acquire information (What Learn); 2) Multiple Means of Expression (brain’s Strategic Networks) give learners various ways to demonstrate knowledge (How Learn); 3) Multiple Means of Engagement (using brain’s Affective Networks) tapping into learners' interests, challenge them appropriately, and motivate them to learn. (Why Learn)" Slide 17 UDL [Universal Design for Learning] Application: NIMAS: National Instructional Materials Accessibility Standard (U.S. Law) CAST/U.S. Department of Education/American Printing House 2002-present … K-12 textbooks and instructional materials: mandated by law under IDEA 2004 P.L. 108-446. Regulations: Part 300 / B / Sec. 300.172 (See Appendix A) NIMAS = technical specifications for digital source files NIMAS standardizes digitized formats Sufficiently flexible to create multiple student-ready versions in various formats, including contracted Braille, Digital Talking Books: same original publisher-provided digital source file: 1 file converts to multiple formats: http://nimas.cast.org/ http://www.nimac.us/ (Pisha & Stahl, 2005) Slide 18 Pathway to Accessible Collections Graphic displays the equation: Diversity + Accessibility to Collections equals (Universal Design and Universal Design for Learning) added to Access (Assistive) Technology [highlighted] Slide 19 Access (Assistive) Technology-AT Accessibility: "In the context of technology, accessibility most commonly refers to providing access for all people to web environments... Designing sites for the way that screen readers, text browsers, and other adaptive technologies interact with the web; choosing contrasting colors for readability, and providing alternative text tags for graphics are examples of making web sites more accessible." Source: CAST. NIMAS Development and Technical Assistance Center. (2008). NIMAS/NIMAC glossary. Retrieved from http://nimas.cast.org/downloads/6%20NIMAS%20NIMAC%20Glossary.doc Slide 20 Access (Assistive) Technology-AT Assistive Technology (AT): "Any aid, device or tool, compensatory strategy, used in many different environments, information and referral, evaluation and recommendation, resources for funding, designing, fabricating, repairing, and fitting, training, support and follow-through service that improves a person's functional capability." (Source: University of Kentucky. Interdisciplinary Human Development Institute. http://www.ihdi.uky.edu/projects/EmployAT/ComputerAccessHTML/atdefinition.htm) We all use Assistive Technology – Every day. See: http://www.a4access.org/ateverywhere.doc Slide 21 Types of Assistive Technology - Computer access - Motor aspects of writing - Composing written material - Communication - Reading - Learning/Studying - Math - Recreation/Leisure - Electronic Aids to Daily Living - Mobility - Vision - Hearing - Vocational Source: Reed, P. R. , and Lahm, E. A. (2005, January). A resource guide for teachers and administrators about assistive technology (General ed.). Madison, WI: Wisconsin Assistive Technology Initiative [WATI]. Retrieved April 15, 2008 from http://www..wati.org/products/pdf/resource%20guide%20-%20general.pdf - page 6 Slide 22 Assistive Technology Applications U.S. Department of Defense CAP Program Logo of CAP [Computer/Electronic Accommodations Program] with embedded link that links to website: http://www.tricare.mil/cap/acc_sol/Assistive_Technology.cfm Blind/Low Vision: http://www.tricare.mil/cap/acc_sol/Technology.cfm?TECHID=1 Cognitive: http://www.tricare.mil/cap/acc_sol/Technology.cfm?TECHID=2 Communication: http://www.tricare.mil/cap/acc_sol/Technology.cfm?TECHID=3 Deaf/Hard of Hearing: http://www.tricare.mil/cap/acc_sol/Technology.cfm?TECHID=4 Dexterity: http://www.tricare.mil/cap/acc_sol/Technology.cfm?TECHID=5 U.S. Department of Defense. Computer/Electronic Accommodations Program. (2008). Assistive technology. Retrieved from http://www.tricare.mil/cap/acc_sol/Assistive_Technology.cfm Slide 23 Selected Strategies and Resources for Universally Designed Collection Development Slide 24 UDL Collection Strategies Accessible, easily navigable universally-designed physical space: See: U.S. Dept. of Justice ADA Accessible Design Standards: http://www.ada.gov/stdspdf.htm ; Video on Equal Access Universal Design in Libraries (University of Washington): http://www.washington.edu/doit/Video/ea_lib.html Multimodal Library Materials: multipleformats: Print, large print, board/pop-up/wordless/ toy/movable, big, chapter, picture books; Braille, Print/Braille, sign language, bi/multilingual books, audio, video, audiovisual… Kinesthetic: toys, games, manipulatives, puppets/stuffed animals, storytelling, accessible software/websites … (Marfilius, 2008) Acquire media with Captions - See: http://www.ncicap.org/ and Audio Description - See: http://www.dcmp.org/ Slide 25 Tips for UDL Online Accessibility - Captioning for audio components - Audio description for visual components - Keyboard equivalents for mouse navigation - Text equivalents for all images on websites - Timed components can be turned off - Adjustable text size, font, and font style - Good color contrast; minimal number of font styles - Test for accessibility; assistive technology-compatibility - Minimal animation, if any; low blinking rate (Pisha and Stahl, 2005; Weir, 2006; World Wide Web Consortium. Web Accessibility Initiative. Quick Tips: http://www.w3.org/WAI/quicktips/) Slide 26 Instructional/Library Media Diagram (reproduced from Marfilius, 2008) depicting qualities of Traditional Fixed Media (Speech, Text, Images) as separate entities versus Universally-Designed Flexible Digital Media as being Versatile, Transferable, Ability to Mark and Annotate, and Ability to Network: Example: http://udleditions.cast.org/ Slide 27 Support Technologies for Universal Design for Learning: A Sampling Audio: Cassette tape, Radio, Music CD-ROMS, MP3, Talking Books, Multimedia CDs, Recordings: Rhymes and reading, Recordings: Musical Instruments, Assistive Listening Devices (ALDs) Audio Description … Visual: Videotapes, Video discs, Overhead projector, Other projection device, Models, Maps, Real objects, Boards (white, black, smart), Artwork, cartoons, drawings, Document camera, Color schemes, Captioning … Digital: Computer hardware, Productivity software, Educational software, Presentation software, Graphic programs, Electronic reading systems, dictionaries, thesauri, Streaming audio, Streaming video, Webcasts, Internet resources, Electronic Whiteboards, Web 2.0: Social networking: blogs, wikis, … Physical: Word processors, Word prediction, Digital recorders, Hand-held spellers/dictionaries, Graphic organizers, bookmarks, “Post-It”-brand notes, highlighters, ,, Voice recognition, Interactive Whiteboards … Tactile: Models, Realia, Tactile graphics, Puppets, Therapy and service animals … Other: Snoezelen – multisensory; olfactory, gestatory, spiritual … Adapted from Marfilius, 2008; Marfilius and Fonner, 2008 Slide 28 Benefits of Universally Designed Instructional/Library Materials 1. Compensate for inherent human variability in learning styles (rather than trying to remediate) 2. Promote active learning of diverse learners 3. Promote individual strengths, multiple intelligences 4. Flexible digital materials provide same content as print format: more accessible; readily reproducible in Braille, tactile graphics, voice, text-based image descriptions; with click of switch, eye gaze, brain waves: turn pages, access background information Slide 29 Benefits of Universally Designed Instructional/Library Materials 5. Read aloud text automatically: helping to decode 6. Allow for repeated rehearsal, reinforcement 7. Motivate reluctant readers and writers 8. Foster organizational skills 9. Reduce text generation 10. Assist in cooperative and group learning 11. Build independence, enhancing self-esteem 12. Promote institutional effectiveness, fiscal accountability, saving time, money, effort!!! (Marfilius, 2008; Marfilius & Fonner, 2002; Pisha & Stahl, 2005) Slide 30 Selected Library Resources 1. Schneider Family Book Award books [ALA Awards program]: http://www.ala.org/ala/awardsbucket/schneideraward/schneiderfamily.cfm The graphic of the Brailled award Schneider award seal with a link to Schneider Award website are located on slide. 2. U.S. National Library Service: http://www.loc.gov/nls/ 3. NLS Kids Zone: http://www.loc.gov/nls/children/index.html 4. Texas Talking Book Program: http://www.texastalkingbooks.com/ 5. Bookshare.org: http://www.bookshare.org/ 6. RFB&D: http://www.rfbd.org/ 7. American Printing House for the Blind [APH] : http://www.aph.org/ (Braille, Large Print, Tactile graphics, Audio) 8. APH Louis Database (Braille, Large Print, Tactile Graphics: http://aph.org/louis.htm 9. Accessible Media Producers Database: http://sun1.aph.org/starweb/APHBLAMP/servlet.starweb Slide 31 Selected Library Resources 10. National Braille Press: http://www.nbp.org/ 11. National Federation of the Blind Newsline: http://www.nfb.org/nfb/Newspapers_by_Phone.asp 12. National Center for Accessible Media: http://ncam.wgbh.org/ 13. Described and Captioned Media Program: http://www.dcmp.org/ 14. CAST UDL BookBuilder: http://bookbuilder.cast.org/ 15. CAST UDL Editions: http://udleditions.cast.org/ 16. CAST Lesson Builder: http://lessonbuilder.cast.org/ 17. Read How You Want: http://www.readhowyouwant.com/ Large Print/Braille/DAISY format:: “Provides services to publishers to provide their books in multiple formats” 18. Example: UDL-based commercial program: Thinking ReaderTM 19. TechMatrix: http://www.techmatrix.org/ Slide 32 Selected Websites to Visit-A 1. Texas Assistive Technology Network: http://www.texasat.net/ 2. Texas Project: National Assistive Technology Technical Assistance Centers (funded under the Assistive Technology Act of 1998, as amended (P.L. 108-364): http://techaccess.edb.utexas.edu/ 3. CAST. Universal Design for Learning. http://www.cast.org/ 4. CAST. (2008). UDL Guidelines Version 1.0 [new July 2008]: http://www.cast.org/publications/UDLguidelines/index.html 5. CAST. National Instructional Materials Accessibility Standard: http://nimas.cast.org/ 6. U.S. National Instructional Materials Accessibility Center [at American Printing House]: http://www.nimac.us/ 7. DAISY Consortium-International UDL: www.daisy.org/ 8. NCSU Center for Universal Design http://www.design.ncsu.edu/cud/ Slide 33 Selected Websites to Visit-B 9. National Assistive Technology Research Institute (University of Kentucky-NATRI): http://natri.uky.edu/index.html 10. NATRI. Quality Indicators for Assistive Technology Services [QIAT]: http://natri.uky.edu/assoc_projects/qiat/ 11. U.S. Department of Defense. Computer/Electronic Accommodations Program http://www.tricare.mil/cap/ - Demonstration videos: http://www.tricare.mil/cap/acc_sol/ Needs Assessment: http://www.tricare.mil/cap/accom_process/request.cfm?type=NA 12. Design Education Online: http://www.udeducation.org/index.asp 13. Sara Sings: http://www.sara-sings.com/ 14. Kirk Garrett, Jr.: http://www.kgjr.com/ 15. Assistive Technology News: http://www.atechnews.com/ Slide 34 Selected Websites to Visit-C 16. American Library Association ASCLA Division http://www.ala.org/ascla/ and ASCLA LSSPS Section resources 17. ALA Conferences-ASCLA Programs/Accessibility Exhibitors 18. Major Assistive Technology Conferences/CE Opportunities - Orlando, FL, every January: Assistive Technology Industry Association: http://www.atia.org/ - LAX Airport hotels (very accessible!)-every March-often Spring Break: California State University-Northridge: http://www.csun.edu/cod/ 19. AT Conference and Training with focus on youth: Minneapolis, October: Closing the Gap: www.closingthegap.com/ 20. Texas Assistive Technology Network: resource-rich website; periodic regional conferences and training sessions in Texas: http://www.texasat.net/ Slide 35 Let's Do It: UDL Planning at Your Library: Participant Hands On Activity [Presenters supply samples of diversity of library materials] Chart for Participants to complete includes categories: Institution Mission and Collection Development Policy Your Patrons Patron Needs Present and Future Funding, Budget, Resource Sharing, Free Materials, Fixed/Digital Media Availability Assessment: What Library has now UDL Library Materials Selection; Program and Implementation Ideas ----------- Discussion ---------- Slide 36 KWL: UDL at Your Library Done [completed at beginning of session]: hat do you know about Universal Design and Universal Design for Learning? Done [completed at beginning of session]: What do you want to know about Universal Design and Universal Design for Learning? Done [completed at beginning of session]: What do you think you will learn? Answer now: What did you learn? Answer now: What will you do with what you learned? Slide 37 Thank you! Presenter Contact Information Ellen Perlow, MSLS, PhD CHES E-Mail: eperlow@hotmail.com Web: http://www.a4access.org/ Mary Cissell, MLS PhD E-Mail: mary.cissell@usm.edu copyright 2008 Slide 38 UDL/Assistive Tech in Action [Ellen introduces her voice for the presentation] Oh my. I forgot to introduce myself. My name is Kurzweil 3000, developed by my namesake, the famous Raymond Kurzweil, the inventor in 1976 at the young age of 28 of the original text to speech Kurzweil Machine and founder of Kurzweil Educational Systems (http://www.kurzweiledu.com/ ) I am universally designed assistive technology that makes everyone’s life easier . I simultaneously voice and visually read aloud text, guiding the reading by highlighting words, phrases, and sentences. I am very flexible. I can be personalized in many ways with different voices, pitch, volume, and rate, and various color combinations for highlighting text. Text font size and style and the pronunciation of words, can be adjusted. I navigate by keystroke or mouse and import/export documents. I have a dictionary and thesaurus. My multimodality for guided reading supports diverse learning styles, promoting everyone’s literacy skills. Everyone finds me helpful, especially when losing one’s voice or rehearsing presentations as not to speak past one’s allotted time. With that subtle reminder …. Slide 39 Appendix A: Selected Cited Legal References Slide 40 NIMAS: National Instructional Materials Accessibility Standard IDEA 2004 P.L. 108-446. Regulations: Part 300 / B / Sec. 300.172 Access to instructional materials. (a) General. The State must-- "- (1) Adopt the National Instructional Materials Accessibility Standard (NIMAS), published as appendix C to part 300, for the purposes of providing instructional materials to blind persons or other persons with print disabilities, in a timely manner after publication of the NIMAS in the Federal Register on July 19,2006(71 FR 41084) - (c) Preparation and delivery of files. If an SEA chooses to coordinate with the NIMAC, as of December 3, 2006, the SEA must-- - (1) As part of any print instructional materials adoption process, procurement contract, or other practice or instrument used for purchase of print instructional materials, must enter into a written contract with the publisher of the print instructional materials to-- - (i) Require the publisher to prepare and, on or before delivery of the print instructional materials, provide to NIMAC electronic files containing the contents of the print instructional materials using the NIMAS; or - (ii) Purchase instructional materials from the publisher that are produced in, or may be rendered in, specialized formats." Slide 41 IDEA: Universal Design IDEA 2004 P.L. 108-446. TITLE I / B / 612 / a / 16 / E and Regulations. Sec. 300.160 Participation in assessments. See: http://idea.ed.gov/ "(a) General. A State must ensure that all children with disabilities are included in all general State and district-wide assessment programs, including assessments described under section 1111 of the ESEA, 20 U.S.C. 6311, with appropriate accommodations and alternate assessments, if necessary, as indicated in their respective IEPs. … (g) Universal design. An SEA [state education agency] (or, in the case of a district-wide assessment, an LEA [local education agency]) must, to the extent possible, use universal design principles in developing and administering any assessments under this section." Slide 42 IDEA: Universal Design [for Learning] IDEA 2004 P.L. 108-446. Statute: TITLE I / D/ 674 (b) (2) - "Section 674 TECHNOLOGY DEVELOPMENT, DEMONSTRATION, AND UTILIZATION; MEDIA SERVICES; AND INSTRUCTIONAL MATERIALS. (see: See: http://idea.ed.gov/ ) -- (2) Authorized activities.--The following activities may be carried out under this subsection: - (b) Technology Development, Demonstration, and Use.- - (A)Conducting research on and promoting the demonstration and use of innovative, emerging, and universally designed technologies for children with disabilities, by improving the transfer of technology from research and development to practice. - (B)Supporting research, development, and dissemination of technology with universal design features, so that the technology is accessible to the broadest range of individuals with disabilities without further modification or adaptation." Slide 43 IDEA: Assistive Technology IDEA 2004 P.L. 108-446: TITLE I / A / 602 / "1. Assistive technology device.-- (A) In general.--The term 'assistive technology device' means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability. (B) Exception.--The term does not include a medical device that is surgically implanted, or the replacement of such device." Slide 44 IDEA: Assistive Technology IDEA 2004 P.L. 108-446: TITLE I / A / 602 / "2. Assistive technology service: (2) Assistive technology service.--The term 'assistive technology service' means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. Such term includes-- (A) the evaluation of the needs of such child, including a functional evaluation of the child in the child's customary environment; (B) purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by such child; (C) selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices; (D) coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; (E) training or technical assistance for such child, or, where appropriate, the family of such child; and (F) training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of such child." Slide 45 Appendix B: References Slide 46 References Alliance for Technology Access. (2005). Guide to Low-Cost / No-Cost Online Tools for People with Disabilities. Retrieved from http://www.ataccess.org/resources/lowcostnocost.html Atchley, R. (2001). Aging and society. In L. A. Morgan, & S. Kunkel (Eds.), Aging: The social context (2nd ed., pp. 3-29). Thousand Oaks, CA: Pine Forge Press. Behnke, K. (2003). Assistive technology (AT) applications: incorporating AT devices and services for the aged population through a Fundamental Assessment Process [PowerPoint]. Paper presented at the International Conference on Aging, Disability, and Independence [ICADI], 2003, St. Petersburg, FL. Retrieved from http://www.icadi.phhp.ufl.edu/2003/ppt/behnke1.ppt Berger, J.B. & Van Thanh, D. (2004). Leading organizations for universal design. Equity & Excellence in Education, 37, 124-134. Slide 47 References CAST. (2008a). What is universal design for learning. Retrieved from http://www.cast.org/research/udl/index.html CAST. (2008b). Teaching every student. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/ CAST. (2008c). NIMAS @ CAST. Retrieved from http://nimas.cast.org/ CAST. (2008d). Universal design for learning guidelines version 1.0. Wakefield, MA. Retrieved from http://www.cast.org/publications/UDLguidelines/index.html CAST. NIMAS Development and Technical Assistance Center. (2008). NIMAS/ NIMAC glossary. Retrieved from http://nimas.cast.org/ downloads/ 6%20NIMAS%20NIMAC%20Glossary.doc Gawande, A. (2004). Casualties of war -- military care for the wounded from Iraq and Afghanistan. New England Journal of Medicine, 351(24), 2471-2475. Gore, A. (2006). An inconvenient truth : the planetary emergency of global warming and what we can do about it. Emmaus, Pa: Rodale Press. Kressley, K. M. & Huebschmann, M. (2002). The 21st century campus: gerontological perspectives. Educational Gerontology, 28, 835-851. Slide 48 References Lewis, L. & Farris, E. (1999). An institutional perspective on students with disabilities in postsecondary education. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics. Educational Statistics Quarterly, 1(3). Retrieved from http://nces.ed.gov/programs/quarterly/vol_1/1_3/4-esq13-b.asp Marfilius, S. (2008, July 30). Achievement for all: strategies for implementing UDL in your classroom. Full-day workshop, Texas Assistive Technology Network/Region 10 ESC Assistive Technology Cluster Conference, Richardson, TX. Marfilius, S., & Fonner, K. (2002). Assistive technology for students with learning/cognitive disabilities. California State University, Northridge Symposium Series on Assistive Technology, Los Angeles, CA. Marfilius, S., & Fonner, K. (2008, July 29). Textbooks: How to develop confident, eager and fluent readers. Half-day workshop, Texas Assistive Technology Network/ Region 10 ESC Assistive Technology Cluster Conference, Richardson, TX. Slide 49 References National Center for Technology Innovation, & Center for Implementing Technology in Education [CITEd]. (2008). Techmatrix: your guide to technology tools for learning. Retrieved from http://www.techmatrix.org/ North Carolina State University. Center for Universal Design. (1997). Principles of Universal Design. Retrieved from http://www.design.ncsu.edu:8120/cud/ North Carolina State University. Center for Universal Design. (2008a). About UD: history of universal design. Retrieved from http://design.ncsu.edu/cud/about_ud/udhistory.htm North Carolina State University. Center for Universal Design. (2008b). About UD: Resources: Resource page. Retrieved from http://www.design.ncsu.edu/cud/about_ud/udresourcepage.htm North Carolina State University. Center for Universal Design. (2008c). About UD: Universal design principles. Retrieved from http://www.design.ncsu.edu/cud/about_ud/udprinciples.htm Slide 50 References Pisha, B. & Stahl, S. (2005, November). The promise of new learning environments for students with disabilities. Intervention in School and Clinic, 41(2), 67-75. Reed, P.. R. , & Lahm, E. A. (2005, January). A resource guide for teachers and administrators about assistive technology (General ed.). Madison, WI: Wisconsin Assistive Technology Initiative [WATI]. Retrieved from http://www..wati.org/products/pdf/resource%20guide%20-%20general.pdf Scott, S.S., McGuire, J.M., & Shaw, S.F. (2003). Universal design for instruction: a new paradigm for adult instruction in postsecondary education. Remedial and Special Education, 24(6), 369-379. Shapiro, J. P. (1994). No pity: people with disabilities forging a new civil rights movement. NY: Times Books. Silverstein, N. M., Choi, L. H., & Bulot, J. J. (2001). Older learners on campus. Gerontology and Geriatrics Education, 22(1), 13-30. United Nations [UN]. (2008). Factsheet on persons with disabilities. Retrieved from http://www.un.org/disabilities/documents/toolaction/pwdfs.pdf Slide 51 References U.S. Census Bureau. (2003, March). Disability status: 2000 (Census 2000 brief No. C2KBR-17). Washington, DC. Retrieved from http://www.census.gov/prod/2003pubs/c2kbr-17.pdf U.S. Centers for Disease Control and Prevention. (1994). Prevalence of disabilities and associated health conditions – United States, 1991-1992. Morbidity and Mortality Weekly Report, 43: 730-739. U.S. Centers for Disease Control and Prevention. (2003). Public health and aging: Trends in aging --- United States and worldwide. Morbidity and Mortality Weekly Report, 52(6), 101-106. Retrieved from http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5206a2 U.S. Department of Defense (2008a). Computer Accommodations Program [CAP]. Retrieved from http://www.tricare.mil/cap/ U.S. Department of Defense. (2008b). Operation Iraqi Freedom (OIF)/Operation Enduring Freedom (OEF) U.S. casualty status as of … Retrieved from http://www.defenselink.mil/news/casualty.pdf Slide 52 References U.S. Department of Education. National Center for Education Statistics. (2006, June). Profile of undergraduates in U.S. postsecondary education institutions: 2003-04, with a special analysis of community college students. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006184 U.S. Department of Education. National Center for Education Statistics. (2008, March). Digest of education statistics, 2007: Table 221: Number and percentage of students enrolled in postsecondary institutions, by level, disability status, and selected student characteristics: 2003-04 (Digest of Education Statistics No. NCES 2008-022). Washington, DC. Retrieved from http://nces.ed.gov/programs/digest/d07/tables/dt07_221.asp? U.S. Department of Education. Office of Special Education Programs [OSEP]. (2007a). Children served under IDEA. Part B. Ages 3-21 by State, 1976 through 2006. Retrieved from https://ideadata.orgPartBTrendDataFiles.asp Slide 53 References U.S. Department of Education. Office of Special Education Programs [OSEP]. (2007b). Table 4-1. students ages 14 through 21 with disabilities served under IDEA, part B, who exited school, by exit reason and state: Fall 2005-06. Retrieved from https://www.ideadata.org/tables30th/ar_4-1.xls U.S. Department of Education. Office of Special Education Programs [OSEP]. (2007c, July). Profiles of parts B and C programs in states and outlying areas. Retrieved from https://www.ideadata.org/docs/PartBDataMeeting2007.pdf U.S. Department of Education. Office of Special Education Programs [OSEP]. (2007a). Children served under IDEA. Part B. Ages 3-21 by State, 1976 through 2006. Retrieved from https://ideadata.orgPartBTrendDataFiles.asp U.S. Department of Education. Office of Special Education Programs [OSEP]. (2007b). Table 4-1. students ages 14 through 21 with disabilities served under IDEA, part B, who exited school, by exit reason and state: Fall 2005-06. Retrieved from https://www.ideadata.org/tables30th/ar_4-1.xls Slide 54 References U.S. Department of Education. Office of Special Education Programs [OSEP]. (2007c, July). Profiles of parts B and C programs in states and outlying areas. Retrieved from https://www.ideadata.org/docs/PartBDataMeeting2007.pdf U.S. Department of Health and Human Services. Administration on Aging. (2008). Statistics on the aging population: a profile of older Americans: 2007. Retrieved from http://www.aoa.gov/prof/Statistics/profile/2007/4.asp U.S. Department of Justice. (2008). ADA standards for accessible design. Retrieved from http://www.ada.gov/stdspdf.htm U.S. Department of Justice. Civil Rights Division. Disability Rights Section. (2005, September). A guide to disability rights laws. Retrieved from http://www.ada.gov/cguide.htm U.S. Department of Labor. Bureau of Labor Statistics. (2007. December 18). Teachers - special education: employment change. Occupational Outlook Handbook. Retrieved from http://www.bls.gov/oco/ocos070.htm#projections_data Slide 55 References University of Kentucky. Interdisciplinary Human Development Institute.(2000?). Assistive technology is . Retrieved from http://www.ihdi.uky.edu/projects/EmployAT/ComputerAccessHTML/atdefinition.htm [note: not legal definition] University of Wisconsin. Trace Center. (2007). General concepts, universal design principles, and guidelines. Retrieved from http://trace.wisc.edu/world/gen_ud.html Weir, L. (2006, May). Raising the awareness of online accessibility. T.H.E. Journal, 32(10). World Health Organization [WHO]. (2002). Active ageing: a policy framework. Retrieved from http://whqlibdoc.who.int/hq/2002/WHO_NMH_NPH_02.8.pdf World Wide Web Consortium. Web Accessibility Initiative. (2008). Retrieved from http://www.w3.org/WAI Quick Tips: http://www.w3.org/WAI/quicktips/ Slide 56 Got Universal Design and Universal Design for Learning ? Slide 57 Got Access (Assistive) Technology ? Slide 58 Then you have Accessibility. ============== end of presentation copyright Ellen Perlow, 2008 Last updated August 8, 2008