DOCUMENT RESUME.

ED 435 143 EC 307 155

TITLE TECH-NJ: Technology, Educators, & CHildren with

Disabilities--New Jersey, 1996-1998.
INSTITUTION New Jersey College, Ewing.
PUB DATE 1998-00-00
NOTE 127p.; Journal published sporadically, i.e.: three times in
1996, once in 1997, and twice in 1998.
AVAILABLE FROM The College of New Jersey, Department of Special Education,
P.O. Box 7718, Ewing, NJ 08628-0718. For full text:
<http://www.tcnj.edurtechnj>.
PUB TYPE Collected Works Serials (022) Guides Non-Classroom
(055) Reports Descriptive (141)
JOURNAL CIT TECH-NJ: Technology, Educators, & CHildren with
disabilities--New Jersey; v7-10 Win-Fall 1996-98
EDRS PRICE MF01/PC06 Plus Postage.
DESCRIPTORS *Assistive Devices (for Disabled); Augmentative and
Alternative Communication; *Communication Aids (for
Disabled); *Computer Software; Computer Uses in Education;
Cooperative Learning; *Disabilities; *Educational
Technology; Elementary Secondary Education; Hearing
Impairments; *Inclusive Schools; Learning Disabilities;
Music Activities; Speech Therapy; Visual Impairments; World
Wide Web
IDENTIFIERS New Jersey

ABSTRACT
These six issues of "TECH-NJ" from winter 1997 to fall 1998
focus on technology and children with disabilities in New Jersey. Featured
articles include: (1) "Untangling the World Wide Web" (Kathleen Foster and
Gerald Quinn); (2) "Combining Technology with Cooperative Learning: The Great
Solar System" (Lisa Gregory); (3) "Equal Access = Equal Opportunity" (Leah
Best-Damron); (4) "A Troubled Teen Embraces Computers" (Katherine
McCandless); (5) "For Beginners: Go Online To Meet New Friends, Find
Educational Resources & Explore the World" (Gerald Quinn); (6) "LD Class
Joins Balloonin' USA via the Internet" (Kathleen Foster); (7) "Customized
Scanning Array for Curriculum Integration" (Amy Stollsteimer); (8) "Everyone
Can Create Music" (Donna Williams); (9) "Functional Communication in a Life
Skills Class" (Regina Quinn); (10) "Taking Computer Literacy Personally:
Creating Cultural Heritage Stacks" (Liesl Oberfeld); (11) "Computers Help a
Child Gain Control" (Helene Mann); (12) "Living a Full Life with the Aid of
Minspeak(TM)" (Anthony Robert Arnold); (13) "Tech Trek: A Journey into the
World of Multimedia" (Kathleen Foster); (14) "Word Prediction Makes the
Difference: Learning Disabilities in Middle School" (Danielle Niemann); (15)
"Online Treasures To Energize Lesson Planning" (Regina Quinn); (16)
"Inclusion: Recommended Sites on the Internet" (Orah Raia); (17)
"Story-Telling in ASL and Written English" (Amily Beidelman); (18)
"Adventures in Artland: CD-ROM's for the Tortured Artist in Everyone" (Donna
Williams); (19) "Selecting Software: Where Do I Begin" (Amy Dell and Anne
Disdier); (20) "Technology's Role in the Education of a Blind Student"
(Theresa Lupo); (21) "Teachers Work Together To Make Inclusion Happen" (Orah
Raia); (22) "Assistive Technology Promotes Rapid Academic Advances" (Gerald
Quinn); (23) "Coping with Learning Disabilities" (Maryann Bowne); (24) "Fast
Forward(TM): Is the Hype Justified?" (Jean Earle); (25) "The Teachers' Role

Reproductions supplied by EDRS are the best that can be made

from the original document.
in Augmentative Communication" (Amy G. Dell and others); (26) "Reforming
Teacher Education To Foster Inclusion" (Amy G. Dell); (27) "Technology in Two
Professionals' Lives" (Theresa R. Lupo); (28) "Augcomm System Provides a
Voice For a Young Child with Autism" (Cynthia Bott); (29) "Software Programs
for Speech Therapy" (Orah Raia); and (30) "Choosing Software for the
Classroom Music Teacher" (Donna Williams). Each issue also includes reviews
of computer software. (CR)

Reproductions supplied by EDRS are the best that can be made

from the original document.
 TECH NJ
Technology, Educators, & CHildren

with DisabilitiesNew Jersey

Volume 7 Numbers 1 & 2

Volume 8 Numbers 1 & 2

Volume 9 Number 1

Volume 10 Number 1

N
BEST COPY AVAILABLE

U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND

Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC) HAS BEEN GRANTED BY
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.

Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES

document do not necessarily represent INFORMATION CENTER (ERIC)
official OERI position or policy. 9
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Technology, Educators, & CHildren with disabilities-New Jersey

Trenton State College School of Education Winter 1996, Vol. 7. No. 1
Department of Special Education

UNTANGLING THE WORLD WIDE WEB

CONTENTS
by Kathleen Foster and Gerald Quinn Plan to the Library" folder. It is important
to note that not only will your lesson plan
FEATURES: The information superhighway connects a receive national attention, but AOL offers
world of learning opportunities directly to free hours of connect time for each 50
our fingertips. The sheer number of downloads your lesson plan receives.
Untangling the World Wide Web 1 curriculum ideas, teacher resources and The Teachers' Information Network
student resources can seem overwhelming. also contains an Education Magazines
Classroom Applications: This article will highlight areas available Database. The database includes infor-
Cooperative Learning: on America Online (AOL) and the World mation on 300 different educational
The Great Solar System Rescue 3 Wide Web (WWW) recommended for magazines, journals, newsletters, annual
teachers and students. reports and guides, and periodicals
User Profiles: ranging from Highlights Magazine to
Equal Access for a Blind User 4 Sites on America Online American Educator to Nature to National
Troubled Teen and Computers 5 America Online offers an incredible Geographic. Each entry in the database
variety of resources and information on contains (i) the name of the magazine, (ii)
Training Resources: the area of education. One of your first its publisher, (iii) an address, (iv) a phone
TARP Training Workshops in NJ 6 stops should be to the Teachers' Informa- number, (v) the name of the editor or
Scholarships at TSC 7 tion Network, which is accessed through contact, (vi) the number of issues/year,
Resources from NCIP 7 Keyword: Education. The network (vii) the cost of an annual subscription,
Courses at Temple University 7 contains resources and information geared and (viii) a brief description of the content
directly toward classroom instruction. The of the material. The database will
Online Explorations: Electronic Schoolhouse - Keyword: ESH represent over 500 periodicals by year's
Untangling the Web (continued) 10 - located within the Teachers' Information end.
Going Online for Beginners 13 Network, is designed specifically for class
Children's Literature Sites 14 to class connections. To get started, Interactive Sites
explore the School to School: Projects America Online also offers a number of
Software Reviews: board where teachers/moderators gather Interactive Sites. The Odyssey Project -
A.D.A.M. Essentials 15 participants for structured class-link Keyword: Odyssey - was created by a
Where in Space is Carmen projects and adventures. To get a quick group of internationally-known photogra-
Sandiego? 16 fix on what's happening and when, the phers as a place to experiment with new
Learning English: Home & Electronic School House offers the ESH forms of publishing and as a way to share
Family and Neighborhood Life 17 Projects & Adventures listing and the their experiences as traveling image
A to Zap! 18 ESH Project & Chat Calendars area. makers. The project features visual
The Teachers' Information Network chronicles of explorations that take you on
also contains folders organized around highly personalized adventures with
exchanging ideas regarding specific world-renowned photojournalists. The
THE EDITOR'S DESK: subjects. The Idea Exchange is organized chronicles are available as picture stories,
by subject and contains message boards both online and as downloadable, interac-
Contributors 2 for teachers, Exam Exchange opportuni- tive multimedia segments. The Scholastic
Editorial 2 ties and Lesson Plan Libraries. The Network - Keyword: Scholastic - offers a
Quick Bytes Lesson Plan Libraries are organized first Scientists Online service that allows
I Can Cook, Too! 8 by grade level, and then by subject. You teachers and students on Scholastic
Our Favorite New Software 9 can download a lesson plan you find Network to meet experts in a range of
Readers' Response Form 19 interesting, as well as upload one of your (continued on page 10)
own plans that you are especially proud
of. The steps required in uploading one of
your own plans are described in "Adding a

3
EDITORIAL STAFF
Editor-in-Chief: Amy G. Dell I11
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Managing Editor: Anne M. Disdier

Associate Editor: Barbara K. Strassman Technology, Educators, & CHildren with disabilities -
New Jersey
Contributors
Leah Best- Damron Volume 7, Number 1
Debra Bihler
Bernadette Burcat
Kimberly Fattori EDITORIAL
Kathleen Foster
Jeffrey Gavin
Lisa Gregory No matter how frustrating or repetitive things might be in politics or government, at
Nicole Maffazzo the workplace, or even in our personal lives, we can always count on technology to
Lois Mason come up with something new and fun to perk us up. I think that's what gets us
Katherine McCandless computer-enthuasiasts hooked. Sit down at your desk, hit that power button, and in
Deborah Newton seconds, you're transported.. . to the rain forest, to a city in the future, back in time,
Lies! Oberfeld to a music studio, to a friendly chat with people around the world who share your
Gerald Quinn interests, whatever they may be.
Regina Quinn
Laura Stanford Non-computer users do not understand this. Witness David Letterman interviewing
Amy Stollsteimer Bill Gates on The Late Show with David Letterman. Dave will never "get it" until he
Donna Williams himself gets transported and captivated. The gap between computer-clueless
Letterman and computer-user Gates is all too familiar to educational technology
TECH-NJ is supported by the School of
Education and the Department of Special advocates.
Education at Trenton State College and The
New Jersey Technology Assistive Resource It is the same gap we've been seeing in our schools for almost 10 years. Too many
Program (TARP). administrators and teachers are like Letterman - lacking in enthusiasm and seeing no
compelling reason to put forth the effort. Until our school administrators become
Views expressed in TECH-NJ do not "hooked" themselves, they will remain indifferent when it comes to providing on-
necessarily reflect policies or opinions of
going, quality teacher training and reliable technical support. Until teachers are
Trenton State College or any of its funding
"hooked," they will not make computer integration a high priority in their class-
sources.
rooms. But, administrators and teachers who experience the wonder of computers
will take the lead and change our schools. They will recognize the potential of
TECH-NJ: computers to motivate children and to transform the educational process, and their
Technology, Educators, & efforts will result in computers finally becoming an integral part of all of our
CHildren with disabilities-NJ teachers' teaching and all of our children's learning.

TECH-NJ is an official publication of With this issue of TECH-NJ, we reveal our latest high tech passion - going online.
the School of Education, Department of 1995 was the year Trenton State College connected all of its faculty to the Internet
Special Education at Trenton State via a wonderfully fast fiber-optic system. The world of cyberspace is now at our
College. It is written by students and fingertips, and it is, indeed, an irresistible world. Who wants to do mundane things
faculty and is designed to support like grade papers (or write editorials) when cyberspace beckons? Inspired by this
professionals, parents, and computer- newfound thrill, we have added a new column to TECH-NJ. In "Online Explora-
users in their efforts to use technology to tions" we will try to sort through the myriad of possibilities and direct you to sites
improve our schools and to enhance the which have been recommended by teachers, therapists, parents and consumers as
lives of people with disabilities. In order having special relevance to teaching and/or to people with disabilities. We hope
to facilitate local networking, emphasis is these practical ideas will help our readers benefit from the incredible richness of this
placed on resources and innovative vast universe.
practices in and around the New Jersey
region. A.G.D.
TECH-NJ, Department of Special Education,
Trenton State College
CN4700
Trenton, NJ 08650-4700
(609)771-2308
e-mail: [email protected]

TECH-NJ, Vol. 7, No. A nn an 7

 CLASSROOM APPLICATIONS
COMBINING TECHNOLOGY WITH COOPERATIVE LEARNING:
THE GREAT SOLAR SYSTEM RESCUE
by Lisa Gregory However, unlike videotapes, videodiscs Space probes are lost somewhere in our
give clear still pictures when paused and solar system. Luckily each of the probes
In curriculum courses at Trenton State do not need to be fast-forwarded or managed to send one last message. As the
College, Dr. Ann Shenk le of the Depart- rewound. Any segment on a videodisc can students view the message, they note
ment of Special Education reminds her be played at any time and the access time information which pertains to their field of
students that productive and successful is negligible. In order to use a videodisc, expertise. After consulting their reference
people have to know how to share one needs a videodisc (laserdisc) player, booklets, they come together in small
responsibilities, engage the support of preferably a commercial (CAV) player, not groups (with one person of each specialty)
other people to achieve a goal, and a player designed for
promote the achievement of every viewing movies at
individual so as to attain the best possible home. The videodisc Group Report for Rescue of Probe #
group product. To this end she promotes player will come with
cooperative learning for learners of all saps
either a remote Locate the source of the lost probe's transinisslon.
ages and skill levels as a teaching strategy control to allow you vine the last transmission from the lost probe Each 'evert' cm your team shookl use his or he materials to
determine the possible locations of the lost probe Record their reasons and reamimendadons below:
which has positive effects on involvement, to input the numbers
attitudes, motivation and achievement. of the desired Astronomer Geologist Historian Meteorologist
Combining the strategy of cooperative segment or a barcode The probe could be on the The prate could be on the The probe cotdd be on the The probe could be on the
Moving planets Wowing planets Mowing planets Mowing planets
learning with the power of computers is reader to read the
one way to extend the benefits of even a barcodes (similar to
small technology budget. This can be UPC codes) provided
advantageously achieved in the classroom in the manual.
with the help of software that builds Other than the The reasons I make these The masons I make there The reasons I make these The masons I make these
problem-solving skills. Some examples of videodisc player and recommendations WE 172COMMerldati0113 aim reCCIMMeltd8110113 aim reeemenendadeos aim

such software would be The Carmen monitor, no other

Sandiego series from Broderbund and the hardware is actually
Trail series from MECC. required to play the
game. If one is
Finding the Right Match available, however, a
The Great Solar System Rescue (Tom computer (Macintosh
Snyder Productions), a program on Our group recommends travel to
or IBM-compatible)
videodisc (also known as laserdisc), is can make the game The class decides to travel to
specifically designed as a cooperative easier to run with the
learning activity. Middle school students installation of
work in groups and learn about planetary appropriate software. Worksheet that facilitates small group discussion
science while fulfilling clearly assigned After being connected and decision-making
roles within the group. The problems they to a Level III video-
try to solve and the results of the choices disc player, the computer will present to discuss the possible location of the
they make together are shown on a video menus for you to use with the mouse and probe. When the small groups have
monitor. By making video responsive to then will control the videodisc. reached their conclusions, everyone comes
students' decisions and encouraging together and the class decides where to
cooperative work, The Great Solar System Rescue That Probe look first. The videodisc contains seg-
Rescue extends the benefits of one system A major part of The Great Solar System ments of video for each choice, and the
(a videodisc player) to all of the learners Rescue is a series of problems to be chosen segment is viewed. If the class is
in a class. solved. For each problem, the students mistaken, they can try again.
take on the roles of historian, astronomer, After the general location (usually a
Hardware Requirements geologist, and meteorologist. Each role planet) is found, the small groups meet
The backbone of The Great Solar System comes with a corresponding booklet of again to decide what tools they should use
Rescue is a videodisc. Videodiscs, which information about that field as it applies to to pinpoint the location of the probe.
look like larger versions of the compact our solar system. These tools can provide information such
discs used for music and computer Assuming the roles of these profession- as temperature, rock type, and photo-
software, are similar to videotapes in that als, your students work for Starfleet graphs. Each use of a tool results in the
they store video and audio information. Command. Starfleet has a problem. viewing of a video segment. The small
(continued on page 9)
TECH-NJ, Vol. 7, No. 1 page 3
5 BEST COPY AVAELABLIF
 USER PROFILES
EQUAL ACCESS = EQUAL OPPORTUNITY
by Leah Best-Damron

Recording for the Blind and Dyslexic is an computer itself is a 486dx IBM compat- Portable Technology at Home
organization located in Princeton, New ible with 4MB RAM. The vendor for the Mr. Simmons explained that at home he
Jersey that records educational printed entire package was Sighted Electronics, uses Braille 'n Speak (Blazie Engineering)
material for individuals who have visual and it was obtained through the New which is no comparison to the old fash-
impairments or other disabilities that Jersey Commission for the Blind. ioned slate and stylus he previously used.
interfere with reading print. It is based on Mr. Simmons is being taught to use the This portable device has a Braille key-
the belief that everyone has the right to equipment with the aid of a community board for input and a speech synthesizer
have access to information so that every volunteer and employees from the for output. Some of its features include
individual will have equal opportunities Handisoft Foundation of Philadelphia. He storage capacity of up to 800 pages of
for personal growth and development. is learning DOS and Word Perfect. Braille and word processing capabilities.
This philosophy is applied not only to the Interestingly, the technology that Mr. Mr. Simmons primarily uses it for
people the organization serves but also to Simmons now works with was a response telephone numbers, addresses and
the people it employs. to the positive results seen with another personal memos, but he plans to use it as a
Mr. James Simmons has been a quality individual with visual impairments who notebook when he takes a computer
control checker at Recording for the Blind was a relatively new assistive technology course at Mercer County Community
and Dyslexic for four years. His primary user. Mr. Joseph Sikora, like Mr. College later this year.
responsibility is to examine recordings Simmons, started in the quality control
prior to their being sent out. He checks department. Through the efforts of people Product Information:
for such things as sound and volume from Recording for the Blind and Dys-
quality, if the correct material is on the lexic and the Pennsylvania Commission OsCaR
tapes, and proper tape order. Mr. for the Blind, he was able to obtain a Telesensory
Simmons is himself blind and is able to refreshable Braille display and voice (415)960-0920
synthesizer equipment. Because his
complete these job tasks without difficulty. $1,895
He is presently working on learning access to information increased dramati-
additional job skills with the assistance of
cally and because the technology afforded Duxbury Braille Translator
specialized technology, specifically a him the opportunity to gain new voca- Duxbury Systems
computer equipped with synthesized tional skills, he was able to progress to a (508)486-9766
customer service position. As a result of
speech, a flatbed scanner, a Braille printer, $495
and a screen reader. this success, Recording for the Blind and
Dyslexic focused their efforts on James Vocal-Eyes
Adaptations for a Simmons and set out to obtain assistive GW Micro, Inc.
technology for him so that he could also (219)483-3625
Blind Computer User
$450
The Hewlett Packard SCANJET lip flatbed have access to new opportunities.
scanner, which scans print from books, Although Mr. Simmons is mild
mannered and understated, his intense DECtalk PC
documents, letters or memos is used in
appreciation for the information, indepen- Digital Equipment Corporation
conjunction with OsCaR optical character
dence, and new job skills afforded him by (508)467-5111
recognition software from the Telesensory
the technology is apparent. He discussed $1,195
Corporation to provide auditory access to
printed materials. Mr. Simmons uses a how he did not fully address his own
needs when he was losing his vision years Braille `n Speak
Portathiele Braille printer to emboss
ago or even after he lost it completely in Blazie Engineering
departmental memos from e-mail which
1982. He finally went to the Joseph Kohn (410)893-9333
can then be given to other colleagues who
Rehabilitation Center in New Brunswick, $994
are visually impaired. The translation
software which converts the standard New Jersey in 1990, and they helped him
ASCII text into Grade 2 Braille is obtain his job at Recording for the Blind
Duxbury Translator for IBM PC's from and Dyslexic. He kept stressing the
Recording for the Blind and Dyslexic
Duxbury Systems Inc.
Mr. Simmons uses the Vocal-Eyes (GW "afforded me a lot of opportunity - that's Leah Best-Damron is a graduate student in the
Micro, Inc.) program as his screen reader. what they're about."
Department of Special Education at Trenton
The speech synthesizer that works in State College.
tandem with Vocal-Eyes is DECtalk from
the Digital Equipment Corporation. The S

TECH-NJ, Vol. 7, No. I page 4

BEST COPY VARIABLE
 A TROUBLED TEEN EMBRACES COMPUTERS
by Katherine McCandless pamphlet. He explains that this vocational out how it all works." He has definitely
project "got me thinking" that the ability found an area of success and acceptance.
Ron is a 15-year-old who attends a private of computers to communicate worldwide
school for students classified as severely was "neat," and that he now wants to learn
emotionally disturbed. The teaching staff more about the Internet. He views this as Computers have helped this
describe him as being highly distractible, an opportunity to learn about "how other teenager reveal abilities, inter-
uncooperative, and disruptive. He is people do things" and how it will "help ests, and self-control that his
prone to sudden violent outbursts of many people understand each other." His
teachers did not know he had.
temper which are both verbal and physi- insights are particularly significant when
one considers his personal difficulties with They have led him to think about
cal. Even when his temper is not out of
control, he has difficulty interacting with getting along with other people. the future and possibilities for
other students as he is highly opinionated, employment.
outspoken, and insensitive to others' Ron's Hardware &
feelings. His academic performance is Software Choices
poor as he rarely completes school When asked why, with all these skills,
In school Ron uses a 486 computer which
assignments, tends to cut classes, and talents and ideas, he does not contribute in
is equipped with Microsoft Office and
habitually calls out "I'm bored!" Al- his other classes, Ron does not hesitate to
Print Shop (Broderbund). His keyboard-
though he more consistently completes ing skills are adequate, and he is proficient answer. He wishes that "computers were
assignments in business education and in the classrooms instead of pencil and
at using a mouse. His home computer is
performing arts classes, most of his also an 486. It is equipped with an paper!" He feels strongly that using a
teachers experience insignificant and/or internal sound board and an external computer frees him up to focus on creating
problematic contributions from him. modem. He uses his home computer for and to enjoy what he is doing. He wants
to "make computers available for all
entertainment and "homework." When
Ron's Strengths students to use in their classes."
asked to clarify, "What homework?" since
It is widely acknowledged that educa-
At times, however, Ron can be an articu- evidence of such is so limited, he laughs.
tional interventions for students with
late, honest, insightful, and enthusiastic Ron is particularly fond of computer
behavior disorders need to include efforts
young man. He will engage in pleasant games and graphics programs, such as
and meaningful conversation, offer ideas to increase self-esteem while establishing
Doom (GT Interactive), Mortal Kombat
and opinions, and welcome healthy (Acclaim Enterprises), and Print Shop appropriate social and vocational skills.
debate. He enjoys movies and music, and Deluxe (Broderbund). For practical Often identifying a student's strengths and
teaching to those strengths contributes to
has a special interest in computers. He applications he uses Microsoft Publisher,
loves to discuss what he does with Microsoft Office, Pro Comm Plus (Interac-
these goals. In Ron's case, it is clear that
computers, both in school and at home, tive Communications), Turbo Tax (Intuit),
he has found his niche in computers. They
and he often speaks of his desire to "get a have helped him reveal abilities, interests,
Automap Road Atlas (Microsoft), and
and self-control that his teachers did not
decent job in the computer field" when he Word Perfect (Novell).
completes his schooling. This enthusiasm Like all computer lovers, his future
know he had. They have led him to think
about the future and possibilities for
is also evident in the behavior changes plans are to purchase an upgraded system
which seem to be brought about by his
employment. Perhaps, if their vocational
with a faster processor, more hard drive
and social potential are developed, Ron
computer use. He both controls his space, additional RAM, and a CD-ROM
will eventually find his way in this
temper and behaves appropriately when drive. He is reading up on "what's out
given the opportunity to get involved in there now and what will be good for a confusing world.
computer-based projects. while." M
Katherine McCandless is a special education
Computers Reach Success on Computers Builds teacher and an alumna of Trenton State
This Uncooperative Student Self-Esteem College.
For example, Ron will go out of his way Ron is confident, comfortable, and self-
to wheel a cart from the computer lab to assured when he is displaying his knowl-
another classroom in order to finish a edge of computers. He is patient with
favorite project or to complete some work novices and is willing to explain how
for a teacher. He uses the computer to something works in concise, easily
write for the school newspaper and to understood terms. He is never intimidated
design, write, and distribute an advertising by new software because "it's fun to figure

TECH-NJ, Vol. 7, No. 1 page 5

7
 TRAINING RESOURCES
THE NEW JERSEY
TECHNOLOGY ASSISTIVE RESOURCE PROGRAM (TARP)
OFFERS TRAINING WORKSHOPS
TARP, the New Jersey Technology Assistive Resource Program, is a federally funded grant under the Technology Related-Assistance
for Individuals with Disabilities Act of 1988 (Public Law 100-407), administered through the National Institute on Disability and
Rehabilitation Research, U. S. Department of Education, and the New Jersey Department of Labor, Division of Vocational Rehabilita-
tion Services. TARP is committed to the continual development of a statewide, consumer-responsive, comprehensive system of
technology related-assistance to benefit individuals with disabilities and their families.

In collaboration with Trenton State College and the Center for Enabling Technology (CET), in Whippany, New Jersey, the following
workshops are being presented free of charge. To register, call the Center for Enabling Technology at (201)428-1455.

ASSISTIVE TECHNOLOGY WORKSHOPS

Using Boardmaker to Increase Symbolic Communication (Hands-on)
This hands-on workshop offers training in the use of Boardmaker with a Macintosh computer. Topics will include vocabulary
selection, layout considerations and integrating communication into everyday activities.
Sat., Jan. 27, '96 9:30 - 12:30 Trenton State College, Trenton, NJ

Computers: An Essential Writing Tool for Students with Learning Disabilities

Computers offer students with learning disabilities the opportunity to bypass their problems. This workshop will present talking
word processing and word prediction programs that empower students with learning disabilities to be full, successful participants
in the classroom.
Fri., Feb. 2, '96 10:00 11:30 Computer Center for people with disAbilities, Shrewsbury, NJ
Thurs., Mar. 21, '96 10:00 11:30 Center for Enabling Technology, Whippany, NJ

Creating Customized Overlays for Intern Keys (Hands-on)

Customized overlays are a powerful tool for adapting curriculum activities for children of various abilities. Overlay Maker, a
software program, simplifies the creation of customized overlays for IntelliKeys, an alternate keyboard.
Sat., Feb. 10, '96 9:30 12:30 St. Catharine School, Spring Lake, NJ
Fri., Apr. 19, '96 9:30 12:30 Center for Enabling Technology, Whippany, NJ

Advanced Ke:nx - Creating Customized Set-ups with Ke:nx Create (Hands-on)

Ke:nx Create, a utility included with Ke:nx, permits users to customize set-ups to meet individual needs. Creating custom scans
and alternate keyboards will be addressed in this hands-on workshop.
Thurs., Feb. 22, '96 9:30 - 12:30 Center for Enabling Technology, Whippany, NJ

Creating Dynamic Communication Displays (Hands-on)

This hands-on workshop offers training in using Speaking Dynamically and Boardmaker to turn a Macintosh computer into an
augmentative communication device. Topics will include vocabulary selection, layout and integrating communication into
everyday activities.
Sat., Mar. 2, '96 9:30 0 12:30 Trenton State College, Trenton, NJ

Using Ke:nx to Provide Access to the World for Children with Physical Disabilities (Hands-On)
Ke:nx is a hardware/software combination that enables the user to operate a Macintosh computer without a traditional keyboard
or mouse. The Ke:nx interface allows alternate keyboards, switches, onscreen keyboards, and even Morse Code, to run standard
software programs. This hands-on workshop will provide training in setting markers and using the various set-ups available with
Ke:nx.
Mon., Mar.18, '96 9:30 12:30 Center for Enabling Technology, Whippany, NJ

TECH-NJ, Vol. 7, No. 1 ESTCOPY AVAll page 6

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 Interested in Computers in Education?

Interested in using computers to help students with disabilities?

The Department of Special Education at

Trenton State College
is pleased to announce the availability of
SCHOLARSHIPS FOR GRADUATE STUDY
IN
SPECIAL EDUCATION
for part-time or full-time students.

Scholarships are available for applicants wishing to pursue a masters degree in special education and who have an interest in
educational technology. The Department of Special Education offers several different masters programs, including one for
certified special education teachers, one for teachers who wish to become certified in special education, and one for individuals
who hold no teaching certificate at all. For additional information and to request a scholarship application, call (609)771-2308, or
e-mail: technj @trenton.edu.

Note: All scholarship applicants must also apply to the Trenton State College Office of Graduate Studies for admission to a
masters program. Call (609)771-2300 to request an admission application.

TRAINING RESOURCES ASSISTIVE TECH

FROM NCIP STUDIES AT
TEMPLE UNIVERSITY
The National Center to Improve Practice (NCIP) offers invaluable training materials and
networking resources to education professionals who are interested in using technology Temple University, in association with
with students with disabilities. NCIPnet, their online network, is designed to enable Pennsylvania's Initiative on Assistive
users to discuss current special education technology issues with leading experts and to Technology (PIAT), is offering interdisci-
gain access to a wide range of resources. The NCIPnet software is available to inter- plinary coursework in assistive technology
ested professionals at no charge. for professionals in education, occupa-
tional therapy, physical therapy, speech/
NCIP has also developed an excellent videotape series which illustrates how students language pathology, social work, psychol-
with disabilities are using technology to improve their learning. Approximately 10 ogy, engineering, recreational therapy, and
minutes in length each and accompanied by helpful print materials, the currently early intervention. People with disabilities
available videos are: and their families may also enroll. Up to
six credits can be earned through comple-
Multimedia and More: Help for Students with Learning Disabilities tion of a sequence of one credit courses
Jeff with Expression: Writing with Word Prediction Software which take place on Fridays and Satur-
Telling Tales in ASL & English: Reading, Writing, and Videotapes days. Topics include: Overview of
"Write" Tools for Angie: Technology for Students who are Visually Impaired Assistive Technology; Obtaining and
Using Assistive Technology in Real Life
Each video is $29.99, or the series of four is available for $89.99. Situations; Computers and Environmental
Controls; Assistive Tech for Recreation
For additional information contact: and Leisure; Seating, Positioning and
Shelly Clark Mobility for Accessing the Environment;
Education Development Center and Communication and Telecommunica-
55 Chapel Street tion.
Newton, MA 02158-1060
(617)969-7100, x2387, TTY: (617)969-4529 For Registration Information contact
e-mail: [email protected] Roseangela Boyd (215)204-1356.

TECH-NJ, Vol. 7, No. 1 9 page 7

 I CAN COOK, TOO!
A New Book/Curriculum Guide for Functional Communication

Several years ago (Spring 1990) TECH-NJ featured a story about using the real life activity of cooking to provide opportunities for
augmentative communication users to use their augcomm devices effectively. The author of that article, Pat Mervine, then a graduate
student at Trenton State College, has since gone on to become an augmentative specialist in Bucks County, Pennsylvania, and in
collaboration with two other speech/language specialists, has written a book called I Can Cook, Too! (Mayer-Johnson).

I Can Cook, Too! is a functional language curriculum which is based on 45 cooking activities, more than one for each week of the
school year. In addition to containing many creative ideas for teachers, the curriculum guide encourages early literacy skills by
emphasizing the use of symbols and words in every cooking activity. One of the many ways this is achieved is that for every recipe
the book provides sample communication cards which are to be attached to the children's placements to serve as mini-communication
boards. These mini-communication boards (which use picture symbols from Mayer-Johnson's Boardmaker software) are designed to
allow children with expressive communication impairments to participate fully in the cooking experience by pointing to symbols to
make requests, to answer questions, and to direct the actions of others. The cards are also helpful for children with receptive language
impairments since the visual cues often assist children with vocabulary or word finding difficulties. Sample communication cards
from the Snow Cones recipe are in the box below.

Snow Cones

1.
Put some ice cubes in a plastic beg. Use a Manner to bask the cubes into little pieces.

AND/OR

2. 2- a Mt
Put some ice cubes in a blender. Use a switch to turn it on.

Spoon the ice chips into small bowls.

a
11:11.
MI.11:4
00 0
000
4LA
Pour juice over the 'snow" and eat with a spoon.

I Can Cook, Too! is incredibly detailed and organized, and provides all the information a teacher or therapist might need to conduct
any of the cooking/communication activities. The recipes are simple to make and are written in a way that allows children to be 100%
involved in making their own snacks. Numerous ideas for follow-up activities, including lists of related children's books, toys and
craft kits, and software titles, are also provided. This book meets a widely recognized need in language intervention - teaching
augmentative users to truly communicate in natural environments during everyday activities.

For additional information:

I Can Cook, Too!
by Pat Mervine, Marie Mark & Michele Burton
Mayer-Johnson Co. 10
(619)550-0084
TECH-NJ, Vol. 7, No. 1 page 8
 COOPERATIVE
QUICK BYTES LEARNING
(continued from page 3)
OUR FAVORITE NEW SOFTWARE PROGRAMS groups use the information in these
segments to decide on their choice of the
From Broderbund: precise location of the probe, and then the
Seuss's ABC's.(CD-ROM),the latest in the Living Book Series, is a delightful class again meets as a whole.
alphabet program for young children who adore Dr. Seuss's cleverness and silliness. During this activity, the students enjoy
the reinforcement of playing a game and
From Edmark: interacting with each other while they use
Thinkin' Things 3 (CD-ROM) is an outstanding program which engages children, ages note- taking, skimming, reading and
7-13, in provocative problem-solving activities. We highly recommend all the games reasoning skills to fund the solution.
but have a special affection for Fripple Place and Stocktopus.
The Video Library
Trudi's Time and Place House (CD-ROM) continues Edmark's exemplary Early The videodisc also includes a variety of
Learning House Series. Led by an alligator named Trudi, this program focuses on time still and video clips on many topics
telling, calendar skills, and simple map reading skills. involving our solar system. There is
information on each of the planets,
Destination: Oceans (CD-ROM) is the latest addition to the Imagination Express series, general planetary science, and the history
the writing program which provides hundreds of pictures for story illustration combined of astronomy. By combining the video
with a full-featured wordprocessing program. library and the large number of lesson
plans included in the package, a teacher
From MECC: can extend this program beyond the probe
Africa Trail (CD-ROM) is MECC's recent addition to their fantastic "trail" series games while continuing to take advantage
(Oregon Trail, Yukon Trail, Amazon Trail). This time students take a 12,000 mile
of the appeal of video and real photo-
bicycle trek across modern Africa, planning for travel through all kinds of terrain while
graphs from outer space.
meeting people from many different cultures.

Opening Night (CD-ROM) is a new kind of creative writing program that takes its
A Single Computer Can Make
inspiration from the theater. Students assume the roles of playwright, scenic designer, Learning More Stimulating
casting agent, and director while writing and producing short plays. The Great Solar System Rescue provides
teachers with the opportunity to conduct
Maya Quest (CD-ROM): Beginning in Cancun, students explore a variety of sites while an exciting class activity with one piece of
learning the history, culture and geography of the Mayan people. An exciting new equipment. The entire class can play and
feature is that the game can be expanded by adding updates via the Internet. learn at the same time, without the
constraints of "Your fifteen minutes are
From The Learning Company: up. It's someone else's turn." In this
Let's Start Learning (CD-ROM): Reader Rabbit leads preschoolers through a playful package technology and cooperative
world of letters, numbers, shapes, and patterns. learning are a winning combination.

Treasure Mathstorm!, for grades 1-3, offers seven different activities, including time For more information:
telling, counting money, and making change. Difficulty levels can be easily adjusted. Tom Snyder Productions
80 Coolidge Hill Road
From Microsoft: Watertown, MA 02172-2817
The Magic School Bus Explores the Human Body (CD-ROM) is finally available for the (800)342-0236
1/1facintosh. Any child who loves the Ms. Frizzle books (or the Magic School Bus TV
show) will be delighted by this program. Additional Readings:
Dockerman, D. A. (1994). Cooperative
From Optimum Resources: learning & technology. Watertown, MA:
ylk new First Steps series for young children includes Counting and Thinking Games Tom Snyder Productions.
(CD-ROM) and an entertaining Creativity Center (CD-ROM).
Male, M. (1994). Technology for
From Scholastic: inclusion.-2nd Edition. Boston: Allyn
The Smart Books series of laserdiscs, which is based on quality nonfiction books for and Bacon. [pp. 11-20].
children, offers exciting learning opportunities on these subjects: the Titanic, Ellis
Lisa Gregory is a graduate student in the
Island, Malcolm X, and Greek myths. Department of Special Education at Trenton
State College.
In the next issue of TECH-NJ, look for a detailed review of Edmark's new Strategy
Games of the World.
,TIECH-NJ,.Voll. 7, No. 11 11 page 9
 ONLINE EXPLORATIONS
research process for beginning research- their appearance on the Web. Sites on the
1WORLD WIDE WEB ers. MEDLINE, Keyword: MEDLINE, Internet usually refer to their "home
(continued from page 1) the world's leading bibliographic medical pages." Today's common computer
database maintains a site on AOL. It expression appears as the question, "Do
scientific areas and ask them questions via consists of millions of records and you have a home page?"
an electronic bulletin board. Each month abstracts from over 3,5000 medical
Scholastic Network makes at least one journals from all over the world. Accessing a Site on the Web
scientist available to answer questions MEDLINE is created by the National Finding a home page or Web site is
about his or her scientific specialty. The Library of Medicine, a part of the National accomplished by using a World Wide Web
schedule and a biography through June Institutes of Mental Health. Note: Every browser such as Netscape or the one
1996 are available now online. Upcoming month MEDLINE adds over 30,000 more provided to America Online users.
guests include specialists in these disci- records to their database. Access to the Accessing a specific site is accomplished
plines: Animal Behavior: Wolves, Dogs, Smithsonian Institute - Keyword: by highlighting the command to open a
and Coyotes; Archaeology; Space & Smithsonian - is also available via URL (Uniform Resource Locator). There
Astronomy; Ecosystems; and Oceans. American Online. is a URL for each page or file on the Web.
Finally, one of the most useful sites - The URL tells the client software to go out
Teacher Resources at least for busy graduate students is and talk to the specified computer(s) or
Another recommended site is the Resource ERIC Online - Keyword: ERIC. The server(s) on the World Wide Web. To
Pavilion, located within the Teacher's Educational Resources Information Center access a particular Web site, the user
Information Network. This site contains (ERIC) is a national system designed to merely types the instructions in a form the
folders on topics such as Portfolio provide users with ready access to an browser will understand. The components
Assessment, Resource Room Teaching, extensive body of education-related of that command are as follows:
and Special Education. The Pavilion literature. ERIC is supported by the U.S. http://www.
boasts an array of experts and educational Department of Education, Office of http://www tells the pointer to use
organizations spanning every field of Educational Research and Improvement. hypertext transfer protocolspeak to the
interest waiting to answer your questions. Internet via the special highlighted text
Special Education teachers will be thrilled The World Wide Web and graphics that contain embedded
to note that the Special Education folder As you can see, the amount of information instructions accessed through simple point
contains an extensive library of topics. available through America Online is and click commands. This command
The Folder also contains a message board staggering but not when you realize this is structure tells the computer to communi-
and idea exchange opportunities. The only a fraction of what is available cate via the World Wide Web.
disAbilities Forum is also located within through the Internet and the World Wide Next, the specific site is identified, for
this folder. This forum contains informa- Web. The World Wide Web (WWW), example, Trenton State College. This part
tion about employment software, online which can be reached through the major of the address indicates the server located
chats, libraries and a separate Assistive online services or through a direct Internet out on the Internet and whether it is a
Technology Forum. link, provides an easy way to explore the commercial, government, military, or
Internet. Graphical in design, the Web educational organization. The World Wide
Online Reference Libraries requires users to simply click on high- Web address for Trenton State College is
America Online also offers an astounding lighted text to navigate to other sites. The http://www.trenton.edu. (Note: World
array of resource and reference sources. most powerful feature of the Web is that Wide Web addresses must usually be
The Academic Assistance Center - the highlighted text (hypertext phrases) stated in lower case letters. Some sites
Keyword: homework, aac - is designed and graphics appearing on the screen require specific words be entered in upper
for children who need additional rein- contain the directions or pointers that case letters.) An easy way to navigate the
forcement of concepts they are learning or automatically retrieve information from World Wide Web is utilizing the server
help with their homework. Live chat servers located throughout the Internet Yahoo (http: / /www.yahoo.com), which
rooms where teachers are present are all at the click of a button. It is an easy is organized by subject area. The educa-
available as are message boards for and efficient way to navigate around what tion category contains numerous subcat-
posting of questions and comments. The can be a mind-boggling array of choices. egories that will help give your search a
Library of Congress - Keyword: Library better direction.
- maintains a site on America Online. Browsing Pointers
Check out the latest exhibit on the Vatican Teachers, parents, and students are finding Educational Sites on the Web
or browse through archives. Comptons the World Wide Web to be an invaluable Global Schoolhouse, which is similar to
Encyclopedia - Keyword: Comptons - is resource for all kinds of information. AOL's Electronic Schoolhouse, is acces-
a living encyclopedia with various Most major newspapers and magazines, sible via the World Wide Web (see box for
multimedia components. This site also catalogs, and businesses, as well as many educational site addresses). Global
offers an excellent introduction to the school districts, have or are establishing Schoolhouse is the division of the Global

TECH-NJ, Vol. 7, No. 1 BEST (11) PYAVAOLABLE page 110

1
School Net Foundation that focuses on mation available on that subject. For Educational Resource Page. This page
projects for "life-long learning" and uses example, accessing Literature then offers should not be confused with the Ask ERIC
the most powerful Internet tools, including you information on Children's Books, Home Page. The resource page provides
live video to link K-12 classrooms to their Creative Writing, Fiction, Poetry, Theater links to various educational resource sites
communities and other children around the and General Literature. This is an (including the Ask ERIC Home Page) but
world. This site has been rated among the excellent resource for searching and is updated by an individual name Eric
top 5% of all sites on the Internet by Point browsing through information on the web. from Portland Oregon. This site is an
Survey, which is the leading online excellent way to begin navigating through
provider of site ratings and reviews on the Learn About Software the enormous amount of resources
WWW. Other projects available through Information on educational software is available on the Web; it contains links to
the Global School Net Foundation include: also available online. The Educational the Global School Net Foundation, the
Ask a Geologist, where general questions Software Institute Online service, also PBS Home Page, the Smithsonian Institute
on earth science are answered via elec- named one of the top 5% of sites by Point Home Page, the NASA Online Educa-
tronic mail; Geogame, tional Resource, the
where students help Mark Twain Library,
create a puzzle by and the Internet Public
answering 8 questions ADDRESSES FOR EDUCATIONAL SITES Library.
about their commu- ON THE WORLD WIDE WEB
nity; Global Grocery The Busy
List, where students Global Schoolhouse: http://gsn.org/gsn/gsh.home.html Teachers' Website
visit their local grocery Diary Project: http://www.well.com/user/diary/ The most highly
stores and record the Kids Web: http:// www .npac.syr.edu /textbook/kidsweb/ recommended website
prices of items on the Educational Software Institute Online: for teachers I have
grocery list and then http://www.bonsai.com/q/edsoftcat/htdocs/esihome/html come across so far has
share their prices with Ed Web: http://k12.cnidr.org:90/resource.cntnts.html to be The Busy
other participating Educational Resource Guide: http://k12.cnidr.org.90/k12.html Teachers' Web Site K-
classes all over the Eric's Educational Resource Page: http://www.teleport.comi-links/ 12. This site is
world; and finally the The Busy Teachers' Web Site K -12: designed to provide
Jason Project, which http://www.gatech.edu/lcc/idt/students/cole/proyk-12/k 12wel.html teachers with direct
offers students an source materials,
interactive electronic lesson plans and
field trip. The latest classroom activities
trip included a visit to Survey, represents, explains, and sells the with a minimum of site-to-site linking.
an active volcano. world's largest and finest collection of K- Subject matter ranges from archaeology
12 educational software (more than 7,000 to recess ideas. The wonderful part of this
The Diary Project titles) from over 300 publishers. Subscrip- site is that it offers a table of contents
The Diary Project is another interesting tions are also offered online. which then links the user to an extensive
site. This project was scheduled to be reference directory on any particular
launched on the Internet in late September Resources for subject. The reference directory provides
and will feature diary entries to be Education and Technology all necessary addresses so that one can
published in book form as a chronicle that EdWeb is a site sponsored by the Corpora- access the sites directly in the future. This
captures the thoughts and feelings of kids tion for Public Broadcasting that explores site was named one of the top 5% of all
growing up at the turn of the 21st century. technology and the role of the World Wide Internet sites by Point Survey magazine.
Sounds like an excellent creative writing Web in education. The site was named by For teachers who do not have enough time
project! A site that is geared towards Net Guide Magazine as "one of the 50 best to spend browsing the web, this site is an
students but will be equally interesting to ideal place to start.
places to Go Online." The site offers
educators is Kids Web. This site contains information on educational reforms and a
school subject sections that provide a list very interesting Educational Resource M
of links to information. There are also Guide. This guide provides a collection of
links to external lists of material on each online educational resources available, Kathleen Foster and Gerald Quinn are
subject which more advanced students can including teacher discussion groups and
graduate students in the Special Education
browse for further information. Examples administrative services, as well as lesson Department at Trenton State College.
of subjects include: art, drama, literature, plans, interactive projects and interesting
music, astronomy, biology, mathematics, places for children to explore.
and government. Accessing one subject Another excellent resource directory
then offers you more detail on the infor- available on the World Wide Web is Eric's

TECH-NJ, Vol. 7, No. 1 page 11

1
 DISABILITY-RELATED SITES ON THE WEB
ADA and Disability Related URLs: Provides links to sites related to the Americans with Disabilities Act and other disability
related URLs. http://www.public.istate.edu/-sibling/ada.html

Educational Law: Provides current texts of special education laws, such as IDEA, and impending regulations.
http://www.access.digex.net/-edlawinc/

Johns Hopkins University: Provides links to special education and technology in special education.
http://www.jhunix.hcf.jhu.edu/-hpwang

McMaster University: Office of Access and Ability, Hamilton, Ontario, Canada. All kinds of resources and links to both United
States and Canadian disabilitS, resources. http://www.mcmaster.ca/abildocs/default.shtml3

Sonrise: Based on the Options Method, this site offers parents and professionals information on creating child-centered, home-
based programs for children with autism and related disabilities. http://www.human.com/mkt/options/sonrise.html

Special Education Resource Page: Packed with projects and practical information relating to arts, crafts, and emphasis on
technology. This Web site provides Internet access to schools in Far Northern Queensland, Australia.
http://www.bushnet.q1d.edu.au/-sarah/spec_ed/

Special Education Needs: This site is meant for anyone who has a child with special education needs. Intended to be a link to
online references and groups that may be of help: parents helping parents, Down syndrome, dyslexia network, autism informa
tion.
http://www.pacifier.com/-estiles/

Spectrum Center: A school program for children and young adults with severe developmental disabilities and challenging
behaviors. http://www.community.net/-valley/index.html

OTHER USEFUL AND FUN SITES

Federal Government Information: Offers help in locating federal government agencies and corresponding services.
http://www.law.vill.edu/Fed-Agency/fedwebloc.html

Liberty Science Center: Billed as "The Yuckiest Site on the Internet," this site teaches users "all there is to know about bugs."
Their first topic, which was just launched this fall, was Cockroach World. http://www.nj.com/yucky/roaches/index.html

Outside Online: A Web travelogue concentrating on adventures such as mountain biking, kayaking, and hiking. The site contains
great pictures and offers a bulletin board for adventurers-seeking travel partners. http://www.starwave.com/outside/online

Princeton University: Offers a great deal of information relevant to the university, as well as surrounding communities.
http://www.princeton.edu

Save the Tiger Fund of Washington, D.C.: Contains fascinating information and photographs of the five remaining subspecies of
tigers left in the world. http://www.5tigers.org/savetigr.htm

White House, Washington, D.C.: Explore the White House and take a virtual tour online. http://www.whitehouse.gov

TECH-NJ, Vol. 7, No. 1 page 12

 FOR BEGINNERS: GO ONLINE TO
MEET NEW FRIENDS, FIND EDUCATIONAL RESOURCES &
EXPLORE THE WORLD
by Gerald Quinn modem can be recouped in just a few service, from one America Online member
online sessions through lower connection to another, for example. Likewise, major
Prodigy, CompuServe, America Online, charges. In addition, speedier connections online services enable subscribers to send
Internet: You can't escape the ads and free mean your computer will not be tied up e-mail to anyone in the world who has an
trial offers, nor can you escape the hype waiting while a file transfers. Internet address. For convenience and
about cyberspace on television, radio, in speed, e-mail beat "snail mail" any day.
newspapers, and at the checkout counter Online Services
of the local grocery store. Online services The major online services, which charge a Just the Beginning...
are today's buzz words with computer reasonable monthly fee, offer a variety of Online services continue to grow, adding
users everywhere. online activities. Bulletin boards, chat thousands of subscribers each week.
Special educators, individuals with rooms, forums, e-mail (electronic mail), School districts, colleges and universities,
disabilities and their families have found and "live on-stage" presentations are just a federal, state, county and local govern-
that online services can expand the walls few of the ways people can connect ment agencies, libraries, and businesses
of the classroom, remove physical barriers online. Most importantly, the desire to continue to expand their presence on the
to conducting research and meeting explore, to say "hello," and to introduce Internet and major online services. As you
people, and provide information on any yourself are the ingredients necessary to explore online, you will encounter and
subject imaginable. Persons with disabili- making your online time a rewarding become familiar with such terms as the
ties have found that going online provides adventure. Web, Gophers, and Veronica which are
opportunities to interact with a variety of Bulletin boards offer the chance to pose used on the Internet and other online
individuals from across town, around their questions, ask for assistance, read about services. Soon you'll see how these
state, and from most anywhere in the resources, and post your own answers or strange sounding terms can open up a
world. Parents and family members have resources. Often, a bulletin board posting whole new world of information and
found that numerous online support will include an e-mail address where you entertainment.
groups and message areas can put them in can send electronic mail requesting
contact with people across the country additional information. For example, the
who have similar concerns. software publisher Broderbund has a
bulletin board on America Online where To Request Information and
Basic Connection users can ask for or provide hints for their
To go online, your computer must have a favorite software programs, or ideas for
Software to Sign-on to Popular
means of communicating with a remote integrating specific Broderbund titles into Online Services
site computer. Communication between their classrooms.
computers can occur over ordinary phone Chat rooms offer a different flavor and America Online: (800)827-6364
lines via modems. A modem is a small are generally tailored to individual
electronic device that connects on one end interests such as singles, hobbies, or CompuServe: (800)848-8199
of your computer and on the other end to a disabilities. These "rooms" offer instan-
standard telephone jack. It is the modem taneous communication where individuals Delphi: (800)695-4005
that translates computer keyboard strokes communicate interactively. Private
into sounds that travel over phone lines to "rooms" are available for more personal eWorld: (800)775-4556
a remote computer and instructs that one-to-one conversation or small group
computer to do what you want it to do. discussions. Microsoft Network: (800)386-5550
The marketplace is flooded with Live forums offer group discussions
modems of all types, but the key to and lecture type formats. These feature Prodigy: (800)Prodigy
successfully communicating with a remote experts and special guests who lead
computer is to transmit and receive signals discussions on various topics. Several
at the fastest speed possible. Currently the special interest groups establish specific AA
fastest modems available commercially topics for discussion for regularly sched-
Gerald Quinn is a graduate student in the
run at 28,800 bps (bits per second). Faster uled online meetings. Department of Special Education at Trenton
modem speeds lower connect time, and Unlike conventional mail, e-mail can State College.
since most online services charge by the be received almost instantly if sent to
hour, the higher initial cost of a fast someone who is a subscriber of the same

TECH-NJ, Vol. 7, No. 1 page 13

15
 CHILDREN'S LITERATURE SITES ON THE INTERNET
by Barbara K. Strassman mended reading ages are provided. If Sites for Kids
suspense is your child's interest (but Kid Lit Children's Literature Website is
So your kids need to read something about
Goosebumps isn't yours), check the Edgar designed for use by children. It contains
ducks or dinosaurs for school tomorrow,
Alan Poe Awards list here to find the a varied selection of literature and art by
and it's well past the library's closing
"Edgars" awards for the best work in children of various ages, as well as their
time. What to do? TURN TO THE
mystery, crime, suspense, or intrigue. reviews of popular children's books.
INTERNET it is open 24 hours a day!
The WWW Resources for Children's Teachers and parents are given clear
There are many children's literature sites
Literature Site is exactly what the title directions as to how children's work
on the Internet, some with overlapping
says - a resource of links. If you want to should be submitted. What better way to
information and others that are unique or
know how often a particular Children's show children how we write for authentic
specialized. For starters, let Winnie the
Literature award is given, or by whom, the audiences, not just for the teacher!
Pooh take you on an exploration through
link to that information is here. The site Another site aimed at children is The
Fairrosa's World Wide Web site. This
also lists conferences and "book events," Children's Page. Kids are invited to
site provides extensive booklists by
as well as a link to information about review books that they have read and are
subjects, great links to sites listing books
prominent authors. Site visitors have the given links to other sites that may be of
by author and links to online books. If
opportunity to ask noted authors questions interest to them. The page is "kid-funny"
you have wondered whether Where the
and to read what others have asked as well and provides many creative places for
Wild Things Are is really suitable for
as the responses given to them. At this children to explore.
children or whether the Goosebumps
site you can also learn what piece of
series is trash or literature, join the
children's literature is currently being A Good Place to Start
discussions posted on this site. If you only
filmed as a movie. Check the link for
have time to surf for a short while, this Yahoo (an easy-to-use server) also has a
coming attractions, and you'll find that
should be your web page on
starting place. children's
literature. For
For Parents ADDRESSES FOR CHILDREN'S LITERATURE SITES those unfamiliar
& Teachers ON THE WORLD WIDE WEB with net surfing,
Another good this is an easy
Fairrosa's Web Site: http://www.users.interport.net/-fairrosa/cl.index.html place to start.
site for parents
and teachers The Yahoo site
who are
Children's Literature Home Page: contains links to
searching for http://www.parentsplace.com/readroom/childnew/index.html some of the sites
books for mentioned
World Wide Web Resources for Children's Literature: previously, as
children is the
Children's http://athena.english.vt.edu/UG _Curric/Upper_Level/Childrens_Lit/ChildrensB.html well as to many
Literature other informa-
Kid Lit Children's Literature Website: http://mgfx.coni/Kidlit/ tive sites.
Home Page.
This site lists
The Children's Page: http://www.pd.astro.it/locat-chi-bin/kids.cgi/forms
children's
literature by
Yahoo's Children's Literature Page: http://www.yahoo.com/art/literature.children
M
notable awards
(e.g., Newbery
or Caldecott) as
well as by topic. A short description of T.S. Eliot is making it to the silver screen. Barbara K. Strassman, Ed. D. is a faculty
each book is given. In addition, recom- member at Trenton State College and is
coordinator of the Deaf and Hard of Hearing
Program.

TECH-NJ, Vol. 7, No. 1 page 14

 SOFTWARE REVIEWS
mouse click gains detailed, exploratory access to the human
ADO .M. ESSENTIALS body's structures, systems, and functions. Male or female gender
by Lois Mason can be selected, and by using an on-screen pointer as a "scalpel,"
the user can choose from a variety of options including: skin
tone, anterior or posterior view, full view or sectional view
SUBJECT AREA: Science or Health (upper, middle or lower), and a magnifier to enlarge a particular
structure.
PUBLISHER: Broderbund A Depth Bar dissects a full anatomy image. Dissection is
(800)521-6263 layer by layer, from skin to bone. The image can also be
restored layer by layer back to the skin. Animations provide
COST: $199.95 List Price (School version) narrated, multimedia presentations regarding selested system
functions or body structures.
INTENDED AUDIENCE: Grades 9 through 12

Choose either Full

Anatomy or any System
Anatomy from the View
menu. When Full
Mew
Full Iiridtotnif Anatomy is chosen, the
contents area shows
Cardiovascular System
Digestive System A.D.A.M. or E.V.E.
Endocrine System
Immune System with all systems. This
Integumentary System mode allows dissection
Lymphatic System
Muscular System and the choice of
Nervous System
Reproductive System anterior or posterior
Respiratory System
Skeletal System views, gender, and skin
Urinar S stem tone. Choosing System
Anatomy highlights the
selected system, with
the rest of the anatomy
dimmed.

STRENGTHS: A.D.A.M. Essentials is an easy to use,

REQUIRED HARDWARE: Macintosh 68030 processor/ detailed, visually and auditorily engaging program. The user can
16 Mhz or greater, System 7.1 or later, 8 MB RAM, hard disk thoroughly probe, discover, question, and understand the struc-
with 40 MB available, 9" color monitor displaying 256 colors, tures and functions of the human body. An extensive, accessible
double speed CD-ROM drive, and mouse. IBM version also help menu offers on-screen support.
available.
WEAKNESSES: The "Magnify" tool may enlarge some of
OPTIONAL HARDWARE: A 14" color monitor display- the structures to the point of graininess. However, the value of
ing 256 colors, additional hard drive memory space, and a faster this tool far outweighs its weakness.
processor will improve performance. A Touch Window can Installation of this program into older model computers still in
provide alternative input for children with disabilities. use in many classrooms may be prohibitive due to memory
requirements.
EDUCATIONAL GOALS: To develop an understanding
of the human body - both structurally and functionally. SUMMARY: A.D.A.M. Essentials is an engaging, easy-to-
use multimedia exploration of the human anatomy. It is the next
DESCRIPTION: The A.D.A.M. (Animated Dissection of best option to hands-on dissection.
Anatomy for Medicine) Scholar Series lets students perform
Lois Mason is a graduate student in the Department of Special
"virtual dissections" on the human body. A.D.A.M. Essentials, Education at Trenton State College.
the high school version in the series, is a multimedia CD-ROM
that offers a unique way to learn about human anatomy. This
easy to use program contains a lot of information. A simple

TECH-NJ, Vol. 7, No. 1 1 page 15

WHERE IN SPACE IS CARMEN SANDIEGO?
by Niki Marrazzo
STRENGTHS: This program provides an excellent format
for group work, allowing students of differing abilities to
SUBJECT AREA: Science, with emphasis on Astronomy combine their strengths to capture alien criminals. Aside from
broadening their understanding of the solar system, students also
PUBLISHER: Broderbund get a chance to enhance their knowledge of literature, history and
(800)521-6263 mythology. Students practice research skills when they use the
on-screen database which includes an easy to use "find" feature.
INTENDED AUDIENCE: Ages 12 and up The VAL 9000 computer is an in-depth encyclopedia which not
only provides users with textual information, but provides NASA
REQUIRED photographs of many of the planets and their satellites.
HARDWARE: 8-bit
color capability Mac The VAL 9000 Computer
monitor (256 colors or
DATABASE MENU
shades of grey); color or Database
Menu Ea SOLAR SYSTEM a THE SUN JUPITER
grey-scale monitor; hard
disk with 11 MB free space; M. ASTRONAUTS MI MERCURY SATURN

4 MB RAM with 2.5 MB Pi ASTRONOMERS-. VENUS URANUS

available; 1.44 MB ("high- CONSTELLATIONS REE EARTH T.2 NEPTUNE

density") 3.5 floppy disk EXPLORATIONS ra MARS ie PLUTO. CHARON

drive; system 6.0.7 or GLOSSARY Fa ASTEROID BELT re HALLEY'S COMET
higher. IBM version also VAL 9000
available. Database
Text Entry Area
Warant Dossiers
VAL
EDUCATIONAL Travel Log t'oht '.
TYnr L., ,
GOALS: To familiarize Options
students with the solar
system, while developing I t.

critical thinking and data

collection skills.
With names like "Kit Incaboodle" and "Morton U.
DESCRIPTION: Following the engaging format of the Bargandfore," and physical characteristics such as scales,
Carmen Sandiego series, Where in Space is Carmen Sandiego? multiple limbs and/or eyes, Carmen's gang members are not only
takes students on a rocket ride to the far reaches of the solar slippery, but they are a clever, entertaining addition to the series.
system. This time Carmen's colorful gang is made up of alien
beings. In place of the usual reference book, students have
access to an on-screen database which provides historical, WEAKNESSES: Because the program involves a fair
scientific, and mythological information on the planets, their amount of reading, students with visual impairments or learning
moons, and other bodies in our Solar System. The "VAL 9000" disabilities may need adaptations such as screen-reading pro-
computer provides facts on constellations, astronomers and grams.
astronauts, and information which is needed to successfully solve
crimes. SUMMARY: Where in Space is an entertaining and humor-
ous program that will keep students playing long after the lesson
Hanover Fist, One of Carmen's Gang is over. It may even entice many adults to try their hands at
galactic detective work.
Gender: Male
Number of Eyes: Many
Niki Marrazzo is a graduate student in the Department of Special
Feature: Hair Education at Trenton State College.
Locomotion: Fly
Favorite Writer: H.G. Wells
Favorite Astronomer: Galileo Galilei
Favorite Food: Toxic Waste

TECH-NJ, Vol. 7, No. 1 page 16

LEARNING ENGLISH: NEIGHBORHOOD:
1. "The Money Machine": Provides simulated practice
-HOME AND FAMILY using an Automated Teller Machine.
-NEIGHBORHOOD LIFE 2. "An Expensive Day": A conversation among family
members leads to plans for a trip to the mall and movies.
by Jeffrey Gavin 3. "Meet You at the Mall": Provides a simulated
shopping trip to the mall with choosing stores, exchanging
money, selecting a movie, and purchasing tickets.
SUBJECT AREA: Development of English language 4. "Extra! Extra! Read All About It": Provides practice
proficiency. reading articles for content to match the appropriate headlines
and photos.
PUBLISHER: Hartley, Inc. 5. "A Quiet Afternoon In Cornerstone?": Gives a
(800) 247-1380 picture of the buildings and people in the community.
6. "Search For The Missing Map": Teaches about the
COST: $79.00 list price (each) different sections of the library.

INTENDED AUDIENCE: Ages 4-Adult STRENGTHS: The activities in this program provide
stimulating situations for practice in becoming more familiar with
APPROPRIATE FOR: Students learning English and/or conversational English. The graphics and auditory feedback are
life skills. motivating and reinforcing. These features make the program
accessible to poor and non-readers. The activities are untimed
and can accomodate a wide range of levels.
REQUIRED HARDWARE: Mac LC, 12" color monitor,
A student monitoring system is a nice built-in feature.
CD-ROM drive, 4MB of memory (5MB recommended), System
7. An IBM Windows version is also available

OPTIONAL HARDWARE: Microphone (required for

voice recording capability), printer.

EDUCATIONAL GOALS: To help students become

proficient in the English language while becoming familiar with
American home and community activities. Theme vocabulary
and language construction is learned through activities that allow
practice in specific contextual situations.

DESCRIPTION: Two CDs provide 13 situational learning The "It's the Weekend" activity provides an example of an
activities. afterschool conversation among three friends.
HOME and FAMILY:
1. "It's The Weekend": Provides a conversation WEAKNESSES: Some of the activities may take too long
describing weekend activities. time for lower functioning students to complete. While younger
2. "Who is Uncle Roberto?": Provides practice in children can benefit from hearing conversations and seeing
choosing and describing facial features. situations, the activities themselves are geared more to older
3. "Moving In": Describes rooms and furnishings in a students.
house through a moving exercise.
4. "Saturday at the Brisco House": Describes house- SUMMARY: Learning English provides realistic situations
hold cleaning activities and chores. and conversations in which students can become more proficient
5. "Welcome to Burger World": Simulates the experi- in the English language. The program is appropriate for students
ence of working in a fast food restaurant, including dealing with in a life skills curriculum.
money exchanges.
6. "What's for Dinner?": Gives options for making
dinner choices. Jeffrey Gavin is a gradute student in the Special Education Department
7. "Stop and Shop": Simulates a trip to the supermarket, at Trenton State College.
using a grocery list.

TECH-NJ, Vol. 7, No. 1 page 17

19
A TO ZAP!
by Debra Bihler

SUBJECT AREA: Early learning

FORMAT: Open-ended activities and games

PUBLISHER: Sunburst/Wings for Learning

(800) 321-7511

COST: $79 (CD-ROM version); $65 (Disk version).

APPROPRIATE FOR: Preschool to Grade 1

REQUIRED HARDWARE: Macintosh disk version -

2MB RAM (4MB for System 7.0 or higher) and color monitor.
change color, brighten or darken, jump, or sing a song. For
Macintosh CD-ROM version - 68040 CPU, System 7.0 or
example, when you click on the letter "W," students can use a
higher, 13" color monitor, and 5MB RAM for System 7.5. Power
wind cloud to blow letters. A short puff moves the letter slightly,
Macs require 8MB RAM.
while a long puff will blow it off the screen with corresponding
Windows 3.1 or higher: 8MB RAM, 486 CPU, VGA
sound effects.
graphics, and sound card are required. SVGA graphics and
double-speed CD-ROM drive are recommended.
STRENGTHS: A to Zap! requires minimal instruction and
allows for flexibility. A Preferences Option lets the teacher to
DESCRIPTION: A to ZAP! is a comprehensive early
customize the program in several ways. Words can be presented
learning package that is designed to teach letters, numbers, and
in all upper case letters, all lower case letters, or a combination.
words. It also incorporates the teaching of opposites, shapes and
New words can be added, with pronunciation, very simply.
colors. The activities are presented by The SunbuddiesTM,
Students can work at their own pace and in any order they
humorous animated animals. They interact with the students
choose. A nice feature for teachers is the ability to capture any
through colorful graphics, sound, speech, and music.
screen at any moment and print it for off-computer activities.
As a basic exercise, students can learn to recognize the letters
An outstanding curriculum guide provides teachers or parents
of the alphabet by clicking on a letter and hearing it called out in
with numerous creative ideas for integrating the software into the
a real child's voice. On a more advanced level, they can combine
learning environment. It offers related activities to reinforce the
letters to spell words. There are 26 activities and games that are
concepts presented in the program, and it gives suggestions for
tied directly to a letter and a word. Some of these activities use a
helping students interact with each other and make the most of
variety of tools. These tools can make letters disappear and
the software.
return, change from upper to lower case and then back again,
WEAKNESSES: The sound and animation, while superior,
may be distracting for some students.

SUMMARY: A to Zap! is an excellent program for children to

explore a wide range of early learning concepts. The funny
SunbuddiesTM, amusing graphics, and entertaining animation
should keep children actively engaged. This is a well-designed
package that provides children and teachers/parents with unlim-
ited learning opportunites.

Debra Bihler is a graduate student in the Department of Special

Education at Trenton State College.

20
TECH-NJ, Vol. 7, No. 1 page 18
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below the names and addresses of anyone interested in receiving an application for graduate
scholar ships in the Department of Special Education at Trenton State College.

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TECH-NJ
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Trenton State College
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TECH-NJ, Vol. 7, No. 1 page 19
 Interested in Computers in Education?

Interested in using computers to help people with disabilities?

See pages 6 & 7 for local training opportunities.

TRENTON STATE COLLEGE Nonprofit

Organization
Department of Special Education U.S. Postage
PAID
Hillwood Lakes
Permit No. 44
CN4700 Trenton, NJ
Trenton, New Jersey 08650-4700

ADDRESS CORRECTION REQUESTED

22
 TECH-N J
Technology, Educators, & CHildren with disabilities - New Jersey

Trenton State College School of Education Spring/Summer 1996, Vol. 7. No. 2

Department of Special Education
CONTENTS LD CLASS JOINS BALLOONIN' USA
FEATURES: VIA THE INTERNET
by Kathleen Foster active hot-air balloon trek," the project
LD Class on the Internet 1
was designed to allow students and
When is he coming? Is he coming today? teachers to follow the balloon's flight
Curriculum Integration: across the United States through daily
Can we check our e-mail? The same
Customized Scanning Array 3 updates and photos available on the
questions greeted Pam Getchis as she
More Classroom Applications 12 Internet. Schools were also invited to
began her 1pm class every day. Pam, a
graduate student in Special Education at fully participate in the project by submit-
Technology and the Arts: ting their school as a possible landing site
Trenton State College, was doing her
Everyone Can Create Music 4 for the balloon. Kevin Kuehn planned to
student teaching at Greenbrook Elemen-
tary School in Kendall Park, NJ. The visit all 50 states during his journey.
Augmentative Communication:
Functional Communication in a
Life Skills Class 6

Program Profile:
Creating Cultural Heritage Stacks 7

User Profile:
Computers Help
Child Gain Control 8

Resources:
SenSei® Environmental Control 9
Way Cool Software Reviews 9
Able Net Cordless Switch 9
The children at Greenbrook Elementary School
Resources for Deaf Students: await the arrival of Mr. Kuehn's balloon.
(Picture designed using Storybook Weaver Deluxe see software review on page 22.)
IBM Speech Viewer II 10
Rosie's Walk: Story in ASL 11
The Students Present Their Case
children asking the questions were
ASL Dictionary on CD-ROM 11
resource room students assigned to Special The students at Greenbrook Elementary
Education teacher Lavonne Slusher. "He" School composed a letter to Mr. Kuehn
Software Reviews:
was balloonist Kevin Kuehn. The story of highlighting the reasons why they consid-
Strategy Games of the World 18
how they all got together begins in a chat ered their school an ideal launch site.
Opening Night 19
room on America Online. Ms. Slusher Reasons included the proximity of the area
Turtle Teasers 20
first heard about the project through an to both New York City and Philadelphia,
Rad Sounds 20
online chat for educators she participates and the available soccer field, safe for
Pip & Zena's Science Voyage 21
in on America Online. Another teacher landing and launching because there were
Storybook Weaver Deluxe 22
asked if anyone was participating in a not many wires or trees.
Ballooning project offered through the The letter was only the beginning of a
THE EDITOR'S DESK:
Internet for the 95-96 school year. After semester long project that sparked the
receiving information about the project creative talents of these learning disabled
Contributors 2
Ms. Slusher decided to become involved.
Editorial 2 (continued on page 14)
The project, Balloonin' USA, was the
Product Info 16
brain child of school administrator Kevin
Editor's Picks
tsc
17
Kuehn. Billed as the world's first "inter-
Readers' Response Form 23

23
EDITORIAL STAFF
Editor-in-Chief: Amy G. Dell
Managing Editor: Anne M. Disdier
TECH-NJ
Technology, Educators, & CHildren with disabilities -
Associate Editor: Barbara K. Strassman
New Jersey
Contributors
Kimberly Fattori
Kathleen Foster
Volume 7, Number 2
Tracey Galya
David Geronemo
Jo Ann Giannobile EDITORIAL
Lisa Gregory
Helene Mann
Cristen McKenna That Important Connection
Deborah Newton
Danielle Neimann
Lies] Oberfeld Although developments in computer technology continue to be exciting and
Regina Quinn promising, the goal of integrating technology into the curriculum remains elusive in
Heather Schindler many schools. We still see too many classrooms with their two or three computers in
Amy Stollsteimer the back of the room which children get to use once a week during their "assigned
Donna Williams computer time." The computers are vastly underutilized, and the children are not
benefiting from technology's potential to enhance the teaching and learning process.
TECH-NJ is supported by the School of This issue of TECH-NJ focuses on that important connection between technology
Education and the Department of Special and curriculum. We want to make technology integration happen. To that end, this
Education at Trenton State College. issue provides practical suggestions for weaving technology seamlessly into class-
room activities. The cover story describes how an intriguing project on the Internet -
Views expressed in TECH-NJ do not Balloonin' USA - is being implemented in an elementary resource room in New
necessarily reflect policies or opinions of Jersey to enhance the teaching of reading, writing, and organizational skills to
Trenton State College or any of its students with learning disabilities.
funding sources. The stories on page 3 and 12-13 feature practical ideas for making typical class-
room activities accessible to students with physical disabilities. Several custom-
designed overlays for Intellikeys and scanning arrays for Ke:nx are presented. These
TECH-NJ: custom set-ups were designed by students in Trenton State College's assistive
Technology, Educators, & technology course to enable students with physical disabilities to actively participate
CHildren with disabilities-NJ in test-taking, algebra class, a cooperative learning assignment, and joking with
friends.
TECH-NJ is an official publication of the A special feature of this issue is a column on technology resources for students
School of Education, Department of who are deaf and hard of hearing. Two software programs with particular relevance to
Special Education at Trenton State deaf students are reviewed (page 11), and a school which is using the IBM Speech
College. It is written by students and Viewer II to help deaf students improve their speech intelligibility is profiled (page
faculty and is designed to support profes- 10).
sionals, parents, and computer-users in We are also pleased to introduce to our readers an unusual assistive device from
their efforts to use technology to improve England called the MIDI Creator. This product makes music accessible to people
our schools and to enhance the lives of with disabilities. The article on the MIDI Creator (page 4) was written by a TSC
people with disabilities. In order to graduate student who is a trained musician and a public school music teacher, and it
facilitate local networking, emphasis is includes a field-tested lesson plan for creatively using the MIDI Creator device in
placed on resources and innovative classes.
parctices in and around the New Jersey We hope,these examples of classroom applications help make technology integra-
region. tion happen in your school.

TECH-NJ A.G.D.
Department of Special Education
Trenton State College
CN4700
Trenton, NJ 08650-4700
(609)771-2308
e-mail: [email protected]
24
TECH-NJ, Vol. 7, No. 2 page 2
 CLASSROOM APPLICATIONS
CUSTOMIZE SCANNING A RAY
FOR CURRICULUM INTEGRATION
by Amy Stollsteimer may be integrated and shaped to comple- array alphabetically list the fruits Jacob's
ment the lesson. group will examine. The fourth row of the
Jacob is a 12-year-old sixth grade student.
Jacob's group needs to work together to array includes buttons that document the
He was in an automobile accident and
sustained injuries that caused severe achieve the overall objective and each exploration of the fruits: fruit color, fruit
physical disabilities. He remains a student group member must, in turn, perform a size, seed size, and the introductory phrase
specific role. The whole group will of the hypothesis, "Therefore, eaten by."
in a regular education classroom with the
visually examine the fruits and formulate Each of these fourth row buttons triggers
help of an in-class support teacher. Jacob
prides himself on being an honor roll one set of hypotheses. Individual roles branches that can then be scanned to
student and doing all that his peers do. within the group may include material complete the observation or hypothesis.
gatherer, fruit cutter and hands-on exam- The fifth row of the array contains the
His class has been studying the New
Jersey Conservation function keys (Delete,
Foundation's Save, and Print). The
Songbird Connection Main Scan for Songbird Curriculum following is a list of
curriculum. The arrays used with this
Songbird Connection Fruit: Nature's Treat lesson:
curriculum intro- Main Array: Fruit
duces songbirds, Apple Avocado Bayberry Blueberry Dogwood Branch 1: Fruit Color
explains their Branch 2: Fruit Size
migration from Gooseberry Juniper Peach Pear Persimmon Branch 3: Seed Size
tropical to temperate Branch 4: Hypothesis
habitats, and demon- Raspberry Sassafras Spicebush Strawberry Watermelon Since Jacob is an
strates the importance able reader, he does
of New Jersey's Fruit Color: Fruit Size: Seed size: Therefore, eaten not need pictures in
forests in their flight (branch) (branch) (branch) by (branch) his array. Appropriate
path. The curriculum punctuation, spacing
also provides Return Delete Save and returns are
activities and included in each key
resources to engage content so that the
iner, reporter, and presenter. Technology number of switch presses is minimized.
learners in environmental protection
will give Jacob the ability to perform the For example, when Jacob chooses
efforts.
role of reporter in this lesson. "Therefore, eaten by" as the beginning of
a hypothsis, the wordprocessing program
Adapting the Lesson
Jacob's class is grouped for cooperative
How the Scan Works writes "Therefore, the fruit is eaten by
Using a wordprocessing program, a single <space>." Jacob next selects "birds,"
learning and will complete the "Fruit:
switch and a customized scanning array "mammals," or "birds and mammals" to
Nature's Treat" lesson. This lesson calls
desogned by his teacher with Ke:nx Create complete the hypothesis.
for the students to investigate 15 fruits.
(Don Johnston Incorporated), Jacob will The report Jacob produces for his
The groups will inspect the fruits' skin
document the group's observations and group will contain 15 entries. The first
color and size, examine the pulp and
hypotheses during the "Putting It All entry may resemble the following:
seeds, compare the seeds of the fruits, and
Together" activity. Apple
hypothesize whether the fruit is eaten by
In designing the scanning array, Jacob's Fruit color: red
birds or by mammals. Given the nature of
in-class support teacher considered the Fruit size: approximately 3 inches
Jacob's disability and his lack of fine
lesson objective, procedures and evalua- Seed size: less than 1/4 inch
motor movements, it is necessary to adapt
tion, and Jacob's abilities. This scanning Therefore, the fruit is eaten by birds and
certain aspects of the lesson. In order to
array must function as a log so that as the mammals
maximize Jacob's learning and the
learning of the other members of his group examines each fruit, Jacob can For additional examples of customized
group, Jacob's in-class support teacher document their observations and hypoth- scanning arrays see the related article on
considers the following: what Jacob (and eses by hitting the switch. page 12.
his group) need to do to meet the lesson The scanning array was designed with
objectives, what technology might be of several branches. This way, Jacob will not (continued on page 15)
assistance to Jacob, and how technology have to scan the whole array each time he
makes an entry. The first three rows of the

TECH-NJ, Vol. 7, No. 2 page 3

25
 TECHNOLOGY AND THE ARTS
EVERYONE CAN CREATE MUSIC
by Donna Williams you can get arpeggios when you employ a have some concerns. The switches
sensor, or proximity, switch. These available to me did not allow for drum-
"I enjoyed the MID! Creator because it switches work proportionally, meaning ming or very percussive playing. All
was amazing and fascinating to me. I that the pitch goes up or down depending button-style switches played a single,
never knew that there was such a thing on how high or low your hand is over the decaying pitch. If this is to be used with
like that until now, and I hope that we will switch. children, I would recommend very sturdy
get another chance of playing this again." A proximity switch that is designed to switches that can take a lot smacking.
C.C., grade 6. work with the MIDI Creator is the MIDI Also, be aware: fifteen switches means
Gesture. It sends out a beam, which when many wires hanging all over the place.
"MIDI Creator was fun because I got broken by a hand, will play a pitch that is This also affects portability.
to see another way that people can play high or low depending on the hand's Price is another concern. Since it is an
piano if they have a disability. They have proximity to the source. (While this import, every American-made switch
fun like on a real piano and they can make switch is great, I would love one that needs an adaptor cable. Without it, the
their own music. Whoever invented this, worked in an area wider than a beam or an sound comes at release instead of when
Thanks! because one day I may need to index card; I think it would be great the switch is "pressed." Each twelve inch
use it if I have a disability and I can make therapy for a child to experience spatial adaptor costs $15. The MID! Gesture and
my music ..." K.J., grade 6. awareness, as well as cause and effect, the MIDI Creator cost around $500 each.
through movement and sound.) This is not including the cost of the
"I thought it was fun because all you switches themselves, or the sound source.
had to do is just wiggle your hands, and Student Reactions Also, external speakers are needed if your
you don't have to practice to learn how to As a music teacher in an elementary sound source has none. But, if price were
use it. It was strange because I've never no object, I would be ordering a MID!
school, I designed a general music class
seen that object. It makes different around this unusual device. My students Creator and several proximity switches
sounds, and I especially liked the drums." really enjoyed their experience with the for my music classes tomorrow.
A.J., grade 6.
MIDI Creator. L.S., a sixth grader, liked
the fact that everyone got to use it. M.H. Classroom Application
The MIDI Creator is a device designed in liked it because "people who are unable to The lesson plan on the facing page was
the United Kingdom as a way to enable use their arms...can use their mouth or designed to introduce the MIDI Creator to
people with disabilities to create music. something else like their head...They need a class. As a suggestion, in grades K-2
The device adapts MIDI-capable synthe- more things like that for people who are this plan might be used to encourage the
sizers in two ways: it allows a person to unable to use parts of their body." Many use of vocabulary. It was hilarious to hear
use up to fifteen switches to operate a students liked the way they made the kindergartners explain the difference
synthesizer, and it offers several settings sounds with their hands. C.B. felt like he between immediate and delayed response
which provide different groups of preset "had control of the keyboard." N.J. to each other while waiting in line for their
pitches, according to various scales and thought it was "cool when you get close it turns. This is also an excellent way to
chords. It is a small device, about 4x6x1 just starts playing notes. This invention is employ critical thinking skills like
inch, with a small, digital setting display great for someone who can't use their comparison and contrast. The device
on the top. You will need to provide your fingers." encouraged questioning and answering
own sound source; any MIDI-capable
The proximity switch was a favorite among special education students. The
keyboard will do. The MIDI Creator uses
because it played many notes instead of different sounds and colorful switches
standard numbers for various sounds, so if just one and it did not have to be touched.
were interesting enough to help a number
your keyboard is old, the numbers won't or hit to produce a sound. R.M., a fifth of students focus on the lesson.
match and it will use default settings. (To grade student, said it is "cool because if In grades 3 - 6, compare the way the
translate, if your keyboard is old, the MID! you touch it, it does nothing, but if you go
MIDI communicates with the way other
Creator will do what it feels like to make near it then it sounds...You move your computer hardware works together. Let
the sound come out!) fingers near it [and] it sounds like you are students create their own pieces of music
[playing] the piano for real." K.S., a sixth in groups, using different colored
Creating Pitches grader, said "You can make it like it was switches; they can use the colors or create
According to the kind of switch used, the fairy dust." their own ways to notate their creation.
setting chosen, and the sound that is This can be a springboard to a unit on
selected, you will get different responses. If Price Were No Object standard notation.
A Jelly Bean® Switch (Ablenet), for
While I recognize the potential of this
example, will give a single pitch each time
device as an introduction to both music
it is pressed. With a number of settings,
technology and assistive technology, I do
TECH-NJ, Vol. 7, No. 2 26 page 4
 SAMPLE MUSIC LESSON USING THE MIDI CREATOR
OBJECTIVE: Students will differentiate between digital and acoustic instruments and use various switches to operate a MIDI
device.

MATERIALS: MIDI Creator, sound source, numerous types of switches (Flat, Jelly Bean, Big Red), at least one sensor switch,
table, board or chart.

VOCABULARY: digital, acoustic, MIDI, switches, controller, proximity, immediate & delayed.

PROCEDURE:

Access prior knowledge: Solicit from the class the types of switches they have at home. Examples include lights, microwaves,
and radios. Next ask what they can turn on with their bodies. Examples are movement sensitive outside lights and car alarms.
Explain how switches turn things on and off by pressing, pressing and letting go, or by how near you are to it.
Next, ask who knows someone with a physical disability and discuss. Remind the students how people often need different
ways to do the same things, like typing, reading books, or walking. Explain that the instrument they will see was designed to help a
person with a disability make music.

Introduce vocabulary: Write "MIDI" vertically on the board in large letters. Explain that the letters stand for the words "Musical
Instrument Digital Interface," writing each word next to the corresponding letter. Explain that an interface is when two things talk
to each other to do a job, like when a computer talks to a printer to print a story.
Next, compare an electronic keyboard to a piano. Let the students see inside the piano; it has hammers that hit the strings when
you press the keys. When an instrument actually makes its sound, we say it is acoustic. A keyboard is a computer that remembers
what an instrument sounds like and plays this "memory" when you press a key. That is why a keyboard can sound like many
instruments; it has a lot of different "memories." It stores these memories by turning the sounds into numbers. Another word for
numbers that the students may remember is digits. An instrument whose sounds come from a number memory is called digital.
Switches turn things on and off. A controller lets a person tell a computer what to do. The black and white keys on the
electronic keyboard tell the computer memory what to play, just like the letter keys on the QWERTY keyboard tell the computer
what to write on the screen. Proximity is how close or far away you are from something. Immediate means right now and
delayed means you have to wait.

Introduce MIDI Creator: With students sitting down, show them how the switches plug into the MIDI Creator. The ends look
like the jacks on WalkmanTM headphones, and they plug right into the MIDI Creator. Let the students see the adaptor jack, and
demonstrate how it changes the way the switch works by making the sound come when you hit the switch, versus the sound coming
when you let it go.
Show the red number on the top of the MIDI Creator. This number is the setting, and the setting changes the notes the switches
play. If you have a large sound bank on your instrument, you can show how that changes the sound each switch plays. (Model how
each switch should be pressed gently, not whacked with every ounce of being!)
Show the proximity switch last. Explain that it works like a motion sensor because it only works when you get close to it, not
when you touch it. Demonstrate this by moving your hand up and down over it on various MIDI Creator settings to get arpeggios,
and then just hold the switch in your fist (sound should stop).

Personal exploration: Let students come up to the table in groups of three to five. Have each student play three switches of their
choice, plus the proximity switch. Choices will vary. As each one is pressed, ask if it played immediately (when pressed) or was it
delayed (when released). Hold the proximity switch while students move their hands over it to produce the sounds. (For a laugh, I
put it up to each student's nose to show how anything close would produce a sound, including their heads.) Allow each child time
to experiment a little. Note: it works well to change sounds while students experiment. Some bizarre sounds get great reactions.

Debrief: Review vocabulary orally, either by choral response or raising hands. Ask for the students' favorite switch, sound, etc.
Ask what they didn't like. Have a student describe what each piece tells the other to do (e.g. "The switch tells the box to make a
sound, the box tells the computer to make the sound it is set on, and the computer tells the speaker to play it out loud.") Elicit from
students ways this instrument might be fun or helpful to people, and what kinds of people might benefit from it.

For more information about the MIDI Creator, contact M

ProMedia Donna Williams is a graduate student in the
790 Bloomfield Ave. Department of Special Education at Trenton
Clifton, NJ 07012 or phone (201)779-2699. State College.

TECH-NJ, Vol. 7, No. 2 page 5

27
11111=1
AUGMENTATIVE COMMUNICATIS; N
UNCTIONAL COMMUNICATION IN A LIFE SKILLS CLASS

by Regina Quinn Romich Co.) and a WalkerTalker(Prentke levels of programming for different
Romich Co.). Eli uses a Touch Talker communication environments.
The day begins in Caroline Gormley's (Prentke Romich Co.). Bobby uses a The DynaVox uses a dynamic touch-
Life Skills Support classroom at the Albert Touch Talker and a Walker Talker. Andrew screen display and has unlimited vocabu-
Schweitzer Elementary School in uses DynaVox (Sentient Systems Technol- lary selection options. It also has built-in
Levittown, Pennsylvania much like in ogy, Inc.) and a Walker Talker. DECtalk speech output and auditory and
other classrooms throughout the school. visual scanning modes.
The students arrive, hang up their coats Sample Messages Stored on
and bags, and greet the teacher and the Students' WalkerTalkers Vocabulary Selection
assistant, Marsha Carey. However, here is Ms. Gormley has learned that an important
where a difference arises. Of the 12 Wow, that was so cool! strategy to get around the problem of
students in the class, ages 8 - 12, four of I don't want to play. motivating her students to communicate is
the students proceed to get their augmen- We did something fun at school. to provide vocabulary which interests the
tative communication devices out of their School was yucky today. students. Before programming a device,
backpacks and put on their speech wallets. Don't tell me what to do. she points out, it is critical to work with
The whole class puts on name tags Will you help me call someone? the parents and the student to determine
imprinted with their name and favorite That's great news. appropriate vocabulary. Favorite activi-
symbol. The name tags help develop sight Can I go with my friends? ties should be included. The device
words, and the symbol is a cue for the I'm going to tell on you. should allow the student to express
students who use the augmentative devices I can do it myself. emotions, a sense of humor, and sarcasm,
to know which key to press to address that What's your problem? if appropriate. Ms. Gormley recommends
child. No way, man! listening to other students in the school to
Oh no, I have homework. find out what expressions are current and
A Means for Participation She really makes me mad. popular. Some of her favorites include,
Eli begins taking the lunch count, his job He's so funny. "Yea, no school!," "See you later alliga-
for the week. He uses his augmentative tor," and "Stop being a crybaby." See the
device to initiate the following conversa- box for a sample of other high-interest
tion: The Walker Talker is a lightweight, messages which are stored on the
"Seth, come here." portable communication device designed students' devices.
"Are you buying your lunch today?" to be worn around the waist. It has a 16-
"What do you want for lunch?" key keyboard and incorporates Minspeak A Collaborative Effort
"What do you want to drink?" (Prentke Romich Co.), an icon-based
vocabulary encoding system. These icons
Reaps Benefits
"Thank you. You can go back to your
can be combined to produce hundreds of Ms. Gormley notes that it takes time and
seat."
recorded words, phrases or sentences. The commitment on the part of the teacher, the
What is significant about this interaction is
Walker Talker is designed for individuals speech/language specialist, the parents,
that before they were taught to use
with limited communication needs, as a and the students to integrate augmentative
augmentative communication devices,
short-term device to meet the needs of communication devices into the class-
these students lacked any meaningful
specific environments, such as shopping room. Much effort is required for stu-
communication skills and rarely addressed
or ordering food in a restaurant, or as a dents to learn how to use their devices to
each other. Their cognitive disabilities
backup device. communicate functionally. Ms. Gormley
interfered with language development, and
The Touch Talker offers a keyboard attends training workshops with the
motivating them to communicate was
with a flexible configuration of up to 128 parents, and she spends a good deal of
difficult. Now, a combination of the prep time each week programming the
augmentative communication devices and keys and uses Minspeak to allow for
unlimited vocabulary options. It has built- devices with appropriate vocabulary. She
a focus on integrating functional language
in DECtalk speech output which offers 10 makes a corresponding speech wallet for
into all classroom activities is resulting in
age and gender appropriate voices. The each student which hooks to a belt loop to
exciting increases in communicative
Liberator expands upon the Touch Talker serve as a nonelectronic backup to their
interactions.
technology with built-in audio and visual high-tech devices. These manual backups
scanning capabilities, an eight-line are essential for those times when devices
A Variety of Devices break or batteries run down.
Christopher uses a Liberator (Prentke display, and a printer. It has four separate
(continued on page 15)

TECH-NJ, Vol. 7, No. 2 page 6

28
 PROGRAM PROFILE
TAKING COM ti 'UTE LITERACY PE NSONA LY: apD

CREATING CULTURAL HERITAGE STACKS

by Lies! Oberfeld puter skills in isolation. Skills are taught tion. Each card in their stacks could be
as needed through work on the creative designed according to their preferences
If you want to get students interested in projects. Each of the projects the students and could reflect their tastes and person-
computers, send them to Tony Latess. He work on have a personal element. The alities. See the box below for one
is the computer literacy teacher at Orchard sixth grade maps encompass the students' student's project.
Valley Middle School in Washington environments. The seventh grade heritage As I watched the students at work, I
Township, New Jersey. He has a talent for stacks are the students' own personal saw busy imaginations. The students
making computer use fun, interesting and family histories. The eighth grade stories created unique designs using the computer
meaningful for students by bringing a are written and told by the students. The capabilities and the information about
personal element to technology. investment the students make in the their family histories. The class was one
Mr. Latess' classroom is equipped for projects is not only for a grade, but also of art, history and self-discovery. The
multimedia projects with 30 Macintosh for an exploration of their selves. finished products promised to be works of
computers - three 5200 Power PCs with art, cultural history lessons and representa-
CD-ROM drives, and many LCIIs, video Creating Cultural Heritage tions of self.
monitors connected to computers, color Stacks Mr. Latess does not merely give
and black & white printers, and a digital instruction in the use of technology. He
I had the opportunity to observe a seventh
camera. He uses this equipment in incorporates all subjects and touches on
grade class work on their cultural heritage
creative ways with programs such as many aspects of life. Most importantly, he
stacks. The students were given written
Claris Works, Hyper Studio (Roger Wagner teaches students to learn about themselves.
instructions to compile an interactive
Publishing), Micro Worlds Project Builder In the process, he turns students on to
HyperStudio stack about their own
(LCSI), Tesselmania (MECC), and Mavis computers. When the young people in Mr.
personal cultural heritage. Students were
Beacon Teaches Typing (Mindscape). instructed to ask members of their families Latess' classes enter the world of adult-
Mr. Latess' students learn the skills that hood, they will be prepared for the
about their cultural history, and with that
will prepare them for the future. His sixth information the students created a five (or technology that awaits them. These
grade class learns LOGO programming. students will also be self-aware individu-
more) card stack. A stack is a series of
His seventh grade class learns desktop als. This will prepare them for all that life
computer screens that interconnect to
publishing. In eighth grade the students has to offer.
provide an interactive report. Cards can
pull all of what they have learned over the include text, graphics, and sounds and can AA
years together. The projects they are be manipulated easily with the click of the
working on this year include interactive mouse, as one would turn the pages of a
maps (sixth grade), newsletters and book. Mr. Latess gave specific instruc- Liesl Oberfeld recently received an M.A.T. in
cultural heritage stacks (seventh grade) tions on what each card should contain. Special Education from Trenton State College.
and digital story telling (eighth grade). Students were able to be creative with
Mr. Latess is not only teaching com- graphics, photography, sound and anima-

Baroda is the part of India

Both my mom and my dad are from India. India is near the equater so
it is really hot there. India has the second largest population in the world.
I have been there twice in my life. My parents were born there and lined
MY MAMMA.
there until they got older.

I was born In Merit° but am bilingual anyway. I speak English and a

language used in the Indian state of Gujarat called Gujarati. I do not
know how to write It. however. Mu mom knows Hindi and Gujarati.

The title card and the first heritage card of a cultural heritage stack.

TECH-NJ, Vol. 7, No. 2 29 page 7

 USER PROFILE
C MPUTERS HELP A CHILD GAIN CONTROL
by Helene Mann on a third grade reading level. When he the morning and the math lesson in the
was in the mood, which wasn't very often, afternoon. He continued playing Webster
On the first day of school, Alex, an we would sit on the floor and go through Wordgame and reached level 6.
energetic eight-year-old, wandered into four or five reading lessons. He still
my class of students who are classified as would not join any reading group, nor do Appropriate Software
multiply handicapped. He wandered any work on a regular basis, but he was Eventually my class got a Macintosh
around the room, around the desks. He beginning to show interest in learning. LC575, and Alex and the rest of the class
spun pencils, rulers, sticks, himself. He were able to play Kid Pix 2®
paced up and down the aisles talking to Computers Attract His Attention (Broderbund), Bailey's Book House
himself. As time went on his soliloquy Alex started to emerge when the "comput- (Edmark), Spelunx and the Caves of Mr.
changed. One day I heard, "That's not ers came to town." Earlier that year I had SeudoTM (Broderbund), and the current
good listening. You have a choice, now told the computer teacher at school how favorite, The TreehouseTM (Broderbund). I
I'm going to count to five - 1,2,3,4,5 - you impressed I had been while watching my have recently introduced a CD-ROM
didn't listen, you've chosen to go into students with multiple disabilities working called 3-D Dinosaur Adventure (Knowl-
time-out." A verbatim rendering of what I with computers at another school. Chil- edge Adventure) to help Alex with reading
say to the children when they do not dren with an attention span of no longer comprehension. The program provides
follow class rules. Any attempt to get than five, ten minutes tops, would sit at dinosaur "movies," and pictures of
Alex to do work met with screaming, their computers double that time with dinosaurs coupled with information about
kicking, and cursing. He rarely attempted virtually nary a distractive whine. One the dinosaurs whose picture appears on the
to talk to me or the other children, and the day she offered me five Apple Ile comput- screen. That information can be listened
few times he did, he made no eye contact. ers, a donation from a local university. to as well as read. I have been using both
His behavior seemed typical of a child What a gift! All the children showed modes with Alex. First we listen to no
with autism. I decided to pull back and some interest, but Alex stopped spinning, more than two lines of information, and
see what would happen if I let him do stopped talking to himself and sat at my then Alex takes over. He can highlight
what he wanted to do. So Anthony side as we connected the computers. and read the lines he has just heard. Then
wandered, and talked, and spun. We had a "Those are computers," he began. "Mrs. I ask him questions about what he has just
truce. I left him alone, he did not disrupt Mann, I like computers. Those computers, heard and read. His immediate recall,
class. I really like them, yeah." Alex rarely done in such a fashion, is quite good.
asked directly for anything. "Do you want Alex still has bad days when he
A Difficult to Teach Child something?" I asked. He nodded his head indulges in his full repertoire of inappro-
One day Alex showed me a picture he had yes. "What do you want Alex?" He priate behaviors: screaming, cursing,
drawn. I asked him what it was. "It's a looked longingly at the computer but said kicking, and furniture throwing. Then he
picture of a mother, Mrs. Mann. It's for nothing. "Let me guess. You want to play deals with time-out and learning to control
you." He handed me the picture, his eyes with the computer." He smiled. "You himself. The difference is now he always
focused above my head, and he ran away. have to ask for what you want." His eyes rejoins the class, including his reading and
Later that day he disrupted the class and fixed somewhere over my head, he said, math groups. He makes an effort, and that
had to be placed in the time-out area. "May I play with the computer, please?" is quite a lot for this child.
After class I found the picture he had A few days later, during reading, Alex I have no doubt that the computers in
given me, "sh*t" and "fu*k you" scrawled wandered over to the group. "I want to my classroom were the "carrot" that
across the face of it. I thought, "Can this play with the computer," he said. "If you encouraged Alex to join the "race." They
kid spell or what!" do your reading with the group, you may helped him to help himself, to gain a
From that point on Alex and I were play with the computer," I replied. Slowly modicum of control over his behavior,
buddies. I think he liked me, and I liked he sat down, and for the first time, he did and, not so incidentally, to acquire
him. But still he would do no work. All his reading with the group. When he knowledge. Unbeknownst to him he
attempts to teach him reading, for ex- finished, he ran to the computer. I loaded learned about the rules of spelling with
ample, failed. One day I saw him sitting one of the few programs I had, Webster Webster Wordgame, logic with Thinkin'
on the floor with a book. I heard his Wordgame (CBS Software), a hangman- Things Collection I (Edmark), time telling
voice, and I thought he was indulging in type game. The user has to insert the with The Playroom® (Broderbund), and
his own brand of echolalia. When I sat missing letter in a three, four, or five letter how to count money after he climbed into
down next to him, he said, "Hi, wanna see word, depending on the level selected. The TreehouseTM.
me read?" and he proceeded to read, The alphabet appears at the bottom of the M
fluently and without error, a book on a screen, and the game is timed. Alex fell in Helene Mann is a graduate student in the
first grade reading level. I got more books love with the program. In the ensuing Department of Special Education at Trenton
State College.
and discovered that Alex was able to read weeks he joined the penmanship lesson in

TECH-NJ, Vol. 7, No. 2 page 8

30
f=11=11:1
RESOURCES
SEMEN): Envir nmental Control System Way Cool Software
by Kimberly Fattori
Review Project
For some individuals with extensive physical disabilities it is now possible with the help Under the direction of Dr. Chauncy
of the SenSei® System to gain independence in their homes. The SenSei® System, Rucker at the University of Connecticut,
when installed on a computer, allows individuals to control their environment without
the Way Cool Software Review Project
special wiring. Appliances can be accessed at the touch of a button. was launched during the summer of 1995.
The SenSei® System from Safko International Inc., based in Tempe, Arizona, was The intent of the project is to promote
designed to make individuals with physical, cognitive, and communicative impairments evaluation of "way cool" software by kids,
as independent as possible. This is a new product in the assistive technology world and teachers and parents.
is the result of more than six years of development and field testing. Reviews are published on the Way
I visited Children's Seashore House in Philadelphia, Pennsylvania for a first hand Cool listsery and on the World Wide Web
look at the system. Terry Robinson, a representative for SenSei®, demonstrated how athttp://www.ucc.uconn.edu/
SenSei® works, it's ease of use and how it can be customized to fit anyone's needs. -wwwpcse/wcool.html/. Everyone is
According to Terry, an individual needs only two things to operate SenSei®: the welcome to contribute evaluations using
ability to breathe, and the ability to see or hear. SenSei® can be operated with a variety the Way Cool Evaluation Form which is
of input modes - a track ball, joystick or any kind of single switch, including a sip & available at the web site. Dr. Rucker will
puff switch. Basically, if an individual has any type of movement, some type of device consider all software but is particularly
can be modified to give them access to the SenSei® System. interested in software that may be appro-
To operate SenSei® a minimum cognitive level of three years old is required. Before priate for individuals with disabilities.
getting SenSei®, it is recommended that a basic computer with good software be In order to contribute one needs to
purchased locally. This way service can be easily provided for the computer in the subscribe to the Way Cool listserv. To
event it becomes necessary. Once SenSei® is installed on the computer, there is no need subscribe send an e-mail message saying
to touch it again. The individual is trained how to use SenSei® once it has been "subscribe wycool-L Your Name" to
installed, and representatives are available for questions and problems. [email protected].
This is a joint project of the AJ
Available Modules Pappanikou Center Technology Lab at the
The SenSei® System can be used on an IBM or Macintosh computer. It is broken down University of Connecticut and the
into individual modules that can be purchased according to the needs of the individual. Chatback Trust of the United Kingdom.
The modules include: home module, augmentative communication module, on screen
keyboard module, communications module, environmental module, media module, bed
control module, text book management module, and solution series module. A full
system can be purchased, but is rarely necessary.
SenSei® can be used in the home, office, or the classroom, and has individual Cordless Control
screens for each with easy to recognize icons and pictures. Verbal icons can be used for
individuals with visual impairments.
System
In the home, SenSei® can be used to control up to 256 electrical appliances with the AbleNet, Inc. has introduced the Cordless
help of an X-10 device. The X-10 is plugged into the wall, the device gets plugged into Control System that allows the safe and
the X-10, the appropriate appliance gets selected from the screen, click once, and the simple activation of a variety of devices
appliance goes on or off! SenSei® can turn lights off and on, dim lights, turn the TV off while eliminating the switch cord. "With
and on, raise/lower volume, operate VCR and stereo equipment, place or answer phone the removal of the switch cord, you can
calls, play video games, read books, adjust the thermostat, control hospital beds, set easily position a user anywhere in the
home alarm systems, and even open or close windows and doors, with the use of a room, pass a switch around during group
carbon dioxide tank, all at the click of a button. activities and activate a moving toy," said
When the SenSei® System is used on a laptop computer, the portability of it makes it Peggy Locke, director of education
possible to use in more than one environment. The SenSei® System can do so many services. "There are no longer distractions
things it is impossible to describe all of them in this article. The system is very flexible caused by the switch cord, and the amount
and can be modified to fit an individual's needs. The detailed screens allow for easy of equipment needed on the lap tray is
access to even those who are unfamiliar with the use of computers. This makes the kept to a minimum."
SenSei® System a practical solution for people of all ages. For more information about cordless
For additional information: control and other AbleNet products, call
Terryco (800)322-0956.
(315)451-6394 Kimberly Fattori is a graduate student in the
Department of Special Education at Trenton
State College.

TECH-NJ, Vol. 7, No. 2 page 9

31
 RESOURCES FOR
HEW SPE CH VIEWE II HELPS 1a EAF STUDENTS
TO VISUALIZE SOUNDS
by Cristen McKenna & Heather Schindler compare his/her production to the dents' job to practice saying the sounds.
teacher's model. The student can then tell They chose a word card from a basket of
In the Lafayette Elementary School in if s/he produced a speech sound correctly, cards and attempted to say the word into
without having to hear it. the hand-held microphone. When they
Bucks County, Pennsylvania, the Bucks
County Intermediate Unit (I.U.) supports The SpeechViewer II works on many said the /s/ or /z/ correctly, a comical
three self-contained classes for students aspects of speech. One major section monkey climbed a palm tree on the screen
focuses on awareness. By watching visual and dropped a coconut on the scene below.
who are deaf and hard of hearing. Two of
representations on the screen, a student The second speech session was with a
the classes utilize simultaneous communi-
can become aware of sound, pitch, teenage boy who was working on control-
cation (sign and speech), while one is an
auditory/oral class. A communication loudness, and voicing. For example, if the ling his pitch. Ms. Mervine made use of
goal is for a student to be aware of sound, the pitch and loudness feature of the
goal for all of the students - even those for
every time s/he makes a noise into the SpeechViewer II. She modeled the correct
whom sign language is their primary
means of communication - is to improve microphone, fish will begin to swim. sounds and words, and the SpeechViewer
their speech intelligibility with hearing When the student stops, the fish stop. For II provided a graph that showed pitch and
communication partners. loudness awareness, the water from a volume. The picture of her formation of
As explained by Pat Mervine, Speech/ whale's blow hole rises and falls accord- the word was frozen on the top of the
Language Specialist for the I.U., improve- ing to the volume of the student's voice. screen. She then turned the microphone
ments in speech production, such as better Another part of the program focuses on over to the student and he attempted to say
consonants, closer approximations of skill building. Here students can work on the word correctly. By watching where
vowels, the correct number of syllables in pitch, voicing, and phonology exercises. the words he had formed fell on the graph,
One of the games in this section is a maze he could continuously monitor his own
a word, or more natural rhythm and
in which each direction is represented by a pitch.
prosody, enable even students with
profound deafness to convey their signed different sound; to move throughout the
and spoken message with greater intelligi- maze, a student must say the appropriate Benefits of Using
bility. In addition, increased understand- sound correctly. the IBM SpeechViewer II
ing of sound/letter association and The opportunity to self-monitor is one of
awareness of what those sounds look like Equipment Requirements the most important benefits of using the
on the lips of a speaking communication The hardware requirements for the IBM SpeecViewer II. Ms. Mervine observes
partner provide students who are deaf and SpeechViewer 11 are an IBM PS/2 (or that her students respond much more
hard of hearing with information that is compatible), with 640K of memory, 20 favorably when the computer, rather than
essential for speechreading. MB of hard drive space, and a DOS she, corrects their speech errors. She is
The challenge, however, is that since operating system of 4.01 or higher. The especially pleased to see her role changing
most speech sounds are not visible, software package includes a hand-held from that of the "bad guy" who is "always
children who are deaf find it difficult to microphone, a speaker, an M-ACPA card, correcting" her students to someone the
imitate vowels and other "invisible" manuals, and an instructional videotape. students look to for help. The students
sounds, and to monitor their own pitch and Options available include a multilingual enjoy the SpeechViewer ll's bright and
volume. Ms. Mervine has found a helpful package, an upgrade kit, and a dual lively animations and are motivated to
solution to this problem in the IBM Speech headset microphone. work on their speech. They are gaining a
Viewer II, a software package from IBM, greater understanding of how speech is
which enables users to see visual represen- Two Lessons Based on the produced and they are showing increased
tations of their speech production. control over their own speech production.
SpeechViewer II
We had the opportunity to observe Ms.
IBM SpeechViewer II: Mervine conducting two speech produc-
Plans for the Future
What Is It? tion lessons with the SpeechViewer Thanks to a generous donation by the
The IBM SpeechViewer II provides users The first lesson involved two teenage girls Central Bucks Sertoma Club and a
with feedback in the form of computer who were working on their /s/ and /z/ matching grant from the I.U., Ms.
graphics and animations. The speech/ sounds (which are produced in a similar Mervine's long range plan of having IBM
language specialist models a target fashion but with voicing on the latter SpeechViewer Its available to all students
production, which the SpeechViewer II sound). After Ms. Mervine programmed in the county-wide hearing support
holds in memory. The student then speaks the /s/ and hl sounds using the Phonology programs will be realized next year. To
into the microphone and is able to section of the program, it was the stu- more fully integrate it into the curriculum,
(continued on page II)

TECH-NJ, Vol. 7, No. 2 page 10

32
 DEAF STUDENTS
ROSIE'S WALK: An Interactive Story in ASL ASL DICTIONARY
through the fence." Activities like this are
by Tracey Galya
critical for deaf children as they need to
ON CD-ROM
by Lisa Gregory
Deaf children are often at a disadvantage learn the underlying grammar of the
when using popular children's software. English language, as well as sign lan-
American Sign Language (ASL) is the
In addition to not being able to hear guage.
third most frequently used language in the
entertaining sound effects and voices, they Overall, Rosie's Walk is a rich tool for
U.S., according to the National Associa-
sometimes have trouble speech reading enhancing reading instruction and moti-
tion of the Deaf. However, most of the
characters on the screen and/or under- vating deaf children to read. It provides
hearing population knows little or no ASL.
standing printed captions. Rosie's Walk bright, clear pictures, captivating animated
There are many books and dictionaries
was developed by Dr. Gerald Pollard at characters, a simple text, and sign lan-
for use by people interested in learning
the Texas School for the Deaf to address guage interpretation in clear video clips.
more signs. Unfortunately, as anyone who
this need. Rosie will soon be joined by a sign
has tried to use one knows, the line
Rosie's Walk is the first children's story language-enhanced version of five
drawings provided in most of these books
adapted to the interactive CD-ROM Aesop's Fables. This second in the series
are frequently difficult to follow. The
format that includes sign language. It was will be aimed at middle school students
ideal solution would be to learn signs from
created specifically to enable Deaf and will include higher level concepts
a fluent person who is always available to
children to be just as engaged interacting such as synonyms and contextual word
show you the sign you want. This is not
with an electronic storybook as hearing understanding. These CD-ROMs repre-
possible for the vast majority of us, but
children can be. Based on a 30-year-old sent an outstanding addition to educational
HarperCollinslnteractive has provided a
children's book, the story depicts Rosie, a software libraries.
useful approximation.
red hen, and her adventures on a beautiful Tracey Galya is a senior in the Education of The American Sign Language Dictio-
day. The pictures and text are accompa- the Deaf and Hard of Hearing Program at nary on CD-ROM contains video clips of
nied by a sign language interpreter who is Trenton State College.
more than 2000 signs. (The available CD-
dressed up as a fanner. ROM-book combination package provides
Rosie's Walk provides many options to a printed dictionary containing more than
match children's language and reading 4400 signs.) The clips can be accessed by
skills. Children can choose to see the typing in the words the user wants or by
story signed in American Sign Language browsing through the choices in 21
or in Signed English. They can have a categories (including Health & Education
sign repeated by simply clicking on a AA
and Thoughts & Feelings). When viewing
picture or a word in the text. They can a sign, the user can listen to an audio clip
access enrichment vocabulary in text and
sign by clicking on a button called "Secret
IBM SPEECH VIEWER II reading the description of the sign (which
(continued from page 10) is also printed on the screen) or the user
Words." Click on the frogs, for example, can turn off the audio for a strictly visual
and the word comes up at the top of the she is developing a protocol for incorpo- experience. The speed of the video clip
screen, the sign is shown in the corner, and rating the Speech Viewer 11 modules into can be adjusted, so a complex sign can be
the frogs jump in for a swim. the developmental progression of speech slowed down for easier examination. In
In addition to telling the story in sign, acquisition. addition, the video window can be
the program includes several instructional magnified to twice its usual size so that
games which focus on improving both A Helpful Resource small movements and facial expressions
reading and signing skills. In one fame Ms. Mervine highly recommends the are more readily available. Concentration
children are asked to match a word signed Speech Viewer Times, a semi-annual games and multiple choice questions are
by the farmer to a picture or printed word publication that provides an excellent available to practice newly learned signs.
on the screen. The teacher can choose tutorial and many practical tips. It The American Sign Language Dictio-
identifying nouns or prepositions for this includes helpful articles by actual users on nary on CD-ROM will not replace classes
game. One of the best activities is the one how to adapt the equipment and modules in ASL. It does not teach grammar and so
in which children can practice changing for therapy with clients who have a variety does not help with signing in full sen-
phrases from American Sign Language to of disabilities - cerebral palsy, multiple tences. However, it does provide an
English word order. For example, when sclerosis, Downs syndrome, autism, or excellent reference for anyone looking for
the farmer signs "fence-walk-through," other conditions which affect speech. AA a better alternative to printed dictionaries.
children have the opportunity to rearrange AA
the words at the bottom of the screen in Cristen McKenna & Heather Schindler are Lisa Gregory is a graduate student in the
correct English word order - "walk seniors in the Education of the Deaf and Hard Department of Special Education at Trenton
of Hearing Program at Trenton State College. State College.

TECH-NJ, Vol. 7, No. 2 33 BEST COPY A/NUKE page 11

 CLASSROOM APPLICATIONS'
CUSTOMIZED OVERLAYS
Clue Overlay
by David Geronemo
Many children with disabilities are unable to play ordinary board
SUSPECTS C WEAPONS SECRET
games simply because they cannot manipulate game markers or
ROOMS PASSAGE
COLONEL
write . With some games this problem can be overcome by
MUSTARD
41:11:0 having a non-disabled peer move the game piece or keep score.
HALL BALLROOM
( PROF. CCANDLED F B
PLUM STICK In Clue, however, it is necessary to secretly keep track of your
CONSER-
LOUNGE VATORY L A suspicions on your personal detective note pad. Other players
[ EN
REVOLVER
cannot help with this task. This overlay enables students with
DINING
ROOM
BILLIARD
ROOM MRS.
PEACOCK ROPE D DELETE
disabilites to keep their own records of the suspects, weapons,
KITCHEN LIBRARY
MISS
SCARLET
LEAD
PIPE
and rooms suspected as playing a key role in the murder case.
STUDY
MRS. t To use this overlay a player needs an IntelliKeys®
WHITE
(IntelliTools) and a computer equipped with Ovelay
SPACE RETURN
4-- Maker(IntelliTools) and any wordprocessing program. If the
player is non-speaking, a talking wordprocessing program such
as IntelliTalk® (IntelliTools) can be used to enhance his/her
participation.

Communication Board for

Telling Knock-Knock Jokes
by Danielle Nieman

Telling jokes is a favorite activity among children in elementary

school. I have seen children repeating the same "knock-knock"
joke over and over again to each other, and everyone laughs just
as hard the tenth time they heard the joke as they had the first

Vocabulary for Communication Board

Message Graphic Symbol

Do you want to hear a joke? 2 stick figures laughing

Knock-knock door
Who's there? face with "?" time. Yet, for many children who are non-speaking, the joy of
That was funny! laughing face joke-telling is not possible because no one has programmed their
What's the punch line? punch bowl communication boards with joke-telling vocabulary.
Apple apple The purpose of this communication board overlay is to allow a
Orange orange non-speaking child to join in when his friends are telling jokes.
Orange you glad I didn't "?" with arrows The vocabulary enables him to both tell and respond to others'
say apple? pointing out jokes.
Why is 6 afraid of 7? face showing fear The overlay was produced using BoardMaker 3.2 (Mayer-
Because 7 ate 9 (7-8-9) person eating Johnson). It can be used alone as a manual communication
Itch hand scratching knee board, or, with appropriate message storage and simple design
modifications, it could be used with an electronic device such as
Bless you hand with cross an AlphaTalker (Prentke Romich).
Guess what? ?" and face
Chicken butt! chicken
You can call me Steve the joker! face of a joker
David Geronemo and Danielle Niemann are graduate students in the
Department of Special Education at Trenton State College.

TECH-NJ, Vol. 7, No. 2 page 12

34
 CUSTOMIZED SCANNING ARRAYS
Algebra Scan
by David Geronemo 1 2 171 4 rq 6 1--71 8 9 0

Students with severe physical disabilities who rely on scanning

as their computer access method face several obstacles when a Sp
z1 X
171
they reach high school. For example, assignments in algebra
class require quite a bit of writing that is a specialized kind of
writing. In addition to the numerals 0-9 and the standard
computation keys, one needs a few letters to serve as variables,
E* /17=1::111111illin '12
both parentheses and brackets keys, and the ability to write Ke:nx Create. Keys were grouped according to frequency of use
exponents. This combination of numbers, letters, and special in an effort to increase the scanning rate. All of the special keys
keys is not available in any of Ke:nx's (Don Johnston Incorpo- needed for completing algebra problems were included. The
rated) special set-ups. array will work with any wordprocessing program, and users can
Therefore, this customized scanning array was designed using turn in a hard copy of an assignment by choosing the print key.

Test-taking Scan Dear Reader,

by Danielle Niemann
Do you have any students who need custom set-ups such as
Another typical school activity which presents difficulties for those described here? Could you use help in designing scan-
students with physical disabilities who use scanning as their ning arrays (for Ke:nx) or customized overlays (for Intellikeys)?
computer access method is taking tests. All too often these I am looking for real-life curriculum integration problems to
students depend on a teacher aide to write their answers to test assign to students in my course on assistive technology. If you
questions. Students could be independent in test-taking if they send me your custom set-up needs, I will try to incorporate
were provided with an appropriate scanning array. This custom- them into the course's assignments. The course will be taught
designed array (also produced with Ke:nx Create) will enable a from late January to May, 1997, so think about your long-term,
student to take multiple-choice and/or true/false tests indepen- rather than immediate, needs. Please provide the following
dently and in a reasonable amount of time. information:
The first key, when selected, will type the student's whole
name. The second set of keys allows the student to record the Who is the set-up for? Briefly describe the person,
subject which is being tested; included are simple symbols for especially his/her age, motor abilities/disabilities, cognitive
math (calculator), science (frog), computers (computer), social strengths/limitations, visual problems, etc.
studies (flag), music (treble clef), and English (a hand writing).
The numbers set is programmed so that when a number is What is the problem to be overcome? Describe the
selected the computer types the number followed by a period and student's access method and the activity you are trying to make
a space. The answer section includes the letter A-F for multiple accessible. For example, "the student uses scanning and needs
choice and T/F for true/false. When the student selects one of a scanning array that makes the times tables accessible."
these keys, the computer types that key plus a return so that the
student will be set up for the next question. Content: What keystrokes and/or vocabulary need to be
included in the set-up?

Design Considerations: Are there any special design

A C D E F considerations we need to know about?

2 3 4 5
1
Your name, school or agency, and a telephone number
where you can be reached.
6 7 8 9 10 true false

11 12 13 14 15
Send your custom set-up needs to me via snail mail (at the
TECH-NJ return address) or via e-mail: [email protected].
16 17 18 19 20
Ir,W,F4,
Witimilw eel Sincerely,
Atm* Dell

TECH-NJ, Vol. 7, No. 2 page 13

35
 own Balloonin' USA T-shirts. Vocabulary
BALLOONIN' USA development and skills needed to follow A sampling of the e-mail
(continued from page 1) between the class and
directions were emphasized as the children
students. Ballooning was used as a theme used fabric and glue to complete their T- the Balloonin' USA project
shirts.
to reinforce needed writing and verbal Date: Sat., Sep 16, 1996 7:34
skills. To introduce the ballooning unit, From LavonneS
the children, with student teacher Pam The Big Day Arrives at Last Subj: Monday!!
Getchis, used the K-W-L strategy to The project culminated in a visit from the To: [email protected]
evaluate what they already Knew about pilot, Kevin Kuehn. Mr. Kuehn was going
ballooning, What they would like to know, to be in the area and wanted to stop in for We are a special education
and in the end, what they had Learned as a a visit. The children were ecstatic! After resource room serving LD and
result of the unit. A ballooning chart was a semester of hoping, their wishes were hearing impaired kids in
then developed. They began a series of finally coming true. Mr. Kuehn did indeed Greenbrook Elementary School in
writing assignments all related in some visit the school. He spent an entire day Kendall Park, NJ. Our kids are
way to hot air ballooning. They designed discussing the project and hot air balloon- really getting into this.
and named their own hot air balloon. ing with groups of students. He also spent Our bulletin boards are
They developed and maintained vocabu- time in the resource room with the growing with evidence of their
lary books of unfamiliar words related to students who had originally written and study about hot air balloons. We
ballooning. asked him to visit. Poor weather condi- have a US map showing where
The students were also fortunate to tions prohibited the balloon from taking you are with the first mark on
have a parent visit their class who had off but some of the students were allowed South Dakota. Next week ... Our
personal experience in hot air ballooning. to stand in the gondola, the basket which kids will be writing paragraphs to
The teachers took this opportunity to hangs beneath the balloon. The visit was explain why they think our school
strengthen the students' verbal expression an overwhelming success and prompted yard would be the perfect place
and interviewing skills. Prior to the visit, the students to invite Mr. Kuehn back to for you to set down. Hope you
the students worked in pairs to develop a their school if he is ever in the area again. could
list of possible interview questions. After This project is an excellent example of
interviewing the visitor, the children wrote how technology can increase the motiva-
about what they learned and shared their tion and interest of students. These Subj: Launch Site Preparation
work with the class. children spent a semester strengthening Date: Dec 8, 1995 4:45 PM EDT
writing and verbal expression skills, while From: [email protected]
Students Develop at the same time being completely To: [email protected]
interested in the topic. The project
Creative Writing Skills involved a great deal of hard work on the
The students also spent time working on Hello Launch Site Coordinator!
part of student teacher Pam Getchis and
their creative writing skills. They created
classroom teacher Lavonne Slusher but My stuffed mascots and I will
an advertisement for their own Hot Air
both believe the end result was well worth soon be visiting your
Balloon Business. They attached pictures
their efforts. The class has moved on to school Your selection as a
of balloons and used a computer to
other projects but the bulletin board and Balloonin'USA landing site con-
complete their final draft. The students
daily Internet logs are still updated by Ms. firms that you are a leader in
spent time strengthening their letter
Slusher. The children are hoping that if education. Your staff and stu-
writing skills. They composed letters to
Mr. Kuehn comes back again the weather dents will become a resource for
the Ballooning Federation and regularly
will allow them this time to sail up, up and local and regional information
sent e-mail to Kevin Kuehn asking
away. that will be requested from
questions related to his travels.
Technology was very important to the students across the country and
Kathleen Foster is a graduate student in the around the world via the
overall success of the project. The Department of Special Education at Trenton
resource room was equipped with access Internet. I also hope you will
State College.
to America Online. The students were use this opportunity to showcase
able to develop their computing skills, as your students' achievements
well as learn new skills related to e-mail I am confident your stu-
and the Internet. They were also able to dents will remember this event
monitor the project on a daily basis and for many years. Thank you for
correspond with other students involved hosting Balloonin' USA.
in the project. At one point the students
even participated in an online "chat" with Soft Landings,
students from California who were also
participating in the project. Kevin Kuehn
One of the final activities the children Balloonin' USA
participated in was the creation of their

TECH-NJ, Vol. 7, No. 2 page 14

36
 each other. Christopher likes to stop
SONGBIRD students in the hallway to say, "Hi! How AbleComm
CURRICULUM are you today?" Ms. Gormley sees her AbleComm is a regional information and
(continued from page 3) students developing a greater understand- technical assistance resource project on
The Songbird Connection Package ing of language and observes that they are telecommunications for persons with
The Songbird Connection curriculum was beginning to sequence icons to build disabilities. Its goal is to close the gap
developed by the New Jersey Conserva- longer sentences. When Seth killed a between potential access to telecommuni-
tion Foundation (NJCF), in cooperation spider that the class had been watching, mtions and the reality of access for
with New Jersey educators and the New Christopher was overheard saying, "Seth, persons with disabilities. AbleComm is a
Jersey Audubon Society. The lessons I'm mad at you. That was not very nice. joint effort of the Alliance for Technology
focus on forest biology and ecology, but It is dead. Spider." Access (ATA) centers in the Bell Atlantic
are cross-curricular, incorporating math, The class recently began a campaign to region.
social studies, art, music, and physical educate the regular education staff and Each center maintains a reference
education. students of their school about their library in print, audio tape and computer-
The curriculum package contains the augmentative devices. Other classes -eadable format on assistive technology
following: an introductory video, 25 visited Ms. Gormley's room to hear the and computer adaptations for telecommu-
flashcards, 16 lesson plans for varying four students give short descriptions of nications . Other services include tele-
grade levels (k-12), three posters, and a their devices and read the story Brown phone referral, training workshops and
teacher's guide that offers support as well Bear; Brown Beal; What Do You See? information on a variety of telecommuni-
as extension activities and resources. Christopher described his devices this ;ations products.
The Songbird Connection is available way: "This machine is called a Liberator. Participating centers are:
at a cost of approximately $60 from NJCF, I use it to help me talk. Sometimes the Learning Independence Through
300 Mendham Road, Morristown, NJ battery gets low, and I have to plug it in. I Computers (LINC), Baltimore, MD.
07960. Telephone orders and inquiries can do it on my own. I wear a PH/FAX/TTY: (410)659-5472
can be made at (201)539-7540. WalkerTalker around my waist. I wear it mail: [email protected]
all the time."
M Christopher, Eli, and Bobby took turns Tidewater Center for Technology
reading pages of Brown Bear, Brown Bear. Access (TCTA), Virginia Beach, VA.
Amy Stollsteimer recently received an This experience gave the other classes an PH/TTY:(804)474-8650
M.A.T. in Special Education from Trenton opportunity to learn about augmentative >mail : tcta @ aol .com
State College. communication, see the devices in action,
ask questions about them, and make some Center for Enabling Technology (CET),
new friends. Whippany, NJ.
AA PH: (201)428-0558
TTY: (201)428-1450
Regina Quinn is a graduate student in the mail: cetnj @ aol .com
FUNCTIONAL Department of Special Education at Trenton
COMMUNICATION State College. Computer Center for People with
(continued from page 6) disAbilities (CCDA), Shrewsbury, NJ.
PH: (908)747-5310
Ms. Gormley has learned ways to save mail: [email protected]
time when problems occur with the
devices. She uses a computer disk to store
and transfer vocabulary files since when
the batteries run down, the programming
is lost. She also uses Boardmaker (Mayer-
Johnson Co.), a software program of over
3,000 color graphics, to design her New from Edmark
overlays and speech wallets. Stanley's Sticker Stories is the newest addition to Edmark's popular early learning
Her efforts, however, have reaped series. This MAC/WIN CD-ROM will help children ages 3-7 strengthen reading and
many benefits in her classroom. She has writing skills, improve spelling and build creativity while they create their own
seen communication initiation attempts animated storybooks featuring Millie, Bailey, Sammy, and Trudy.
increase as her students now have a way to
express ideas and emotions. "I need to see Mighty Math Carnival Countdown (grades k-2) and Mighty Math Number Heroes
the nurse." "I need help." "Please leave (grades 3-5) are the first two titles in Edmark's new Mighty Math Series. In this series
me alone." children learn the conceptual underpinnings of curriculum based math subjects by
working with Virtual ManipulativesTM which help make the connection between the
Increased Peer Interaction concrete and the abstract.
The students can now communicate with

TECH-NJ, Vol. 7, No. 2 3? page 15

 PRODUCT INFO
3-D Dinosaur Adventure IntelliTalk Rosie's Walk
Knowledge Adventure Intellitools Texas School for the Deaf
(available from Educational Resources) (800)899-6687 (available from Educational Resources)
(800)624-2926 $39.95 (800)624-2926
$30.95 $46.95
Jelly Bean® Switch
AlphaTalkerTM AbleNet SenSei®
Prentke Romich Co. (800)322-0956 Terryco
(800)262-1984 $42.00 (315)451-6394
$1,595 $1,500.00 (Home Module)
Ke:nx/Ke:nx Create $900.00 (AAC Module)
America Online Don Johnston Incorporated
(800)827-6364 (800)999-4660
$780.00 Spelunx and the Caves of Mr. SeudoTM
American Sign Language Dictionary Broderbund
on CD-ROM Kid Pix 2® (800)521-6263
Harper Collins Interactive Broderbund $69.95 (School Edition)
(800)424-6234 (800)521-6263
$79.95 (includes book) $69.95 (School Edition) Tesselmania
MECC
Bailey's Book House LiberatorTM (612)569-1640
Edmark Prentke Romich Co. $49.95
(800)362-2890 (800)262-1984
$59.95 $7,345.00 - $8,575.00 The Playroom®
Broderbund
Boardmaker Mavis Beacon Teaches Typing (800)521-6263
Mayer-Johnson Co. Mindscape $59.95 (School Edition)
(619)550-0084 (available from Educational Resources)
$399.00 (800)624-2926 The TreehouseTM
$37.95 Broderbund
ClarisWorks (800)521-6263
Claris Micro Worlds $59.95 (School Edition)
(available from Educational Resources) formerly MicroWorids Project Builder
(800)624-2926 LCSI Thinkin' Things Collection I
$69.95 (available from Educational Resources) Edmark
(800)624-2926 (800)362-2890
DynaVox $83.95 $69.95
Sentient Systems Technology, Inc.
(412)381-4884 Midi Creator Touch TalkerTM
$3,995.00 Promedia Prentke Romich Co.
(201)779-2699 (800)262-1984
Hyper Studio $500 $5,170.00
Roger Wagner Publishing
(800)421-6526 Midi Gesture WalkerTalkerTM
$199.95 Promedia Prentke Romich Co
(201)779-2699 (800)262-1984
IBM Speech Viewer II $500 $1,195.00
IBM Special Needs Systems
(800)426-4832 Overlay Maker
$2,150 Intellitools
(800)899-6687
Intellikeys $69.96
Intellitools
(800)899-6687
$395.00

TECH-NJ, Vol. 7, No. 2 BESTCOPYAVA0 page 16

IKE
 EDITOR'S PICKS
A Passion for Art (Voyager): This includes a color IntelliKeys over ay,
magnificent CD-ROM makes the Barnes' recorded voices (with Australian accents!),
Collection of Impressionist paintings and corresponding duplicating masters for
accessible to anyone with a computer. off-computer activities. ($79.95 Mac
Novices and art enthusiasts alike will be version; requires IntelliKeys, IntelliTalk,
mesmerized by the beauty and quantity of and IntelliPics; DOS version also avail-
Barnes' Renoirs, Cezannes, and Matisses, able).
to name just a few of the artists repre-
sented. What is particularly wonderful Blocks in Motion (Don Johnston): This
about this CD-ROM is that it captures the unique program was developed by a Swiss
uniqueness of the galleries at the Barnes' team of educators and engineers following
Foundation (near Philadelphia) - as a user, Piaget's concepts of sensory-motor
you can "wander around" the galleries as papyrus scrolls, and ancient Egyptian development. It takes the important early
if you were visiting them in person. If one gods. In Time Trip, USA students' learning experiences which are based on
painting catches your eye, you simply stories are set in a fictional New England the use of manipulatives and creates
click on it and the program zooms in, town in the years 1640, 1776, 1865, 1929, comparable activities on the computer
providing you with more information than 1945, or today. Both programs include screen, making them accessible to
any museum label or catalogue ever does. hundreds of terrific pictures for story everyone. Children can "build" things,
For children and adults with disabilities, illustration and an online "fact book" draw, paint, and animate their creations
this CD-ROM offers exciting opportuni- which encourages students to research the quickly and easily. In addition to being a
ties for experiencing the visual arts. facts while writing their creative stories. terrific early childhood program, this is an
($41.95, MAC or WIN). ($22.95 each, MAC/WIN CD-ROM). excellent art program for students with
physical disabilities ($79 MAC only; $24
Juilliard Music Adventure (Theatrix): In Learning to Tell Time Series - $49 each additional block kit).
this beautifully sounding program, (IntelliTools): Here are two unique
children follow their own paths in an programs for students who need instruc- Mr. Potato Head Saves Veggie Valley
adventure-style game, solving musical tion and practice to understand the time of (Playskool): If you loved Mr. (or Mrs.)
puzzles and experimenting with musical day and to tell time. Both are designed for Potato Head as a child, you will get a big
building blocks - pitch, rhythm, melody, easy IntelliKeys access and include kick out of this nutty program (while your
and meter - along the way. As children uncluttered, easy-to-use color overlays. young child will learn problem-solving
play the game, they learn about music and Learning to Read Clocks teaches time and early math skills). There's a drought
master the tools so that they can use the telling by the hour and half-hour. Learn- in Veggie Valley, and it is up to YOU to
tools to createtheir own music. There are ing About the Time of Day explores time help Mr. Potato Head and his daughter,
plenty of on-screen prompts to make the through daily events (e.g., "About what Sweet Potato, bring rain to the valley. At
problem-solving activities fun and time do you eat breakfast?"). These two any point in the Adventure Game, you can
motivating. A specially designed system programs fill a real need in special click on the "Change My Face" icon and
of notation makes the program accessible education by focusing on functional time- dress up Mr. Potato Head in more ways
to those who do not read music. Best of telling skills ($49.95 each; requires than you ever imagined. ($44.95, MAC/
all, the program is filled with musical Macintosh, IntelliKeys, and IntelliPics). WIN CD-ROM).
recordings of a very high quality that
remind us of the transforming power of Other New Packages from IntelliTools:
music. Children with disabilities will have Holidays Coloring Book and Animals
access to a whole new world of musical Coloring Book are two easy-to-use,
expression with this program. ($35.95, accessible elecronic coloring books for the
MAC/WIN CD-ROM). Macintosh. Simply touch the IntelliKeys
overlay and the area selected is instantly
Imagination Express - Destination: filled with the color or your choice. Each
Pyramids & Destination: Time Trip, program also works with a switch or a
USA (Edmark): These are the newest CD- mouse. Each coloring book picture and
ROMs in this outstanding creative writing overlay is uncomplicated, and adjustable
series which enables students to "write features allow for the meeting of indi-
across the curriculum." In Destination: vidual needs. ($49.95 each). Hands-on
Pyramids students create interactive ConceptsTM is a comprehensive set of
electronic storybooks about ancient Egypt, readiness activities which was designed in
complete with mummies, pharoahs, Australia. Each of the six activities

TECH-NJ, Vol. 7, No. 2 39 page 17

EST COPY AV U 11
LE
 SOFTWARE REVIEWS
STRATEGY GAMES The second game is Nine Men's Morris which originated in
Egypt but has also been found in the ruins of Troy, Sri Lanka,
OF THE WORLD Stone-Age Ireland and in England, carved into cathedral pews.
by Kathy Foster The game can be won in two ways: by capturing all but two of
the opponent's pieces or by blocking the opponent from being
able to move.
SUBJECT AREA: Thinking/Reasoning Skills The last game, Mancala, is played throughout Africa, the
Middle East and the South Pacific. In Africa, Mancala boards
FORMAT: Educational Game often reflect the handiwork of the tribal culture, and some are
revered as religious artifacts. In this game, players own positions
instead of pieces. Students use a range of strategies to put stones
PUBLISHER: Edmark in the positions around the board. The game is over when all the
(800)362-2890 stones are gone from one player's side of the board. Whoever
has the most stones wins.
COST: $69.95
(School Edition) STRENGTHS:
The program
GRADE LEVEL: provides "strategy
Grades 3 8 coaches" which
players can click on
for tips and alterna-
HARDWARE: tive strategies.
V .4
Macintosh: 256 colors When the hyena in
4,-
required, 8 MB RAM,
CD-ROM drive (double- '=17,'. Mancala, for
example, looks
speed highly recom- excited, he has a
mended), System 7.0.1 strategy hint to
or higher, 13" or larger share. The program
monitor. contains challenge
IBM compatible: levels which
Windows, Windows 3.1, automatically
Windows 95 or later, 8
MB RAM, CD-ROM At the beginning level for Mancala, players can click on the hyena
rzi
advance as students
win games. As they
drive (double-speed for game strategy hints. advance several
highly recommended), levels, the screen
486/33 MHz or better, Super VGA, 640x480 (256 colors), Hard changes to a new screen and a new opponent. Players can also
disk with 2 MB free, Mouse, Windows-compatible sound-output choose their level of difficulty. One of the best features is the
device. real-world videos. The program includes more than 80 video
examples of how people from all walks of life use strategies to
EDUCATIONAL GOALS: This program is designed to solve problems in their daily lives.
help 3rd to 8th grade students develop a variety of problem-
solving strategies they can use everyday. The games help SUMMARY: This program is creative, fun, and best of all
students learn to identify and analyze problems, look for patterns challenges the user to develop a set of strategies. Each game
and sequences, plan ahead, predict outcomes, eliminate options provides a variety of amazing graphics as well as audio feedback.
known to be incorrect, test hypotheses and break problems into The use of real life strategy segments works to emphasize the
smaller parts that can be solved individually. importance of strategies in everyday life, not just to win a game.

DESCRIPTION: The program contains computerized

versions of three popular games from around the world. The
first, Go-Moku is a variation of Go, a popular Japanese game. In
Kathleen Foster is a graduate student in the Department of Special
Go-Moku, players quickly scan the board and find ways to place
Education at Trenton State College.
five pieces in a row before the opposition. The first player to get
five stones in a row - horizontally, vertically or diagonally - wins
the game.

TECH-NJ, Vol. 7, No. 2 page 18

ESTC PYAVAB BLE 40
 clips are of high quality and offer a myriad of options.
OPENING NIGHT Pull-down menus are easy to use, and questions about using
by Jo Ann Giannobile the program's special features can be answered using the on-
screen help file.
SUBJECT AREA: Creative Arts/Language Arts A "Behind the Scenes" CD-ROM that accompanies the
program gives students a backstage tour of the stage and the
PUBLISHER: MECC scene, prop, and costume shops of The Children's Theatre
(800)685-6322 Company of Minneapolis. It also contains a Theater Glossary of
120 theater-related terms, with color photos. The School
Version's manual includes helpful suggestions for related
COST: $79 retail
activities.
INTENDED AUDIENCE: Ages 8 to Adult
WEAKNESSES: The consumer version does not come with
a manual. Although on-screen help and tutorials are available, it
REQUIRED HARDWARE: Macintosh: LC HI or takes a great deal of time to scan through all the icons and all the
greater (Power Macintosh recommend), System 7.1 or higher, sub-menus to see the variety of selections available. This
8MB RAM, 13" or larger color display, 5 MB Hard disk space, problem is rectified in the School Version which comes with an
Double-speed CD-ROM, optional printer. A Windows version extensive manual which includes a complete picture library of
for 486 or higher computers is available. choices.

EDUCATIONAL GOALS:
sit Elle Edit Scene pirector 3:46 PM cm
To enrich the writing process while Opening Night Untitled
inspiring students to explore
elements of character, plot, conflict,
setting, dialog and conclusion; to
help students understand, experi-
ence and explore the theater by
working with actors, props, sets, se's
t_4 "o l41 to'
lights, sound effects and music; and
to provide opportunities for students 4t. R^ A IN ,
, -5
t,
to exercise higher-level thinking
skills during the creative process.

DESCRIPTION: Developed
in collaboration with the Children's
Theater Company of Minneapolis,
Opening Night is an interesting
variation on popular story-writing
programs. Students can create,
direct and perform their own
Victorian-era plays in a multimedia Ro alty Nobleman

on-screen theater. The introduction

presents examples of everything A scene created by placing royalty in one of the ballrooms.
students can do with the program -
the music plays, the "audience" hears dramatic sound effects,
lighting evoke various moods, actors in costume move around the SUMMARY: This program provides a unique interactive
stage, and the scenery changes. Then, the lights dim, the curtain experience in creating and directing a play. It brings the concept
rises on Act One, Scene One, and the creative process begins. of theater to life and provides a valuable alternative for motivat-
ing children to write.
STRENGTHS: Numerous choices which are available at the
click of a mouse can spark students' imaginations. Scenes can be
created from more than 110 sets, 300 props, and a cast of 40
Victorian-era characters. The actors are video clips of real people JoAnn Giannobile is a graduate student in the Special Education
in costume (and animals and birds, too), and students can direct Department at Trenton State College.
their movements and emotions. The sound effects and musical

TECH-NJ, Vol. 7, No. 2 page 19

41
 2 SINGLE SWITCH PROGRAMS
TURTLE TEASERS RAD SOUNDS
by Jo Ann Giannobile by Deborah Newton

SUBJECT AREA: Scanning/Switch Training SUBJECT AREA: Switch use, Cause and effect

PUBLISHER: Soft Touch/KidTECH PUBLISHER: RJ Cooper

(800)RJCooper
(805) 396-8676
COST: $89.00
COST: $75
INTENDED AUDIENCE: Teenagers with disabilities
INTENDED AUDIENCE: Lower functioning students,
students with multiple disabilities and their friends. REQUIRED HARDWARE: Macintosh with system 6.0
or higher, IBM/compatible with Windows, Apple IIgs
REQUIRED HARDWARE: Macintosh LCIII or faster, 8
MB of RAM, 13" color monitor, and 14 MB of hard drive space. EDUCATIONAL GOALS: To develop the concept of
External speakers are recommended. A Windows version is cause and effect.
available.
DESCRIPTION: This musical cause and effect program
ACCESS OPTIONS: Single switch, Touch Window, provides a selection of songs that can be heard by pressing a
Intellikeys, Key Largo (with Ke:nx), mouse or mouse emulation single switch or the button on the mouse. While the music plays,
device. animated characters appear on the screen and break dance . Three
different modes of operation are available. In the "Switch-user
EDUCATIONAL GOALS: To teach cause and effect, chooses songs" mode the music plays continually and each
switch press causes the song to change. In the "Momentary
scanning, and color recognition, and to increase visual and
switch play" mode the music plays only while the switch is
auditory memory.
activated; soon after the switch is released the music will stop.
The third mode, "Timed switch play," permits the music to play
DESCRIPTION: Three games with three levels of difficulty for a certain length of time after the switch -user releases the
provide entertainment and learning experiences for young switch. The timed interval can be adjusted from as little as 3
children of all ability levels. Built-in, adjustable scanning seconds to as long as several minutes.
capabilities provide training, as well as access, for children who
cannot use the conventional mouse. STRENGTHS: Three distinct modes allow this program to
be tailored to the needs of the individual user. The ability to
control the intensity of the sound enhances this flexibility. These
modes, especially "Momentary switch play," very effectively
accomplish their goal of establishing and understanding of cause
and effect. Quality sound makes this program very appealing.

WEAKNESSES: While generally a strong program, it is a

bit tedious to increase or decrease the amount of time the music
Easy Level: In "The Shell Game," one of three turtles steals a will play in "Timed switch play" mode; each mouse click
tomato or cucumber. The turtles shift positions and snap their advances the timer by just one second. Also, in this mode the
shells closed. Visual and auditory cues can be used to help timer can be set for lengthy intervals and although the dancers
students remember which turtle has the veggie. The responses will continue to dance, the music stops after about 2 minutes.
are untimed and there is instant feedback whether the selection
made was correct or incorrect. If a wrong answer is selected a SUMMARY: Rad Sounds, a cause and effect music program,
turtle responds, "Uh-uh-uh, not me!" and then disappears, provides strong auditory feedback, accompanied by amusing
leaving only two more choices. There is always an opportunity animations. It can be activated by a single switch or mouse click.
for success. If only one shell remains, when the child selects it, Three modes of play give it the flexibility to meet individual
the turtle admits to having the veggie and quickly eats it. Scoring needs. Although targeted at teenagers, Rad Sounds would be
is based on completed games, not on the number of correct appropriate for individuals in any age group who require strong
responses. auditory feedback.
Deborah Newton is a graduate student in the Department of Special
(continued on page 21) Education at Trenton State College.

TECH-NJ, Vol. 7, No. 2 42 page 20

 SUMMARY: Pip & Zena's Science Voyage is an excellent
PIP & ZENA'S tool to introduce students to such concepts as day and night,
SCIENCE VOYAGE seasons, weather, and the sun and stars. The videodisc explains
the science students see in their everyday life. Lessons which
by Deborah Newton incorporate the supporting materials provided reinforce learning
while providing opportunities for creative expression.
SUBJECT AREA: Earth Science

FORMAT: Videodisc TURTLE TEASERS

(continued from page 20)
PUBLISHER: Tom Snyder Productions®
(800)342-0236
Medium Level: At "The Pond" there are six turtles and a
COST: $249.95 number of other creatures in a pond scene. A tomato bounces
around the screen and eventually disappears into a hole or the
GRADE LEVEL: K-3 pond or behind a bush. The child has to remember where it went.
Clues are optional. If the child chooses incorrectly and picks the
HARDWARE: Videodisc player, large monitor, and remote wrong spot, one of the characters on screen will perform an
control or barcode reader. animated routine but show that they do not have the tomato. (My
favorite is the happy little fish who leaps and dances to classical
EDUCATIONAL GOAL: To explore basic science music.) When the correct choice is made, a turtle will emerge
concepts while providing an opportunity to discover that science from the spot and gulp down the tomato. Points at this level are
is real, meaningful, and part of everyday life, not just confined to also based on completed games.
laboratories and test tubes. Hard Level: The "Tomato Dump" has two games. The first
game involves 24 turtles colored red, yellow, blue, orange, green,
DESCRIPTION: Pip & Zena's Science Voyage, designed to and purple. At the easiest of three levels, the child is asked to
be used for whole group instruction, tells the story of a young pick the correct turtle while being shown three clues, a picture of
girl, Pip, and her adventures with her Grandpa and his boat, Zena. the colored turtle, the word for the color, and an appropriately
From the very beginning this tale engages students in the colored oval surrounding the clues. The next two levels eliminate
dynamics of their relationship while introducing a variety of the color clues leaving only the word as a clue.
science concepts. Offshoots, incorporating diagrams, maps, and The second game in this level is called "Find My Song." The
video presentations, are provided to explain these concepts. As six colored turtles each have a tune. The student must match the
new science concepts present themselves in the story viewers are tune to the turtle. As incorrect selections are made, the turtle
given the chance to view the offshoot at that time or to continue disappears so eventually only one turtle remains. This way, even
the story. a beginner can enjoy success.
As captain of Zena, Pip's grandfather maintains a Captain's Scoring at the hard level is more competetive. It is based on
Log and presents Zena with one of her own at the end of the correct responses.
story. The videodisc kit, available in both English or Spanish
versions, includes 30 Captain's Logs for the teacher to give to the
STRENGTHS: Untimed responses, instant feedback, large
students. Captain's Logs contain creative activities that corre-
and clear graphics, cute voices, sound effects and entertaining
spond to the twelve offshoot lessons.
music are all notable strengths. I love the "splats" and "klunks,"
the sound of the crickets at the pond and the turtle who has the
STRENGTHS: This delightful story is well suited for the
tomato saying, "A-yup, I have the tomato" and then noisily
targeted grade levels. The offshoots effectively present an array
gulping it down. Scanning speeds can be adjusted for all levels.
of scientific concepts, and playing and replaying the desired
offchutes is effortless using the barcodes provided. Learning is
supported by the activities in the Captain's Logs and the addi- WEAKNESSES: In "The Pond" incorrect responses result
tional activities suggested in the Teacher's Guide. Especially in cute characters performing entertaining animations. This may
noteworthy is the inclusion of World Wide Web (WWW) sites be rewarding in itself and distract the child from trying to get the
which can be explored to support and/or extend each of the correct answer.
lessons.
SUMMARY: This simple program effectively teaches switch
WEAKNESSES: No weaknesses are noted about this use and early scanning. Three levels of difficulty act as an
videodisc kit. It is unfortunate that it is only available to those equalizer to insure that children with multiple disabilities can
with access to a videodisc player. interact successfully with their non-disabled peers.
JoAnn Giannobile is a graduate student in the Special Education
Department at Trenton State College.

TECH-NJ, Vol. 7, No. 2 43 page 21

 Another bonus of the software is the music button. With this a
STORYBOOK WEAVER child can assign one of 55 songs to each page of their story. The
DELUXE user will then hear that particular song every time they are on that
page of the story.
by Danielle Niemann
STRENGTHS: Storybook Weaver Deluxe encourages
SUBJECT AREA: Language Arts/ Creative Writing children to use their imaginations. They can choose to write
stories of folklore or fantasy or they may decide to write about
PUBLISHER: MECC modern life and ideas that are well known to them. So many
(800)685-6322 times, children see writing as a chore or an assignment. It is a
pleasure to see software that takes away that negative image.
TROUBLESHOOTING: MECCTECH Line (Automated They can just sit down, relax and write a story to their own
Support System) 1-612-569-1678 available 24 hours a day or call liking. At the same time, they are improving their writing skills
the same number from 8AM-5:30PM Central Time to speak with and learning to be creative. For a child who is apprehensive in
a Technical Support Representative. fromt of a blank screen, there are several "story starters" which
have preselected backgrounds for the first page of the story with
COST: $62.95 School Edition a short phrase in the text section to get the child started.
The software is very user friendly. The tool palette is easy to
use, the choices are easily identified, and little reading is
AGE LEVEL: Ages 6-12
required. For a child who has problems with spelling, the
program features a spell button. The child can simply click on an
REQUIRED HARDWARE: Macintosh computer: 13" or object on the screen, then click on the spell button, and the word
larger monitor (640X480, 256 colors), 4MB RAM, System 7.0 or is automatically added to the text. There are also options for a
later, a CD-ROM drive and a printer. spell check and thesaurus.
IBM-compatible: 25 MHz 386 CPU or higher running
Vie Edit doodles F.° t Hein 11.11 nrA W. U
Microsoft Windows version 3.1 enhanced mode or higher, 4MB EElb The Submarine
RAM, 256 color display, a mouse, a CD-ROM drive, a Windows-
compatible sound card and a printer. A 486 CPU or higher is
recommended.

EDUCATIONAL GOALS: To challenge children to use

their creativity to write and illustrate stories; to enhance vocabu-
lary by associating words with their pictures; and to teach skills We found the aubmarine at the beech It Man t edam la belong to anyone, so w took It far a
rids What a mitakal
in story-sequencing. Most importantly, Storybook Weaver Deluxe
allows children to create stories of which they can be very proud
and can share with an audience. RBIS:NM -74=11
A sample screen from the "story starters" option.
DESCRIPTION: Storybook Weaver Deluxe is designed to
make writing about anything easy and fun. Children have the WEAKNESSES: The hardware requirements for the
opportunity to choose from a wide variety of images to create the software to run efficiently and effectively are rather demanding
background scenery and objects in the scenery for their stories. and beyond the capability of many classrooms.
There are more than 140 scenery combinations ranging from ski
mountains to under the ocean scenes. After choosing the scenery
SUMMARY: With its thousands of graphics, sound effects,
with a simple mouse click, children can select objects to go along
and music, Storybook Weaver Deluxe is a terrific upgrade to the
with the scenery. There are more than 1550 images from which
orignal version. It gives children an opportunity to practice
to choose, which are organized by categories such as real or
writing in a way that they will enjoy. It is well designed and easy
make-believe people, real or make-believe animals, decor, kids,
to use. The software can be used by students with a variety of
nature, shelters, things and vehicles. The people choices include
abilities and is particularly appropriate for reluctant writers. The
astronauts, weight lifters, Arabian princes, arctic explorers,
most beneficial aspect of this program may be the final product.
hobbits and wizards. Under the "other object" categories are
When a child is finished writing his/her story and printing it, s/he
teddy bears, wheelchairs, hot dog stands, adobes, elevators and
will have a sense of pride and accomplishment.
poinsettias, to name just a few. Colors and page borders can also
be manipulated. The sound effects button can be used to assign
over 95 sound effects to any objects If a child wants to hear Danielle Niemann is a graduate student in the Department of Special
drum rolls, babies crying or people laughing, it is all there. Education at Trenton State College.

TECH-NJ, Vol. 7, No. 2 44 page 22

 THIS IS AN EXEMPLARY PROGRAM FOR CONSIDERATION IN Part A
TECH-NJ: Please list below the appropriate information.

NAME OF PROGRAM:
DESCRIPTION OF TECHNOLOGY USE

CONTACT PERSON:
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PHONE NUMBER:
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L
PLACE
STAMP
HERE

TECH-NJ
The Department of Special Education
Trenton State College
Hillwood Lakes
CN4700
Trenton, New Jersey 08650-4700

I (FOLD HERE) Part C

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TECH-NJ, Vol. 7, No. 2 c page 23

 WANTED
Exemplary Practices in Educational or Assistive Technology

We are looking for classrooms, programs, agencies, and individual computer-users to profile
in upcoming issues of TECH-NJ. If you are using technology in ways that are making a
difference for your students or clients, let us know. Send us an e-mail at [email protected]
or return the Readers' Response Form via snail mail. Be sure to include your name and a
phone number where you can be reached. We will make arrangements to send a Trenton
State College student to observe your exemplary practice and interview you.

TRENTON STATE COLLEGE

Nonprofit Organization
U.S. Postage

oc Department of Special Education

Hillwood Lakes
CN 4700
Trenton, New Jersey 08650-4700
PAID
Trenton, NJ
Permit No. 44

ADDRESS CORRECTION REQUESTED

46
 TECH-NJ
Technology, Educators, & CHildren with disabilities - New Jersey

The College of New Jersey School of Education Fall 1996, Vol. 8. No. 1
Department of Special Education

LIVING A FULL LIFE

CONTENTS WITH THE AID OF MINSPEAKTM
by Anthony Robert Arnold
FEATURES:
Editor's Note: This cover story holds special significance for me. It is written by a
Living a Full Life with young man from North Dakota whom I had known 15 years ago when he was a
the Aid of Minspeak 1 preschooler in a program I directed at the University of North Dakota. I had the
pleasure of seeing him again at the 1996 Closing The Gap conference. Not having
Program Profile: seen him since his preschool days, I had still pictured him as the blond, blue-eyed
Teck Trek - Multimedia Training toddler in the photograph that hangs in my office at The College of New Jersey. To
for Upper Elementary Students 3 my delight, he had grown into a poised, articulate high school graduate who is an
outspoken advocate for augmentative communication and technology. To meet
User Profile: Anthony after all these years and to see all that he has accomplished was a teacher's
Word Prediction Helps Middle dream come true. Amy G. Dell
School Student with LD 4

Online Explorations:
Online Sites for Lesson Planning 5
Inclusion: Sites on the Internet 6

Resources for Deaf Students:

Story-telling in ASL and
Written English 8

Resources:
Art For Me, Too! 9
TARP Training Workshops in NJ 9

Technology and the Arts:

Adventures in Art land:
CD-ROM's Reviewed 10

Software Reviews:
In My Own Voice 14
Anthony Arnold working at the Prentke-Romich booth
Expression 15
at the Closing The Gap conference.
The Magic Tales Collection 16
Big:Calc 17
these areas. I use a motorized scooter for
Words Around Me 18 I am Anthony Arnold from Grand Forks,
North Dakota. I was born with cerebral mobility and an augmentative communica-
palsy, the result of my umbilical cord tion device since my speech is unintelli-
THE EDITOR'S DESK: being wrapped around my chest, neck and gible to most people.
head, causing a lack of oxygen to my
Contributors 2 brain. For those of you who are unfamil- (continued on page 12)
Editorial 2 iar with the effects of cerebral palsy, I will
Upcoming Events 7 try to explain a little about it. It affects a
Readers' Response Form 19 person's whole physical body, especially THE
motor skills and speech processes. I COLLEGE
personally have been affected in both of OF NEW JERSEY

47
 EDITORIAL STAFF
Editor-in-Chief: Amy G. Dell
Managing Editor: Anne M. Disdier Tet®
TECH -NT gy, Educators, & CHildren with disabiliti
Associate Editor: Barbara K. Strassman
New Jersey
Contributors
Anthony Robert Arnold Volume 8, Number 1
Amily Beidelman
Kathleen Foster
Judith Hendricks
Marta Isaacson
EDITORIAL
Robert Kelly, Jr.
Stephanie Masiuk Congratulations!
Maryann Merlo
Deborah Newton New Jersey Teacher Madge Bradley
Danielle Niemann
Jo Ann Pelliccio
2nd Place Winner of Edmark's
Gerald Quinn 1996 Special Educator of the Year Contest
Regina Quinn
Orah Raia We were thrilled to see the work of Madge Bradley recognized by the Edmark
Cynthia Ruetsch Corporation's Special Educator of the Year Contest. Madge, an Early Childhood/
Donna Williams Special Educator at the Kingsway Learning Center in Haddonfield, New Jersey,
has
long been an advocate of the use of technology with young children, and
TECH-NJ is supported by the School of her program
Education and the Department of Special
was profiled in an early issue of TECH-NJ (Fall 1990).
Education at The College of New Jersey, and
The New Jersey Technology Assistive Using a variety of Edmark products, Madge enhances the learning
process in her early
Resource Program (TARP). intervention classroom. She substitutes the computer as a method of play for children
who are unable to participate in conventional play activities. Children who lack the
Views expressed in TECH-NJ do not motor skills to manipulate blocks can, for example, build using Sanuny's Science
necessarily reflect policies or opinions of The House or create with shapes using Millie's Math House. Those who cannot hold
College of New Jersey or any of its funding
sources.
musical instruments can make music with Oranga Banga in Thinkin' Things Collec-
tion I. She uses the Early Concepts Skill Builder Series to encourage imitation,
TECH-NJ: communication and shared attention.
Technology, Educators, &
CHildren with disabilities-NJ Madge has used the TouchWindow to allow students to practice balance
and motor
skills. Her students are placed on a small vestibular board
or bolster on the floor in
TECH-NJ is an official publication of the front of the computer, and they must steady themselves and then reach
School of Education, Department of Special out to activate
the TouchWindow. For those students who. can sit, she even uses it to help them
Education at The College of New Jersey. It is
practice getting in and out of their seats by moving the computer farther away.
written by students and faculty and is designed
to support professionals, parents, and com-
puter-users in their efforts to use technology to We congratulate Madge on this much deserved award from Edmark!
improve our schools and to enhance the lives
of people with disabilities. In order to
facilitate local networking, emphasis is placed
on resources and innovative practices in and TECH-NJ is in Cyberspace!
around the New Jersey region.
In an effort to reach more people and spread the word about the benefits
TECH-NJ, Department of Special Education, of educa-
tional and assistive technology, TECH-NJ now has a site on the World Wide Web.
The College of New Jersey, CN4700,
Trenton, NJ 08650-4700
The site is still under construction, but eventually we will be posting the
entire
(609)771-2308. contents of our hard copy issues on the site. This should make the information
in
e-mail: [email protected] TECH-NJ accessible to readers who are blind, as well as serve as an outreach
mechanism to technology-enthusiasts. Hopefully, a presence
Correction: The phone number for on the Internet will also
Pro Media was printed incorrectly in the last increase communication with our readers. Check us out at
issue of TECH-NJ. Pro Media, a supplier of linttp://www.tcnj.edu/technj.
assistive technology products located in New
Jersey, can be reached at (800)462-0930 or
(201)779-2600.
A. G. D.
TECH-NJ, Vol. 8, No. 1
rt..

L.J)
page 2
 PROGRAM PROFILE
TECK TREK:
A JOURNEY INTO THE WORLD OF MULTIMEDIA
by Kathleen Foster approximately 20 minutes at each station. Conducting Electronic Searches
The students learn how to locate a Students also spend time using electronic
Writing research reports in school is not book using the On-Line Electronic Card media for searches. They use
Catalog. They are required to a variety of electronic tools to locate
what it used to be. Remember the days of
determine the location of the book in the information on previously assigned
organizing hundreds of index cards into
library using either the author, subject or subjects. An example of an electronic
coherent paragraphs only to discover you
title of the book. They utilize various on- tool is the CD-ROM, Middle Search
were two pages short of your 10 page
line research resources, including three (EBSCO Publishing), which is a maga-
requirement? For the students of the West
different electronic encyclopedias main- zine index of over 100 magazines to
Windsor-Plainsboro Upper Elementary
tained by the library and the SIRS Dis- locate text articles; they connect to the
School, those kinds of research reports are
cover CD-ROM (SIRS, Inc.). Finally, the World Wide Web through Netscape and
a thing of the past. The students have
students practice reading comprehension locate articles on assigned authors; they
embarked on a journey through the ever-
skills by using the Accelerated Reader use the Columbia Granger's World of
expanding world of multimedia and in
Computerized Reading Management Poetry Index (Columbia University
doing so are creating research projects for
Program (Advantage Learning Systems, Press) to locate a poem by author, subject
the 21st century.
Inc.) to be tested on books they have read and title, and they learn to navigate
The journey, known as Teck Trek, was
as part of the Teck Trek course. through the many search methods of
created by Mike Courtney, the Media
Compton's Interactive Encyclopedia
Specialist at the West Windsor-Plainsboro
Mastering Video (Compton's) to find the answer to an
Upper Elementary School. The idea was
Level II of the Teck Trek program - The assigned question.
first sparked over five years ago when he
was approached by a sixth grade teacher Adventure Continues - is designed
about helping his students use resources in for the 5th graders at the Upper Elemen- Producing Multimedia Products
the library to put together a news show. tary School. Over four class periods, the Level HI of the Teck Trek course - The
The project was such a success that Mr. students spend approximately 20 minutes Final Frontier continues to challenge
Courtney wanted to make the same type of at eight stations. They learn the proper the creativity of the students. "In sixth
information and training available to all connection wiring of a TV and VCR, as grade we try to go one step further. Now
the students. The program in place today well as how to correctly tune, rewind and that students have had some experience
is organized into three levels with each fast forward. They learn to properly with the equipment, we ask them to
level building on the knowledge gained utilize the counter on a VCR to find produce a multimedia product." Sixth
from the previous level. The three grades specific information. Students demon- graders spend five periods in the library
at the Upper Elementary School, 4th, 5th strate their knowledge by independently working through four different stations.
and 6th, have unique programs geared wiring a TVNCR and locating a previ- The first station, Laser Disc Presenta-
toward their academic abilities and ously assigned scene. tion, allows students to further expand
educational needs. Each student completes a 30 second their knowledge of working with laser
videotape demonstrating their knowledge discs and create an oral and visual
Introduction to Resources and of various control buttons including presentation. They use the CD-ROM,
record/pause, fade, and wide angle/zoom. Encyclopedia of Animals (Laserdisc
Research Materials The students are responsible for demon- Corporation of America ) to choose an
Teck Trek I The Adventure Begins - is strating proper handling techniques and animal and find five specific pictures of
designed to familiarize the incoming 4th recognizing the direction of the light their chosen animal. They then use
grade students with the resources available source when completing their videotapes. information sheets from the CD-ROM,
at the Upper Elementary School. For most Another station in the Level II program Middle Search, to write a two paragraph
of the students, the size of their new involves using a laser disc to cue up three essay on their animal. Finally, they use a
school can be overwhelming. This individual frames on an assigned subject. computer program called MediaMAX
program is one way the students are (Videodiscovery, Inc.), which allows
Students must first properly connect the
welcomed into their new environment. laser disc machine to a TV and load the them to type in the frame numbers for the
Level I is geared toward orienting the needed disc. At another station, students five pictures they located on the laser
students to materials they need to use in disc. The final presentation is a combi-
work with overhead projectors and
order to do effective research in the transparencies. They learn to create and nation of the essay and the corresponding
library. edit overhead transparencies, as well as pictures from the laser disc.
The course is broken down into four At the second station students work
how to operate the machine, focus, align
stations with the students spending (continued on page 13)
and load the transparencies.

TECH-NJ, Vol. 8, No. 1 page 3

49
 USER PROFILE
WORD PREDICTION MAKES THE DIFFERENCE:
LEARNING DISABILITIES IN MIDDLE SCHOOL
by Danielle Niemann Spelling: A Major Obstacle I write some more?" Josh's mother was
I was recently given yet another lesson on *Josh's parents pointed out that even if you overcome with emotion. This was the first
how important technology can be in the can get used to his handwriting, the next time she had ever seen her son show any
lives of students with disabilities. This obstacles are spelling and composition. competence or interest in writing.
lesson was different, though. I did not Josh has difficulty understanding the WriteAway was the word prediction
learn from my textbooks; I did not learn connection between sounds and letters. program chosen because it was compatible
from my professors. I learned from a 14- This, in turn, creates big problems with with Josh's home and school computers
year -old named Josh and his parents. Josh spelling. His phonemic unawareness was (IBM). The way that the program works
is an eighth grade student in a southern evident as I tried to read through the camp is that as Josh begins typing the first few
New Jersey school district. He enjoys letters. His parents explained to me that letters of a word, a numbered list of
many of the pastimes that other 14-year- Josh has less difficulty with oral expres- possible words beginning with those
olds do. He listens to music and talks to sive language. Since his expressive letters appears at the bottom of the screen.
girls on the phone. He likes to play language is at a much higher level than his Josh then chooses the word he wants by
baseball, soccer, and roller hockey and written language, he finds it frustrating to typing in the number. This way, Josh does
attends sleep-away camp in the summer. complete writing assignments. Imagine not have to type the entire word and
basically knowing what you want to say, struggle with the spelling of the word.
but not being able to get it down on paper. This allows him to be free to focus on the
Deficits in Written Language
This is something that Josh experiences content of what he is writing. Word
At a young age, Josh was found to have
every day. prediction is very beneficial to a student
severe learning disabilities which have
like Josh because it 1) enables him to
resulted in significant academic deficits,
After trying Write Away, Josh avoid spelling mistakes, 2) reinforces the
specifically in written language. When
correct spelling of words, and 3) develops
people think of learning disabilities, they wrote a sentence and asked, his writing skills.
often think that a person has problems in "Can I write some more?" This
only one area of development. Unfortu- was the first time he had shown
nately, this is not the case with Josh. Completing Schoolwork
Josh's learning disabilities are evident in
any competence or interest in Independently
any subject that requires organization, writing. Josh uses the program to complete his
handwriting, spelling, or composition. In writing assignments in school and
the short amount of time that I spent with When Josh was in the seventh grade, homework assignments at home. Josh's
Josh and his parents, I was able to catch a his parents were referred to the Center for parents are very pleased with the way his
glimpse of the intense frustrations that Enabling Technology, a non-profit writing has progressed. After he began
they have all experienced due to these computer resource center in northern New working with Write Away, he was able to
deficits. Jersey which is part of the national complete quality homework assignments.
Josh's parents handed me a stack of Alliance for Technology Access (ATA). I He now does his weekly vocabulary
letters that Josh had written the previous spoke with Debbie Newton, the assistive assignments on the computer. For the
summer from sleep-away camp. I glanced technology specialist at the center, who assignments, he has to write original
through the crumpled pages trying to conducted a computer evaluation on Josh. sentences using his vocabulary words. In
make out a word here or there. In most of While at the center, Josh had the opportu- the past, Josh would either write the
the letters, I was only able to decipher the nity to try different software programs sentences out, which usually meant that
date, the greeting "Mom & Dad," and the which might help him with his writing, they were illegible, or he would dictate the
salutation "Love, Josh." The illegible such as Storybook Weaver Deluxe sentences to his mother and she would
words were not even written on any lines. (MECC) and Spell it 3 (Davidson). type them on a word processor. Now, Josh
They zigzagged up and down the page. is able to do these types of assignments on
They looked as if they were not organized Write Away: A Solution his own. This is important progress for an
in any logical fashion whatsoever. His After analyzing Josh's interests, learning adolescent in middle school.
parents described to me how they would deficits, and academic needs, Debbie Write Away also has an auditory
sit together and try to read the letters. thought that Josh might benefit the most component which Josh has not yet been
Usually, they could not decipher more from word prediction software and able to use. A sound card enables the
than a sentence or two, if that. They decided to try Write Away (Assistive program to provide voice output word-by-
explained the frustration of not knowing Technology, Inc.). Josh wrote a sentence, word or sentence-by-sentence. His
what their son was trying to tell them. then turned to his mother and asked, "Can parents feel that this would be a beneficial
(continued on page 8)
TECH-NJ, Vol. 8, No. 1 50 page 4
 ONLINE EXPLORATIONS
ONLINE TREASURES TO ENERGIZE LESSON PLANNING
teacher can click on the menu item called provides a place for children to locate a
by Regina Quinn
the Project Center which leads to sugges- list of books on their reading level, read
tions for imaginative classroom projects "kid reviews" of the books, and have an
Houghton Mifflin's opportunity to send in a book review of
Education Place which use the vast resources of the
Internet. A click on Activity Search their own.
http://www.eduplace.com provides a lengthy list of non-electronic
Are you always looking for fresh ideas to classroom activities that relate to desired The Parent Connection
enhance your lessons? Do you find subjects and grade levels. The Link Houghton Mifflin did not forget the
yourself searching through book after Library provides direct links to other sites important role parents play in the educa-
book for activities to supplement your on the Internet which provide information tion of their children. There is a special
curriculum? Now with just a click of the and resources for each subject and theme. Parents' Place that provides information
mouse you can find more ideas and From on topics such as Understanding Begin-
materials the ning Writing and Guiding Your child's TV
than you Link Viewing. Resources for further informa-
ever Library tion are provided. Parents can also search
imagined. L classses through the Activity Center to find ideas
Houghton Help! I'm Ne Feadbac can go for home activities which relate to the
Mifflin's on theme of the stories their children are
Educa- virtual reading in school.
tion Place Activity Search field As you can see, there is so much to
on the trips to choose from, you may be at the computer
World Reading/ Social Studies itt Link Library places all night! But, with practical sites like the
Math
Wide Language Arts Center
Center
Center like the Education Place, you will never be at a
Web is Project Center White loss for ideas or a place to find new ones.
designed House,
1441ter School The
to Center Clubhouse Store 0.t. Parents' Place the Regina Quinn is a graduate student in the
support Grand Department of Special Education at The
and Canyon College of New Jersey.
supplement their reading and language arts or Williamsburg, VA.
program called Invitations to Literacy.
Their site provides numerous helpful
resources for teachers and parents, and
Motivating Learning Activities Macmillan/McGraw-Hill's
Houghton Mifflin's Education Place is not
plenty of creative learning activities for Resource Village
just for teachers. Children will love to
children.
play some of the learning games which are
included under each subject. For example, Resource Village: A Place for Teachers
Benefits for Elementary Classes Sue Zerby's third grade class loved (Macmillan/McGraw-Hill's School
The teachers and students at New Hope- playing the reading/language arts game Division) located at
Solebury Elementary School in Bucks called Wacky Web Tales which is an www.mmhschool.com, is another place
County, Pennsylvania are finding this site electronic version of the old paper and where teachers of kindergarten through
to be indispensable. Sue Zerby, a third pencil Mad Libs. When they finish a tale, eighth grade students can obtain a
grade teacher at the school, likes to use the they can post their creation on the site for wealth of resources and appropriate
site to find creative activities that she students around the world to read. They web-related activites for curriculum
incorporates into her lessons. She has also enjoy Fake Out!, a game of defini- enhancement in reading/language arts,
been able to find cross-curricular activities tions. When they go to the Math Center math, social studies, and professional
for both current and future themes. they work on solving challenging brain development.
The Education Place home page offers teasers. On some days they take online
many options. There are branches to field trips. One of their favorite activities The professional development area of
specific subjects such as math, reading/ was visiting the White House for Kids Resource Village offers the latest
language arts, social studies, and technol- page, which they accessed directly from information on using the Internet with
ogy. The technology section, for example, the Houghton Mifflin site, and writing a students. Educators also have access to
includes reviews of popular educational letter to Sox, the First Cat (they are an online help service, Cyber Scout, that
software programs so teachers can read searches the Web for sites that match an
eagerly awaiting a reply).
reviews of software before spending The Kids' After School Clubhouse educator's individual curriculum.
money on titles for their classroom. Or a

TECH-NJ, Vol. 8, No. 1 page 5

51 BEST COPY AVAILABLE
 INCLUSION: RECOMMENDED SITES ON THE INTERNET
by Orah Raia been involved in the study and promotion other disabilities. It includes a library
of inclusive community opportunities for about specific disabilities (arranged
Including students who have disabilities in people with disabilities. alphabetically), with supporting organiza-
regular classrooms with their typical peers
tions, mailing lists, full text articles and
is a very promising practice. Although Sample Content: bibliographies of web sites related to each
there are disagreements about inclusion, National Search: The Center on Human disability. It also includes the Post Office
one research finding is indisputable - for Policy seeks nominations for organiza- and the Coffee Shop which provide
inclusion to be successful, teachers and tions or coalitions promoting the full contact information for families to reach
parents need to work together to plan inclusion of people with developmental out to other families in similar positions,
carefully how the child will be actively disabilities in the community. and a Shopping Mall which lists busi-
included in classroom activities. In Position Statements nesses supplying specific items of interest
addition to being creative themselves, National Resource Center on Community to individuals with disabilities.
teachers and parents can turn to others Integration
who have found ways around the ob- Human Policy Press The Family Village Inclusion Resources
stacles. For this kind of information and WHAT'S NEW A resource for return URL: http://www.familyvillage.wisc.edu/
for directions to other helpful resources, visitors, listing the latest additions with edu_incl.htm
the Internet is a bona fide treasure-house. fast and easy links to them.
Sample Content:
Below are sites on the World Wide Web Family Education Network Who to Contact
which provide constructive information on URL: http://www.familyeducation.com Where to Go to Chat With Others
inclusion. Many of these sites also Read More About It - On-Line Articles
provide links to additional sites and The Family Education Network is a On-Line Newsletters
include illuminating articles which can be comprehensive resource designed to help Recommended Reading
downloaded. families play a more active role in their Books, Videos, Newsletters & Other
children's learning. Its goals are to: Resources
Axis Disability Rights Website Provide online and print tools to help Conferences, Workshops, Institutes
URL: http://www.almanac.bc.ca/axis/ parents and children succeed in an Research
increasingly competitive world. Web Sites
The Axis Disability Rights Website is Present ideas and proven practices that
operated by advocates Norman Kunc & support the efforts of families and Inclusion Press/Best of Inclusion Press
Emma Van der Klift of Axis Consultation schools in the education of children. URL: http://www.inclusion.com/
& Training Ltd. in British Columbia and is Highlight successful educational bestof.html
dedicated to the distribution of informa- projects, programs, and initiatives that This site contains links to numerous
tion concerning disability rights. communities can emulate. articles by Jack Pearpoint, Marsha Forest,
Encourage individual and community Judith Snow, and other international
Sample Content: involvement in the educational process. leaders in inclusion.
Inclusive Education
Curriculum Adaptations In addition to providing helpful resources National Parent Information Network
Behavior Modification & Aversive on specific disabilities and advocacy, the URL: http://ericps.ed.uiuc.edu/npin/
Therapy Network's Special Needs Channel npinhome.html
Societal Values & Attitudes features a monthly column on inclusion
Professionalism written by a parent and in the near future, The purpose of the National Parent
Women with Disabilities by others with direct experience in Information Network (NPIN) is to provide
Family Issues and Disabilities - inclusion, and an ongoing discussion information to parents and those who
board which regularly posts information work with parents, and to foster the
Center on Human Policy /Syracuse on strategies and best practices in inclu- exchange of parenting materials. Articles
University sion. presented in full text on NPIN have been
URL: http://web.syr.edu/thechp/
screened for reliability and usefulness.
Family Village Publications, brochures, and other
The Center on Human Policy is a policy, URL: http://www.familyvillage.wisc.edu materials that are merely listed on NPIN
research, and advocacy organization
may not have been reviewed and are
involved in the national movement to This site provides information, resources, included for informational purposes only.
insure the rights of people with disabili- and communication opportunities for NPIN is a project sponsored by two
ties. Since its founding, the Center has parents of children with cognitive and ERIC clearinghouses: the ERIC Clearing-

TECH-NJ, Vol. 8, No. 1 52 page 6

house on Urban Education at Teachers "Tips for Teachers To Our Female Readers:
College, Columbia University; and the 'Fostering Inclusion
ERIC Clearinghouse on Elementary and ' Adapting Curriculum New to the Internet? Anxious about
Early Childhood Education at the Univer- 'Deciding on Individual Goals logging on? Two newly published guides
sity of Illinois at Urbana-Champaign; all ' Scheduling for Individualized Goals to cyberspace were written specifically to
other ERIC system components are also 'Reporting to Parents help women overcome their reluctance to
contributors and participants. 'Explaining Different Expectations use this exciting technology. The Internet
'Balancing Teacher Time and Energy for Women by Rye Senjen and Jane
Special Education Resources on the 'Working with a Teacher Assistant Guthrey (Spinifec Press; $16.95) is a
Internet 'Promoting Friendships straightforward informative guide to
URL: http://www.hood.edu/seri/ ' Dealing with Challenging Behavior exploring cyberspace. SurferGrrrls:
serihome.htm 'Providing Community and Work Experi- Look, Ethel! An Internet Guide for Us! by
ence Laurel Gilbert and Srustal Kile (Seal
The Special Education Resources on the Press; $15) is a little offbeat, as one might
Internet (SERI) project is a collection of Studies on Inclusion expect from the title, and includes a list of
Internet accessible information resources URL: gopher://ericir.syr.edu:/70/00/ must-see feminist Web sites in addition to
which may be of interest to those involved B ibliographies/Extended/main_95 standard internet information.
in the fields related to Special Education.
This collection exists in order to make This site provides a summary of abstracts
online Special Education resources more pertaining to studies on students with
easily and readily available in one disabilities included in general education
location. The table of contents listed classrooms. Some studies included are:
below is a general listing; under each Teacher Perceptions: Impacts of Planning UPCOMING EVENTS
category is a multitude of listings and for Inclusion; Providing Peer Coaching in
links to additional sites. Inclusive Settings: A Tool for Consulting March 18-22, 1997
Teachers; The Effect of Inclusion Training Center on Disabilities at California
Sample Content: on Teacher Attitude Toward Inclusion; State University, Northridge
"General Disabilities Information Adaptive Inclusion with Special Needs 12th Annual International Technology
'Disability Products and Commercial Sites Children: Inclusion That Can Work for and Persons with Disabilities
' National Organizations Rural Schools. Information given Conference
'Legal & Law Resources includes the author, length of article, Los Angeles, CA
"Parents' & Educators' Resources publication source and year. (818)677-2578
'Mental Retardation M e-mail: [email protected]
'Hearing Impairment Orah Raia is a graduate student in the http://www.csun.edu/cod/
'Special Education Discussion Groups Department of Special Education at The
'Physical and Health Disorders College of New Jersey. June 30 - July 2, 1997
"Behavior Disorders NECC '97
'Learning Disabilities The 18th Annual National
'Vision Impairment Educational Computing Conference
' Attention Deficit Disorder Seattle, WA
'Autism (360)650-7620
INTERNET SERVICE e-mail: [email protected]
Students with Intellectual Disabilities: PROVIDERS
A Resource Guide for Teachers July 8-12, 1997
URL: http://www.est.gov.bc.ca/specialed/ Not satisfied with your online service? ConnSENSE '97
sid/content.html Not sure what to do? You'll find that 14th Annual Conference of the
http: / /www.thelist.com is an invaluable Connecticut Special Education
This site, which is provided through the site for locating Internet Service Network for Software Evaluation
British Columbia Ministry of Education, Providers (ISPs) in your geographic Windsor Locks, CT
offers many practical ideas which help region. All ISPs are listed on this site, (860)455-0707
teachers cope with typical classroom which can be searched by area code or e-mail: [email protected]
situations. geographic area. http://www.ucc.uconn.edu/wwwpcse/
cs97.html
Sample Content:
'Preparing to Teach
'Transitions

TECH-NJ, Vol. 8, No. 1 page 7

53
--I FOR DEAF STUDENTS
STORY-TELLING IN ASL
H Word Prediction
(continued from page 4)
feature, but the computers at home and in
school are not equipped with the needed
AND WRITTEN ENGLISH sound cards. When available, the speech
output feature will help to focus Josh's
by Amily Beidelman At New Jersey's attention. It will provide a multisensory
One of the most difficult skills for Deaf Katzenbach School approach to writing in which he will be
children to master is the transference of The Marie Katzenbach School for the able to write, read, and hear his words.
story-telling in American Sign Language Deaf (MKSD) in Trenton is also using Josh and his parents are very pleased
(ASL) to the written English form. video recording to enhance the literacy with his accomplishments since he has
"Telling Tales in English and ASL," a skills of Deaf children. Kim Arrigo, the been using the computer with WriteAway
videotape from the National Center to Deaf Culture Specialist at the school, is to complete his writing assignments. His
Improve Practice (NCIP), demonstrates currently videotaping herself as she signs parents made it clear that they would like
several creative teaching strategies which popular children's stories. Using big to see other types of technology available
address this problem. books, the camera first focuses on the to their son and other children with
The video focuses on a story-telling picture in the book, then on Kim signing learning disabilities. They would like to
program used in the language lab at the the corresponding text in ASL. Kim' s investigate voice recognition software.
Horace Mann School for the Deaf in signing throughout the video is both With it, Josh would be able to speak into
Boston. The immediate goals of the expressive and engaging. The stories are the computer and his speech would be
program are to get students involved in filmed in ASL only, and there are no converted into text. This would enable
using their imaginations, stretching their subtitles or voice over. In addition to the Josh to make use of his fine expressive
vocabularies, developing social skills in actual story, Kim asks the viewer ques- language without always worrying about
peer relationships, and fostering enthusi- tions and comments on the story, as a spelling and the available vocabulary.
asm for reading in a risk-free environment. teacher or parent would when reading a Josh's mom summed up her feelings
The ultimate goal is for students to story to a child. about Josh's progress with technology
develop proficiency in telling stories in Currently MKSD has produced five when she told me, "I think that technology
ASL and to transfer this skill to standard different tapes, four with two stories each is the key for these kids to unlock what it
written English. and one with only one story. A sampling is they really know. You can't find out
The video follows a teacher and her of stories includes Corduroy, If You Give a what they can do if you don't give them a
class as they work in the language lab. Mouse a Cookie, and The Very Hungry way to do it."
First, the students watch a videotape of a Caterpillar. The videotapes are available
story told in ASL. The teacher and for parents to borrow, along with a small Product Information:
students then discuss the story and related copy of the corresponding book. Parents Storybook Weaver Deluxe
themes to ensure that the students have an are asked to fill out an evaluation form of MECC
accurate understanding of the story. After the videos and return it so that improve- (800)685-6322
the discussion, the students participate in ments can be made in future tapings. $62.95 (School Edition)
various activities to enhance their skills in These videotapes are especially helpful
ASL and written English. for hearing parents who feel their sign Spell It 3
To help a child see the relationship skills may not be adequate to relay the full Davidson
between a story he signs in ASL and intent of a story. The tapes thus serve two (800)545-7677
printed English the teacher videotapes him purposes: to engage children and parents $79.95 (School Edition)
as he retells the story. Based on what the in sharing books and to foster ASL story-
student signs the teacher then writes a telling skills. WriteAway
draft in standard English. The teacher and The videotaped stories at Katzenbach Assistive Technology, Inc.
student work together to revise this draft are geared toward younger children, while (800)793-9227
to better reflect the student's intent. the program in Boston is focused on older $199
Other students in the lab work with elementary-aged children. Both programs DD
teacher aides or independently on related share the goal of helping Deaf children
assignments. Some students make make the connection between ASL and Danielle Niemann is a graduate student in the
illustrations to help them when retelling printed English. Department of Special Education at The
their story. Others who are more adept at College of New Jersey.
translating ASL into printed English use For more information about the tapes,
computers to write essays based on themes contact MKSD at (609)530-3185.
from the story.
The video is closed captioned and is
M
available in open caption, as well as in Amily Beidelman is a senior in the program for
described versions upon request. Education of the Deaf and Hard of Hearing at
The College of New Jersey.

TECH-NJ, Vol. 8, No. 1 page 8

 RESOURCES
ART FOR ME, TOO!
reviewed by Judith Hendricks

Imagine children with disabilities in speech, language, vision, cognition, and fine or gross motor skills being able to participate in the
wonderfully motivating, hands-on, multi-sensory experience of creating arts and crafts. Pat Mervine, in collaboration with Michele
Burton and Lynn Wood, bring this vision to life in their new book, Art For Me, Too! (Mayer-Johnson).

Art For Me, Too! is a comprehensive curriculum guide featuring 45 thematic units which can be integrated into a variety of class-
rooms. Each thematic unit can also be used in conjunction with the 45 cooking activities presented in Pat Mervine's previous cooking/
communication book entitled, I Can Cook, Too! (see TECH-NJ, Vol.7, No.1 for review).

The book is designed for children on a pre-reading and early reading level, and each unit contains both words and symbols. The
curriculum encourages the development of literacy and functional communication and provides practice with visual and auditory
attention, olfactory awareness, fine and gross motor skills, receptive and expressive language, cognitive development, choice-making,
and social skills.

The uniqueness of the book is its focus on communication and adaptations. The suggested adaptations allow children with disabilities
to explore their creativity by adapting each project to meet their individual needs and abilities. Adaptations include the use of
switches, computer interfaces and alternate inputs, and a number of low-tech modifications used for painting, writing, stirring, and
other motor skills. Communication boards for each activity are an invaluable feature of this book.

Art For Me, Too! is an indispensable resource which is a must for every teacher of young children with disabilities.
Judith Hendricks is a graduate student in the Department of Special Education at The College of New Jersey.

NJ TARP SPONSORS FREE TRAINING WORKSHOPS

TARP, in collaboration with The College of New Jersey and the Center for Enabling Technology (CET) in Whippany, NJ, is sponsor-
ing the following workshops free of charge. For information or to register, call the Center for Enabling Technology at (201)428-1455.

Making It Happen: Assistive Technology for Occupational Therapists (AT for OT's)
This workshop will focus on integrating computers and assistive technology into OT and the IEP. Related WWW sites will be
explored.
Mon., May 19, '97 7:00 9:00 p.m. Center for Enabling Technology Whippany, NJ

Making It Happen: Assistive Technology and Students with Disabilities

This presentation demonstrates the power of assistive technology to transform the school experience of students with disabilities. A
variety of assistive technology hardware and software that make the computer accessible to individuals with disabilities will be
demonstrated. Integrating assistive technology into the IEP and relevant legal mandates will be addressed.
Tues, Apr. 8, '97 10:00 -11:30 LRC Central Old Bridge, NJ
Mon., Apr. 14, '97 10:00 - 11:30 LRC South Sewell, NJ
This workshop is also being presented at several statewide conferences. Call CET for more information.

Using Ke:nx to Provide Access to the World for Children with Physical Disabilities (Hands-on)
Ke:nx allows the user to operate a Macintosh computer and run standard programs with alternate keyboards, switches, onscreen
keyboards, and even Morse Code.
Thurs. Apr. 17, '97 10:00 - 12:00 Center for Enabling Technology Whippany, NJ

Advanced Ke:nx - Creating Customized Set-ups with Ke:nx Create (Hands-on)

Participants will learn how to create custom scans and alternate keyboard layouts using Ke:nx Create.
Tues., Apr. 29, '97 10:00 - 12:00 Center for Enabling Technology Whippany, NJ

Creating Customized Overlays for IntelliKeys to Meet Individual Needs (Hands-on)

Particpants will learn how to use Overlay Maker to create custom overlays for Intellikeys, an alternate keyboard.
Tues., May 6, '97 10:00 - 12:00 Center for Enabling Technology Whippany, NJ

TECH-NJ, Vol. 8, No. 1 55 page 9

 TECHNOLOGY AND THE ARTS
ADVENTURES IN ARTLAND
CD-ROM'S FOR THE TORTURED ARTIST IN EVERYONE
by Donna Williams student suggestions and having individual work. "Hands" take you forward or.
I recently had an opportunity to examine students come up to select images, click backward in your journey, the "frog"
three unique software programs and try on choices, etc. This way I was able to allows you to "leap" randomly in the
them out with my students at Emerson move through the program at the pace of collection, and the "couch potato" gives
Elementary School in Plainfield, New the class. My only reservation is the speed you an automatic slide show. Favorite
Jersey. All three programs are designed to of loading on a double-speed CD-ROM images can be stored in a scrapbook as
engage people in exploring and learning drive. I would recommend running the your personal slide show for later viewing.
about the visual arts. They are available program on a faster drive. While the games are fun, they are
as CD-ROMs for both Windows and In all, the younger students loved the limited to either answering a question,
Macintosh platforms; all require 6-8 MB ease of use, colorful images, and anima- completing a puzzle or finding a detail.
RAM and double-speed CD-ROM drives. tion of look what i see! The information My students mainly used the program to
My students and I loved the programs, and was relevant and was on par with the explore the art collection, which includes a
we highly recommend them to teachers, concepts presented in lower-elementary art nice selection of both well-known and
parents and kids of all ages. classes. While I do not recommend the more obscure works. The large number of
program for most older students, any selections precludes a student running
look what i see! student with limited reading or English through the program in one setting, as
Level: Ages 4-10 proficiency will enjoy this simple intro- with look what i see!. One of my second
This program is designed to be an duction to art. graders loves history, and he could not get
introduction to art for the non-reader. enough of With Open Eyes. I found it
Based on a series of parent-child work- With Open Eyes: Images from interesting that he enjoyed the examples of
shops conducted at the Metropolitan the Art Institute of Chicago armor, coins, and clothing just as much as
Museum of Art, it presents the concepts of Level: Grades 1-8, including early or the "regular" art. Also, because he picked
color, shape, and mood, and basic painting poor readers up on the program so fast, I had him
techniques. The artwork selections are This was my second favorite program introduce it to small groups of his class-
primarily paintings and photographs. due to its thoroughness. Over 200 works mates while I went on with my regular
Students can view narrated slide shows, of art in various media from around the lesson.
select two images to compare with each world are viewed and discussed in detail. For the level of detail provided, this
other, watch QuickTime movies of While informational text onscreen is program is extremely easy to use. My
children painting, and/or play various provided, reading is not necessary to enjoy students and I have only small complaints.
games. An image can be viewed with a the program. S. wants me to tell you that if you click
magnifying glass, and more information Icons take you to screens that provide around too fast with the help on, the words
about a work can be easily accessed with a information on each work. Clicking on a "crash into each other," meaning that the
click of a mouse. ruler takes you to a 10-foot room of an art tracks will run simultaneously. Since
look what i see!'s activities are grouped gallery in which the piece of art is placed every icon has its own trademark sound
into a series of "rooms," each designated next to a person for scale. The clock takes and help description, this can be quite a
by a different child sitting at a desk. The you to a timeline, from which you can go cacophony. Once you understand the
activities encourage critical analysis of the to other works of art from the same period. program, you can turn the help off until
paintings, and they vary according to the A click on the globe gives you a world you need it; the "life preserver" is never
"room" you are visiting. For example, one map on which the artwork's country of more than one or two clicks away. I also
game may ask students to click on three origin is marked by a flashing yellow pin; think a "no exit" setting would be very
different shades of blue (color), locate all clicking on any pin on the map shows you helpful, because little fingers cannot seem
the triangles (shape), or pick an appropri- all the works in the collection from that to resist the big white "EXIT" sign.
ate sound effect or piece of music for the country and allows you to jump to any
scene (mood). In the "change the ele- one. ArtRageous! The Amazing
ments" activity, children can manipulate Help is denoted by a life preserver, World of Art
the colors, background and size of items in which allows you to turn audible help on. Level: Grades 1-4 with supervision,
the artwork. In the "how to paint room," With the audible help on, a voice describes Grades 5-adult with common sense
each icon takes you to a video demonstra- the function of each icon every time the I think this is my favorite program out
tion of using brushes, color mixing, and mouse passes over one. The information
other painting steps. of the three. It is one of the most graphi-
provided by the "big red mouth" and the cally satisfying CD-ROMs I have used.
I had my greatest success using look bronze "INFO" plate is the same, but the
what i see! on a large monitor, taking The images are very up to date in design,
mouth reads it aloud while you view the the animations are wonderful, and the
TECH-NJ, Vol. 8, No. 1 56 page 10
colors are extremely vibrant (you really Everyone's favorite room by far was listening to Tim.
need a great color monitor to appreciate the "color neighborhood." Activities there I personally would have liked an exit
these colors). include "playing" a painting by Kandinsky lock like Edmark's Thinking Things series
Like look what i see!, this program is to explore his theory of color and music, provides: I had students exit for no
for exploration; however, it takes every creating a multi-level color wheel from reason, and the credits roll on forever,
concept from look what i see! and expands scratch ( I had a first-grader call out even when you click to speed it up.
on it exponentially. Instead of rooms "secondary colors!" in the middle of this Perhaps a future edition could provide an
reached from a main menu, we have activity; I'd say he owns that word now), adult folder to allow record keeping,
"worlds" collected in "neighborhoods" a world map to explore colors' meanings difficulty level settings, defaults, and
reached from a central "plaza." The around the world, and changing the colors similar customizing features that make
"neighborhoods" are color, light, perspec- in an abstract painting to create their own teaching easier.
tive, composition, and life of art. You work of art. Whether observing or doing If you are looking for a way to rein-
navigate through the program by clicking the activity with a partner, the children's force art concepts with older, English
around the sides of the plaza or neighbor- excitement was audible. proficient students, or you just want to
hood. The arrow changes shape to denote This program needs to be used with mess around, this is a great program, and I
hotspots which allow you to enter a supervision. I still have not discovered a highly recommend it. Anything with
neighborhood or a world, or participate in delicate way to deal with nudes, and like Munch, Da li, Kandinsky, Hopper and
an activity. any good museum, there are lots of them Escher can't be bad!
The program is loaded with music and here. I suggested to my students that they
narration. Each area has verbal Now for Some Teacher Talk
instruction and descriptions of Yes, these CD-ROMS all require a
images, and the mood EXI
double speed drive. (I recommend
is irreverent. Throughout the pro- an even faster one). That little
gram, you are guided by a Quick Time Yugo you've got won't cut it
character named Tim, a gentleman anymore.
with a British accent who wears a If you have a lab situation
smoking jacket, a ponytail and available, use these programs
spectacles. You can make the talking together. Often, since they draw on
stop by clicking the mouse; my different collections, one may have
students quickly discovered they a work that another does not. With
could make Tim shut up by clicking Open Eyes has Dali's "Mae West,"
on his face! Be aware that the while ArtRageous has his "Persis-
vocabulary is tough, but the built-in The navigation screen from "With Open Eyes." tence of Memory." With Open Eyes
database defines most terms. It is a great has Munch's "The Cry," a lithograph that
way to have students hear art terminology click away from any image that made led to the famous oil painting, "The
used in a context other than art class. In them uncomfortable. I also only used this Scream," which appears in brilliant color
addition, the timeline and help features program with more mature members of with animated descriptions on
provide a wealth of information. Just be each class to avoid the "000h, he's nekid!" ArtRageous. I loved discussing surreal-
aware that the reading level may frustrate controversy. Know your students, and ism, expressionism, and what media
younger students and poor readers. Many preview all art software thoroughly before means with two little kids.
of my students seemed to just ignore the use. Classroom teachers using this Use inter-curriculum connections. There
text in preference to the games. program might want to discuss these is a plethora of vocabulary in these three
Oh, yes, the games! A better word issues with their art teacher to see how it art programs. The images and activities
would be activities, because you do not so was handled in the past. encourage the use and acquisition of
much play as participate. Some activities This program froze on me more than vocabulary, and the expression of opinion
are easier than others, and some require once. Make sure you turn off unnecessary and emotion. Works of many cultures can
endurance to complete. I never could applications and have at least 8 MB RAM be accessed for use during units on
complete the timed activities, even at the available. Everything loads fast enough, African-American or Hispanic History, for
beginner level. The high level of visual with no blank screens; however, if you example; maps provide a helpful geo-
discrimination required for some of the goof up or get lost, it will take forever to graphic base. The databases are accessed
puzzles can be frustrating; however, I had find your way again unless you cut out easily enough to be used for research. All
second graders really take their time to through the Index. It is wise to spend three programs have music as an element.
accurately complete puzzles that I had some time just clicking all over the Timelines can be analyzed for trends, and
assumed they would quit. Many students screens to see how to get from place to students can create timelines of their own
loved changing the direction of the light, place. My students needed my help work during the school year. Use your
intensity of color, or perspective in a room. navigating, even after viewing the tour and imagination. (continued on page 18)

TECH-NJ, Vol. 8, No. 1 57 page 11

 like jumping in with a life jacket and During this time, my family instilled in me
MINSPEAKTM
saying "Let's swim!" to see what's out the importance of having my communica-
(continued from page 1)
there to help Anthony. It was and is very tion device with me at all times. Always
important that everyone work together - having my device with me is like some-
The Early Years:
speech therapists, occupational therapists, body wearing their eyeglasses.
Before Augcomm physical therapists, teachers, parents, etc. My parents started noticing a big
I have always lived in the same household During first grade we decided I would difference in their communications with
as my parents and younger brother. My be perfect for a voice output device, so we me. While we were traveling to visit
family strongly built my desire to express started looking at what was available. We family two and a half hours away from
my wants, needs, and ideas by including wanted to find a system that would allow Grand Forks, I had my Touch TalkerTM
me in all the communications as a member me freedom of speech and would also with me. This was the first trip that my
of the family. We have a lot of very have good quality speech output. We first mother didn't have to get up and read my
interesting stories about how I got my saw a Touch TalkerTM with MinspeakTM communication board. Everyone was very
point across when I was a little kid. The . (Prentke-Romich), along with other voice
happy that I could hold a conversation
story that really interested me is how I output devices, at Children's Hospital in while we were driving.
pointed to items in the sales flyers that Sioux Falls, South Dakota. The Touch MinspeakTM helped me maintain age
came in the newspaper every Sunday TalkerTM really stood out in our minds. It level vocabulary. Therefore, I was
morning. Other stories I heard from my had a good voice output system, plus it included for all of my classes. As seventh
parents made me interested in my early enabled me to put symbols together in a grade rolled around, you couldn't have
childhood communication and the sequencing format similar to what I was noticed any difference between the other
problem solving efforts I employed to already doing. We liked that it had an kids and me. I also developed a system of
express myself. I used to sequence objects LCD for others to read if they could not making phone calls to my friends, and to
together as a means of expressing my understand me. Another nice feature was this day I still live on the phone. I really
point to whomever was around at the time. that it could be hooked up to a printer. I believe that without MinspeakTM, I
I guess that's early MinspeakTM for you - believe voice output helps not only in couldn't do this very basic task of making
putting pictured objects together in a ,communciation but in spelling, reading a phone call.
sequence to convey the meaning of an idea and language skills.
or word. One of my early speech thera- In December of my second grade year,
pists tells of how I was a creative manual
Upgrading to a LiberatorTM
I finally got my Touch TalkerTM. I recall During my eighth grade year, I got a
board user because I would put together that as the happiest day in my childhood.
symbols for one meaning, as well as use LiberatorTM (Prentke-Romich), which had
I was given the power to communicate come on the market during the summer
sources available at the time to make a something without having to depend on
point. before. The LiberatorTM, an upgrade of
somebody to read my communication the Touch TalkerTM, makes MinspeakTM an
When my parents discovered that I had board. For the next couple of years, I was
the ability to communicate a single point even more powerful tool. Since I up-
seen by two speech therapists who helped graded to that system, I have been totally
to people, they then consulted my thera- me build my vocabulary on MinspeakTM.
pists and education specialists at the rehab At that time there were no pre-pro- independent in my communication needs.
hospital to expand on this idea. I started Having unlimited communication capa-
grammed vocabulary packages. This bilities both in and out of the classroom
using a manual communication board with process called for that all-important input
six symbols. Soon I advanced to boards helped my teachers in my education
from the whole team who was working process and enabled me to expand my
with more symbols, the alphabet and with me. horizons.
numbers. While this was going on, I was
developing into a well-rounded communi-
Learning To Use MinspeakTM My First Job
cator, putting together multi-word sen-
My speech therapists assigned me During my high school years, I obtained a
tences. During this time, I was enrolled in
homework for programming words, part time job at a local computer store
an integrated preschool at the University
sentences and names of my peers. We producing typewritten manuals and
of North Dakota and began interacting
used a grammar-like approach. For catalogs. This would never have been
withother children. This experience
example, to program "I want to go possible without the aid of my Libera-
helped me to develop socialization skills
swimming" I would select the 'II' icon for torTM. My augcomm device helped me
for communicating with my peers.
1, the 'holiday verb' icon for want, the explain my special needs to my boss and
`think preposition' icon for to, the 'go co-workers. Having a job also entered me
Inclusion and Technology verb' icon for go and the 'pool verb' icon
When I reached school age, I was included plus `ing' for swimming. Back then I in the business world, something else for
into a regular classroom with an aide to which you need good communication
hated those assignments, but I realized skills. I credit my LiberatorTM,
help me. I also spent time in a resource when I got older that they were given to
room working on some of the harder MinspeakTM and built-in DecTalkTM, the
me to show me that I could program my high-quality speech synthesizer, for this
subjects for me, like reading and spelling. device anytime I felt the need for another
We also began working with computers success, because I believe this would not
word, phrase or sentence. After a few have happened unless I had a speaking
and other special technology, which back years my vocabulary was up to age level.
in 1983 was new to all of us. It was just device with great speech output. I only

TECH-NJ, Vol. 8, No. 1

58 page 12
hope that this is just the beginning of my together. a collaborative group to create a video-
business success with the aid of At the fourth station the students create taped presentation.
MinspeakTM because we both have a lot to a 16-frame sound "filmstrip" on a state. The response to the course has been
offer people in general. They answer questions about their state in overwhelmingly positive. The program is
the form of a script. The script has cues beginning to receive attention outside of
I'm Off To College! for advancing the filmstrip already the district as well. Mr. Courtney has
I graduated from Red River High School included. The students use overhead presented his program at conferences of
in May, 1996. In November I received my markers to illustrate an actual film strip. the Educational Media Association, the
acceptance letter from the University of They are given certain requirements such Educational Technology Association of
North Dakota. I started college on as a map of their state and the state capital. New Jersey, and the New Jersey Education
January 8, 1997 and plan to major in For the final project, the students make an Association. He will also be presenting at
computer science or something in that audio cassette of the script that the International Reading Association's
field. It looks like my childhood dreams corresponds to the film strip they have spring convention. Through his efforts,
have come true. I'm very excited to be a illustrated. students at the West Windsor-Plainsboro
college student back where I started when As a culminating activity for the Level Upper Elementary School are one step
I was 2-years-old. My long term goal is to III course the 6th grade students return to closer to successfully navigating the
work somewhere where I can help other the library for a fifth period and are rapidly expanding world of multimedia.
people with disabilities with the aid of allowed to choose one station at which
computer technology and/or speaking they felt they did their best work. They Product Information:
devices and make them productive then present their work to the entire class. SIRS Discoverer
citizens. My personal experience shows According to Mr. Courtney, "You really (800)232-SIRS
me that with a little special technology get to see the creativity of some of these Initial license $650, annual renewal $475
like MinspeakTM and hard work, anything students."
can be done if one has the determination Accelerated Reader Computerized
to do it. Trained Peer Facilitators Reading Management Program
One of the most exciting parts of this Advantage Learning Systems, Inc.
For information on Prentke-Romich products, program is the use of peer facilitators. (800)637-6581 Approx. price: $1,400
call them at (800)262-1984. Students are either recommended by their
AO teachers or chosen by Mr. Courtney to Middle Search CD-ROM
Anthony Arnold is a freshman at the University work as peer facilitators. Throughout the EBSCO Publishing
of North Dakota. He first presented his story year Mr. Courtney may train up to seven (800)653-2726 Price: $899
at the Annual Minspeak Conference in May, groups of facilitators in an attempt to
1996, and it was published in the conference Columbia Granger World of Poetry Index
include as many interested students as
proceedings (Prentke-Romich). (800)944-8648 Price: $695
possible. The students receive a full class
period of training and then they put in a
week of constant practice during their 8th MediaMAX CD-ROM
TECK TREK Videodiscovery, Inc.
period study skills class. They work with
(continued from page 3) (800)548-3472 Price: $199
an outline of the requirements for
each station and practice demonstrating
with the authoring program, HyperStudio the needed skills for that particular Encyclopedia of Animals
(Robert Wagner Publishing). Students station. Mr. Courtney is making an effort Laserdisc Corporation of America
work in pairs to create a three card this year to include special education avail. from Laser Learning Technologies
autobiographical stack. They receive an students as a way to increase needed self- (800)722-3505 Price: $675
overview of the basics of Hyperstudio, esteem and social skills. Two of the
how to add clip art and how to move from students from 6th grade teacher Mary Beth Compton's Interactive Encyclopedia
one card to another. They also learn to add Penkethman's class were chosen because Price: $69.95 &
clip sounds or their own sounds. The final as classified students in an inclusion HyperStudio (Roger Wagner Publishing)
stack includes the student's name, a map classroom she believed they could benefit Price: $112.95; 10-user Lab pack $795
of the country and state where they were from this type of peer interaction. "This is both are available from Educational
born, an autograph and clip art illustra- the type of setting where they can really Resources
tions that describe them. excel, they seem to have a real affinity for (800)624-2926
At the third station, the students use a the technology, and this has given them a
program called VCR Companion chance to assume a position of authority VCR Companion (discontinued item)
(Broderbund) to create a videotape and teach others." Broderbund
production which includes titles and live The ultimate goal upon completion of (800)474-8840
film. They work as a group to learn the Teck Trek is for the students to use what M
basics of working with a video camera, they have learned through the course as
how to add titles using VCR Companion, part of a research project. They may, for Kathleen Foster is a graduate student in the
and how to use storyboarding to properly Departement of Special Education at The
example, use a poem they found utilizing
design their skit and put the entire project College of New Jersey.
Granger's World Poetry Index, or work as
TECH-NJ, Vol. 8, No. 1 59 page 13
 SOFTWARE REVIEWS
IN MY OWN VOICE place the students are in the program.
by Jo Ann Pelliccio
STRENGTHS: This program is easy to use and very
SUBJECT AREA: Multicultural Education, Poetry engaging. There is a Teacher's Guide with lesson plans for whole
Appreciation and Poetry Writing class activities, individual students or small groups. The lessons
are divided into units by poet and contain additional biographical
PUBLISHER: Sunburst Communications, Inc. information and ideas for writing assignments.
There are many possible applications for this program. It can
(800)321-7511
provide an art experience, a writing experience, and lessons in
social studies and multicultural education, as well as poetry
COST: $79.00 appreciation lessons.
The major strengths of this program are its powerful presenta-
INTENDED AUDIENCE: Junior High/High School tions of contemporary poetry to students and its providing of a
safe place for students to be able to express their thoughts in
NOTABLE SYSTEM REQUIREMENTS: 68030 words. The poets recite their poems exactly as intended and
Macintosh or higher, System 7, Double-speed CD-ROM drive, describe not only the meaning of the poems, but also the writing
Quick Time 2.1 or later, Sound Manager 3.1, and Sound Control process. This offers ideas and encouragement for students to
Panel 8.0.5 or later. attempt their own poetry.

DESCRIPTION: This CD-ROM contains audio recordings SUMMARY: In My Own Voice is a truly beautiful multi-
of award-winning contemporary American poems read by the media experience of art, music and poetry. Because of the
poets. There are 27 poems on the subject of identity, survival and cultural diversity presented in this program, whether a student is
hope written by nine poets of culturally diverse backgrounds. inspired by the art, the music, the poetry, or the poets themselves,
The setting is New York City's Greenwich Village. The this program is bound to have a profound effect. The program
program opens with video and jazz and a narrated introduction by can be used across curriculums and, that, combined with its
Quincy Troupe, one of the poets. A New York City lamp post reasonable price, makes it an appropriate and affordable addition
serves as the menu bar and offers many choices: to school software collections.
1) A trip to Eastside Books simulates the environment of a
poetry reading. Students can hear the poets read three of their
poems while following the text on the screen. Each poet has a
book on the book shelf which contains a picture of the poet, a
brief biography and selected poems. Clicking on the poet's
THE POETS AND THEIR WORKS
picture activates a screen in which the poet discusses how and
why a particular poem was written. Annotated balloons which
describe poetic devices such as simile or alliteration appear over Miguel Algarin: "On Eleventh Street, Barrio Obrero. (Sep-
appropriate sections of the poems. tember 11, 1941)," "In Santurce's Light," "At the Electronic
Frontier"
2) Students can visit The Sun Gallery, a simulated Greenwich
Village art gallery, where poems are presented in connection with Lucille Clifton: "on the inner city," "light," "this morning"
thematically-related pictures. The poetry-related art emphasizes Joy Harjo: "New Orleans," "White Bear," "Remember"
theme, imagery, and the connections between poetry and the Stanley Kunitz: "The Portrait," "An Old Cracked Tune," "The
visual arts. Layers"
3) Writer Space contains clickable objects: a Word Generator, Li-Young: "The Gift," "Mnemonic," "I Ask My Mother to
Sing"
a tape recorder, a book, and a computer. The Word Generator
creates original word combinations which the student can Pat Mora: "Senora X No More," "Immigrants," "Elena"
manipulate. The tape recorder provides the student with four Naomi Shihab Nye: "Famous," "West Side," "Walking Down
types of music that will play in the background while using In My Blanco Road"
Own Voice, and it also allows the students to record their own Linda Pastan: "Grudnow," "Rachel," "Subway"
poetry reading. The book transports the student to the Book Quincy Troupe: "My Poems Have Holes Sewn into Them,"
Shelf of Eastside Books where they can access the poets and the "The Old People Speak of Death," "Passing on the Legacy"
poems. The computer is a built-in word processor allowing
students to edit the poems in the program or write their own
poetry.
4) The Notepad feature allows students to record their Jo Ann Pelliccio is a graduate student in the Department of Special
thoughts and feelings. It helps students navigate through the Education at The College of New Jersey.
program and provides a reference source for tracking the precise

TECH-NJ, Vol. 8, No. 1 60 page 14

EXPRESSION concept maps that can be printed and completed by students. An
extensive teacher's guide offers detailed activity plans and also
by Deborah Newton addresses the mechanics of using the program.

WEAKNESS: Because of the many options provided,

SUBJECT AREA: Language Arts
younger students or those with learning difficulties may require
extensive practice before they are able to use this program
PUBLISHER: Sunburst independently.
(800)321-7511
SUMMARY: This graphic organizer is a valuable tool for
COST: $99.00 single copy, 5 computer Site License $198 both teachers and students. It is useful for facilitating the writing
process as well as for planning and organizing activities across
INTENDED AUDIENCE: Grades 3-12 the curriculum. It is suitable for use by individual students or
small groups, or for teacher-directed, whole class activities. The
EDUCATIONAL GOALS: Expression is designed to variety of options allows users to customize their work for
help students organize their ideas and to facilitate the writing maximum effectiveness.
process.

DESCRIPTION: Expression is a flexible, easy to use

graphic organizer. Its three major components a Graphic Screen
View, a Text View, and a Word Processor View - support organiz-
ing and planning for process writing as well as other cross-
curricular activities.
WRITING PROGRAMS FOR
In the Graphic Screen View Expression helps transform YOUNGER CHILDREN
brainstorming into a visual, non-traditional outline. Students
create graphic plans using frames, tie-lines, and notes. A click of Easy Book (Sunburst) (800)321-7511
the mouse creates frames in any of 12 geometric shapes, to which Price: $79
brief text and/or pictures can be added. Students customize their
plans by selecting the style, color, font, and size of text and Another writing program available from Sunburst is Easy Book.
importing graphics from the library provided. If lengthy text is This program simplifies the book making process so that even
desired, it can be added as notes by clicking on the note icon in students in kindergarten can author and publish stories in book
the desired frame. Frames are then connected by tie-lines which form. Automatic page layout makes Easy Book hassle-free for
add structure to the plan. young students while more advanced students can quickly and
Selecting Text from the View menu allows users to see their easily customize the layout if desired. A collection of hundreds
graphic presentation converted into a traditional text outline that of stamps and a built-in paint program make it easy to create
utilizes the text from frames and notes. The levels of the outline illustrations to match the text. In addition to providing instruc-
are determined by the order in which tie-lines were drawn, but tions for using Easy Book, the teacher's guide includes writing
the order can be rearranged, if desired. When the writer is activities for grades K-6, tips for book binding, and a variety of
satisfied with the text outline, selecting Word Processor from the reproducibles.
View menu will change the outline into a word processing
document that can be edited and expanded into a final paper. Stanley's Sticker Stories (Edmark) (800)362-2890
This program offers speech feedback in each component as an Price: $59.95
additional support to students. Users can select the voice the
computer will use to read the text. This speech feedback enables Part of Edmark's Early Learning Series (preK - 2), Stanley's
students with reading difficulties to access text written by others, Sticker Stories lets students create their own animated
or to hear their own work read back to assist with editing tasks. storybooks featuring Millie, Bailey, and other popular Edmark
characters. Readers and non-readers alike can tell their own
STRENGTHS: Expression supports students who are not stories with over 325 stickers of familiar friends, objects and
linear thinkers by interpreting their graphic plans and presenting colorful backgrounds. Animation, sound effects and music
them in outline form. It also supports students with reading bring these stories to life. Children can even record their own
difficulties, or those who are strong auditory learners, by provid- voices and hear themselves narrate their story.
ing speech feedback. Being able to switch back and forth
effortlessly among the three views is a helpful feature. Expres-
sion allows printing from the Text, Graphic, and Word Processor Deborah Newton is a graduate student in the Department of Special
Views. Teachers can capitalize on this by creating webs and Education at The College of New Jersey.

TECH-NJ, Vol. 8, No. 1 61 page 15

THE MAGIC TALES COLLECTION:
BABA YAGA AND THE MAGIC GEESE, IMO AND THE KING,
and THE LITTLE SAMURAI
by Marta Isaacson moral lessons are presented with positive consequences for
ethical behaviors. Each CD-ROM comes with a copy of the story
book and an extensive classroom activity guide for teachers.
SUBJECT AREA: Children's Literature, Multicultural
Education, Language Arts

PUBLISHER: Davidson
(800)545-7677

COST: $59.95

INTENDED AUDIENCE: Ages 3 - 9

SPECIAL HARDWARE REQUIREMENTS:

IBM: Windows 95 with 8 MB RAM or Windows 3.1 with 4 MB
RAM, double-speed (2X) CD-ROM drive, and Windows-
compatible sound card.
Macintosh: System 7.1 or higher, 6MB RAM with 3 MB free,
and double-speed (2X) CD-ROM drive.

EDUCATIONAL GOALS: To encourage reading and The first screen from Imo and the King.
listening skills, while learning about different cultures, customs
and peoples.
WEAKNESSES: A faster CD-ROM drive may eliminate the
problem of the dark blank screen that comes on between scenes
DESCRIPTION: The Magic Tales Collection consists of six
and lasts several seconds. Children may need to be reminded to
tales which have been taken from different cultures, three of wait. It would be helpful if the words of the songs played within
which are reviewed here. The main characters are rewarded for the scenes were displayed on the screen along with the story text.
their courage and effort in demonstrating responsibility to others.
In Baba Yaga and the Magic Geese, a Russian folk tale, a young
girl saves her brother from a wicked witch. In the African tale,
SUMMARY: The Magic Tales Collection is delightful in
Imo and the King, a boy is able to pass three tests of the King every aspect. The activities are fun and interesting for the
with the help of friends whom he makes through performing children and the programs are easy to use. The technical aspects
generous acts. The Little Samurai, a Japanese folk tale, presents of color, music and story mesh beautifully. Support for parents
and teachers is excellent.
us with a small boy standing up to an ogre and growing bigger by
his unique act of kindness to a young princess.
Each story is presented by "Grandpa Mouse" who provides Marta Isaacson is a graduate student in the Department of Special
three options: 1) A child may have the story read directly by Education at The College of New Jersey.
Grandpa Mouse while the words are highlighted onscreen, 2)
The child may play with the story by interacting with each scene,
clicking on objects to see animals talk, objects change colors, and
statues come to life, and 3) The final option allows the child to
go to any specific page.

STRENGTHS: These interactive stories are wonderful. The

colors are lush and bright. The music is upbeat and snappy. All
of the scenery appears true to the cultures depicted. The way the
objects move after being clicked on in the "Play" mode are
whimsical and humorous to both child and adult sensibilities.
The stories are folk tales which are at times larger than life. The

TECH-NJ, Vol. 8, No. 1 page 16

G2
BIG:CALC
by Cynthia Ruetsch

SUBJECT AREA: Math

PUBLISHER: Don Johnston Incorporated

(800)999-4660

COST: $29 (1) Voice output - Users can choose from a variety of voices;
adjust the rate of speech from 50 to 500 words per minute; and
INTENDED AUDIENCE: People with learning, visual or select items to be read (e.g., speak buttons, speak numbers, speak
physical disabilities. results, etc.)
(2) Math menu - Users can select the way the math problems
OPTIONAL HARDWARE FOR ALTERNATE are calculated and displayed, e.g., show 1000's separators, show
ACCESS: Touch Window or single switch with Macintosh currency, set the number of places to the right of the decimal
Switch Interface or Ke:nx. point for your results to be rounded to.
(3) Alternate computer access Users can choose from touch
screen, single switch, alternate keyboard, or other similar devices.
EDUCATIONAL GOALS: To develop calculator skills
for completing group math work, checking answers and complet-
ing basic calculations and to provide calculator access for
STRENGTHS: The custom options makes this a great
students who cannot use standard hand-held calculators. program for students of all ages, abilities, and support needs.
Students can complete their calculations using the keyboard and/
or mouse depending on their preference.
Math problems ranging from simple
addition and subtraction to currency and
numbers involving decimals and negative
d integers can all be calculated with ease.
The ability to customize the font type and
size and the color scheme provides
students with vision impairments easy
access. Finally, the voice output options
offer the additional auditory support that is
beneficial to many students.

WEAKNESSES: The quality of

voice output will depend on the
computer's capability to support this
feature. Some voices were found to be
very clear at low voice rates, however,
numbers like fifteen and fifty tended to
sound the same and would therefore be
somewhat confusing to blind students
relying on the voice output.

DESCRIPTION: Big:Calc works like an on-screen calcula- SUMMARY: Overall, students of all ages would find
tor with the addition of large, colorful numbers and speech Big:Calc appealing. The various display options allow for
output. It can be used alone or with database and spreadsheet individual preferences while providing easy access for students
programs. Students can choose one of six calculator styles: who may have difficulty with typical hand held calculator
phone pad, number line, giant calc, keyboard, business calc, and models.
pyramid. Each layout can be customized by selecting various
button fonts and sizes and color combinations for the back-
ground, keypad numbers and answers. Additional custom options Cynthia Ruetsch is a graduate student in the Department of Special
include: Education at The College of New Jersey.

TECH-NJ, Vol. 8, No. 1 page 17

BEST COPY AVA8LABLE
 cards and print them, and an option to print flash cards, which
WORDS AROUND ME enables carryover for home instruction, are valuable features.
by Orah Raia
WEAKNESSES: This program is recommended for PreK to
Adults, and is quite flexible, but it is missing one important
SUBJECT AREA: Functional Vocabulary Deve:upment option which would have extended its uses and made it an
excellent program for older students. This is the capability to
PUBLISHER: Edmark eliminate the pictures from the flash cards; such a feature would
(800)362-2890 turn the program into an excellent tool to increase sight word
recognition.
COST: $399 list (includes 2 copies), or $799 for a 10 copy lab
pack SUMMARY: This program is well-designed, motivating for
students, and flexible, providing many customizing options for
GRADE LEVEL: PreK to Adult teachers. Its unusually high cost would be justified if the
program were expanded to include the teaching of sight words.
NOTABLE SYSTEM REQUIREMENTS: Mac only;
minimum 68030 processor; 8MB highly recommended; mini-
mum 2X CD-ROM drive. Optional: Printer to print student Orah Raia is a graduate student in the Department of Special Education
at The College of New Jersey.
records and flash cards, Touch Window or switch for alternate
access.
Adventures in Artland
EDUCATIONAL GOALS: To help students learn to (continued from page 11)
identify 275 vocabulary words, plus plurals for a variety of Do not be afraid to use software for a lower age group with your
categories related to daily living, which include Personal, ESL/Bilingual classes. I have two reasons for this. One, the
Kitchen, Home, Outdoors, School, Community, Colors, Shapes, programs allow them access to art information in an understand-
and Verbs. In addition, students develop memory, listening, able form, whether in simple language or without much language
categorization, comparison, and visual perception skills. at all. Two, my bilingual students, who vary from fourth to sixth
grade, from port-of-entry to regular education, had no problem
DESCRIPTION: The program is made up of the seven saying they were finished, or bored, or thought something was
Word Collections identified above. Each Word Collection "like a baby game." Tell your students how they can let you
contains 40 words, in 10-word sets. Each 10 word set is pre- know about those feelings; that is part of learning a new lan-
sented through flash cards in 5 cycles: Word Identification, guage, too.
Plurals, Categorization, Sameness, and Difference. Once the Be available or monitor use of these programs. If I get lost in
Question and Answer period is over, there is a 10 Word Review, ArtRageous, they will too. Trust me, Tim will leave you hanging.
followed by a Review Game. Students can choose from an Take some time to sit and play with these programs before you
option of three different games which include: Hide and Seek, in use them, or you will end up having to explain to your first
which the association between the sound of a word and pictures graders why God is pointing to that naked man in the clouds.
representing the word is reinforced; Make A Match, for which The help folders really do.
students match pairs of pictures in a memory game; and Picture If you have mature students of any age (read: has common
Puzzle, in which students build spatial awareness and visual sense) who are interested in art, let them play around with one of
closure skills. After the 40 Word Collection is completed, these programs while you watch. You may find that the student
students play a cumulative 40 Word Review. An animated gets the hang of it faster than you would have, and kids love to
character (Greenie) is on the screen and provides reinforcement teach their teachers. Who do you think explained With Open
when the student gives the correct answer. Eyes to me?
Product Information:
STRENGTHS: Greenie provides fun and entertainment to ArtRageous! The Amazing World of Art (Softkey)
this program, and young children will get a charge out of the Available from Educational Resources (800)624-2926
many different forms he takes on. The program includes an Price: $34.95
Adult Options Section which provides an opportunity to individu- look what i see! (Metropolitan Museum of Art) (800)468-7386
alize the program according to students' abilities. Teachers can Price: $39.95
select from 3 difficulty levels, choose English or Spanish, turn off With Open Eyes (Voyager)
the text labels, turn off the animation character, and adjust the Available from Educational Resources (800)624-2926
number of incorrect words before a "teacher alert" comes up on Price: $27.95
the screen. The program also includes capability for single Donna Williams is an alumna of the Department of Special Education at
switch input and touch screen. The ability to see student record The College of New Jersey.

TECH-NJ, Vol. 8, No. 1 page 18

 TO REQUEST A TECH-NJ SCHOLARSHIP APPLICATION: Please list Part A
below the names and addresses of anyone interested in receiving an application for graduate
scholarships in the Department of Special Education at The College of New Jersey.

NAME:
STREET:
CITY: STATE: ZIP CODE:

NAME:
STREET:
CITY: STATE: ZIP CODE:

L
PLACE
STAMP
HERE

TECH-NJ
The Department of Special Education
The College of New Jersey
Hillwood Lakes
CN4700
Trenton, New Jersey 08650-4700

(FOLD HERE) Part C

If you know anyone who would be interested in receiving a copy of TECH-NJ,

please fill in below.
NAME:
STREET:
CITY: STATE: ZIP CODE:
NAME:
STREET:
CITY: STATE: ZIP CODE:

TECH-NJ, Vol. 8, No. 1 page 19

 Scholarships Available
for Graduate Studies
in Special Education
Through a Personnel Preparation Grant from the U. S. Department of Education, Office of
Special Education and Rehabilitative Services, the Department of Special Education at The
College. of New Jersey is pleased to announce that scholarships are available for the 1997
1998 academic year. Applicants must demonstrate an interest in educational technology, as
well as be interested in pursuing a masters degree in special education. To request a scholar-
ship application package, please complete and return the request form on page 19, call
(609)771-2308, or e-mail your request to [email protected].

THE Nonprofit Organization

COLLEGE U.S. Postage
PAID
OF NEW JERSEY Trenton, NJ
Permit No. 44
DEPARTMENT OF SPECIAL EDUCATION
H1LLWOOD LAKES
CN 4700
TRENTON, NJ 08650-4700

ADDRESS CORRECTION REQUESTED

G6
 TECH-NJTechnology, Educators, & CHildren with disabilities - New Jersey

The College of New Jersey School of Education

Department of Special Education Spring 1997, Vol. 8. No. 2

SPECIAL FEATURE:
SELECTING SOFTWARE:
MATH SOFTWARE WHERE DO I BEGIN?
by Amy Dell and Anne Disdier subject to be taught? More specifically,
which skills within that subject do you
CONTENTS want the software to teach? For example,
"What software should I buy?" "Which
Selecting Software 1 in this issue of TECH-NJ we review
programs would you recommend for my
school?" "What's the best program for several programs that are categorized as
User Profiles: teaching ?" In countless telephone math software. But which math skills do
conversations and meetings with teachers your students need to work on? If it's
Technology in the Education of
and parents, we are asked this kind of basic computation, you may want to look
of a Blind Student 3
question more than any other. People get more closely at Davidson's Mega Math
Technology for a Blind Adult 4
frustrated when we respond that it is Blaster (page 12) or Stickybear's
impossible to answer these questions with Math Splash from Optimum Resource
Software for the Blind:
a simple list of titles, but there is no (page 18), but if your students need to
pwWebSpeak 5
perfect program that works for everyone. practice their problem solving skills,
Major League Math (Sanctuary Woods), Snootz Math Trek (Theatrix, page 13) or
Program Profiles:
for example, which is reviewed on page Mighty Math Zoo Zillions (Edmark, page
Computers at Montclair Middle
14, is an inventive, highly engaging math 16) would be a better match.
School 6
program for upper elementary and middle 2) The program should offer features
Center for Enabling Technology
school students who love baseball. For which allow you to customize the
and JESPY House 7
students who have no interest in baseball, program to meet your students' specific
however, the program would be a poor needs. You want to be able to select or
Math Software Reviews:
choice. Those students will not be modify the level of the material presented.
Learning to Tell Time 10
motivated to solve the math problems and You also want to be able to customize the
Money Coach 11
may find all the baseball features distract- program's content. In Number Maze
Mega Math Blaster 12
ing and confusing. This does not diminish Challenge (Great Wave Software, page
Snootz Math Trek 13
the quality or value of the program; 18), for example, you can specify both the
Major League Math 14
rather, it underscores the point that grade level and the content of each math
Measurement in Motion 15
different people respond to different kinds skill covered, and a simple menu option
Mighty Math Zoo Zillions 16
of software programs. allows you to move easily to a higher or
Math Keys:
lower level. In Major League Math
Unlocking Measurement K-2 17
(Sanctuary Woods) you can choose from
Selection Guidelines one of four levels, but there is no option
Editor's Picks: There are thousands and thousands of to select the types of problems within each
Graph Action Plus 15 software programs available. How does a
level (except for the "Rapid Fire" ques-
Access To Math 18 teacher or parent decide which programs tions which can be customized). The
Bit-Bot's Math Voyage 18 are best for their students/children? There ability to customize is especially important
Franklin Learns Math 18 are several key issues which need to be in special education where students often
Math Pad 18 considered. Over the years we have display uneveness in their skill levels.
Number Maze Challenge 18 developed guidelines which TECH-NJ 3) Software needs to match the
Stickybear's Math Splash 18 writers use when they are reviewing strengths/weaknesses of students with
Unifix Software 18 software. These guidelines were used in
special needs. How does the program
the reviews of math programs which are
(continued on page 9)
THE EDITOR'S DESK: featured in this issue. We thought it would
be helpful to publish these guidelines to
Contributors 2 help our readers muddle through the
Editorial 2 software mire. THE
Reader's Response Form 19 1) The content of the software program
must match the curriculum. What is the
COLLEGE
OF NEW JERSEY
http://www.tenj.edui-technj
EDITORIAL STAFF IS C
Editor-in-Chief: Amy G. Dell
Managing Editor: Anne M. Disdier
Technology, Educators, & CHildrea with disabilities -
Associate Editors: Barbara K. Strassman New Jersey
Deborah Newton

Contributors
Volume 8, Number 2
Spring 1997
Maryann Bowne
Erin De Haven
David Geronemo EDITORIAL
Pamela Haggerty
Judith Hendricks Like many assistive technology-enthusiasts, the TECH-NJ staff feels passionately
Marta Isaacson about the potential of computer technology to improve the lives of people with
Theresa Lupo disabilities. Sometimes, however, the lack of enthusiasm for assistive technology
Maryann Merlo demonstrated by the actions of school districts, funding agencies, and others who
Danielle Niemann "don't get it" seeps into our consciousness and starts to drag us down. We tend to lose
Gerald Quinn sight of why we became advocates for the integration of assistive technology in our
Orah Raia schools in the first place.
Susan Young Fortunately someone usually comes along who reminds us of the importance of our
work. In this case, that someone was a graduate student at TCNJ who explained in an
TECH-NJ is supported by the School of essay why she was interested in participating in the TECH-NJ project.
Education, the Department of Special The following piece is printed with the permission of that student, Theresa Lupo.
Education, and the FIRSL Program at The
College of New Jersey.
I am interested in furthering my skills in education and assistive technology
© 1997 by The College of New Jersey. All because of a note to mom and "Bojarnma the Moose." During my student teaching
rights reserved. Permission is granted to experience at the Alfred I. DuPont Institute Children's Hospital, I began working with
reproduce material in TECH-NJ for an eight-year-old student named Denise. Denise had been in the hospital for over a
educational purposes. TECH-NJ should be year following a series of strokes that caused her to become quadriplegic. She was
credited as the original source of information. learning to use on-screen scanning with a switch mounted under her chin to read a
Views expressed in TECH-NJ do not
story and answer multiple choice questions for the MECC series, "Tim and the Cat."
necessarily reflect policies or opinions of The
She was excited that she was able to do what the rest of her classmates could. Soon,
College of New Jersey or any of its funding
sources.
she tried an alphabet scanning array with a word processing program. For the first
time in almost a year, Denise had access to an independent method of written commu-
nication and typed a note to her mom.
TECH-NJ: To a chorus of groans, I distributed a writing assignment to my Computer I class at
Technology, Educators, & Community High School, a private school for students with severe learning disabili-
CHildren with disabilities-NJ ties. I had given them the first paragraph of a story and asked them to write the next
five sentencces. After half on hour, seven of the eight students had completed the
TECH-NJ is an official publication of the
assignment using MacWrite and spellcheck. I allowed Bobby, a tall, energetic
School of Education, Department of Special
Education at The College of New Jersey. It is freshman with dyslexia, learning disabilities and Tourette's Syndrome, an extension.
written by students and faculty and is designed The following day he explained that he just was not finished with his story "Bojamma
to support professionals, parents, and com- the Moose" and requested more time. About two months later, this student, labeled a
puter-users in their efforts to use technology to "non-writer," watched his completed story spool from the dot-matrix printer, wrapped
improve our schools and to enhance the lives himself in the 30 pages of text and exclaimed, "I WROTE this!"
of people with disabilities. In order to Technology provides access, motivation, independence and increased self-esteem
facilitate local networking, emphasis is placed for many special needs students. I have seen other students with disabilities, espe-
on resources and innovative practices in and
around the New Jersey region.
cially those who have previously met with academic failure, defy their "labels" using
technology. While I am uncertain as to where my next classroom will be, I am sure
TECH-NJ, Department of Special Education, that I will integrate technology into my lessons. I have seen the impact of my limited
The College of New Jersey, P. 0. Box 7718, repertoire of skills, and I believe that increasing these skills will enable me to help an
Ewing, NJ, 08628-0718. even greater number of students achieve their goals.
(609)771-2308
e-mail: [email protected]
http: / /www.tcnj.edu/ technj

TECH-NJ, Vol. 8, No. 2 page 2

 TECHNOLOGY'S OLE IN THE
n. UCATION OF A BLIND STU J ENT
by Theresa Lupo Integrating a Computer encountered was getting all the compo-
in 2nd Grade nents to work together. I think that anyone
When I asked Serena Cucco what the best As a second-grader, Serena learned touch who has a complicated computer set-up
thing about her laptop computer was, she typing and began to operate an Apple He will have that problem, and most blind
replied emphatically, "Computer games! I computer that was equipped with a screen people do. It took us a long time to get
like Mobius Mountain (Personal Computer reader, a speech synthesizer and a Braille everything to talk to each other. I expect
Systems (PCS)), a math game. You try to printer. Her teacher printed spelling lists, that that will happen again as we add more
solve math problems in cold, damp caves. writing assignments and math lessons for things," Carol stated.
I have another game called Any Night Serena and her classmates simultaneously
Cost was also a factor in the selection
Football (PCS). You get to choose the by connecting the computer to both the process. The laptop and screen reading
plays. I like football. I used to play T- Braille and standard printers. The software were donated by a local service
ball, too, when I was younger. You could classroom aide also used the system to organization. Both Serena and her mother
say I'm a big sports fan." Of course, what print written materials such as announce-
received computer training through the
13-year-old 6th grader doesn't enjoy New Jersey Commission for the Blind and
ments, Valentine's Day cards, the program
computer games? I couldn't help but Visually Impaired. Equipment purchased
for the school play, and the teacher's
wonder, though, how do you play com- grading comments, which she would by the Commission follows children to
puter games if you can't see the screen? whatever school or program they attend,
staple to Serena's work.
Serena has been blind since birth. and therefore does not need to be included
The following year, Serena began
in the I.E.P. The school district has paid
changing classes and needed a more
Computer Games for the Braille printer.
portable method of writing. While her
for Blind Users classmates learned handwriting, Serena
Serena's mother, Carol Castellano, learned the handwriting of the blind using Low-Tech Tools Also Have Value
explained that the Personal Computer a slate and stylus. This simple device Serena uses low-tech items provided by
Systems games use sound rather than enables individuals to produce Braille by the Commission for the Blind and Visually
visual displays. She described one of her hand. Impaired, such as a Braille ruler, Braille
family's favorites, Bowling (PCS). To a At this time her parents and teachers versions of student text books, a talking
background of bowling alley noise, the began to consider high-tech options. calculator, a hand-held talking dictionary,
player hears a tone indicating the prime They decided on a laptop computer with (Franklin Language Master 6000 SE), and
stance for a strike and presses "go." Then screen reading software and a refreshable a Braille dictionary. "With the talking
the player listens to a series of tones and Braille display (TeleSensory). A laptop dictionary she can quickly look up the
tries to match it with the first. When she computer from Compaq was selected definitions, but she also needs to use the
identifies it and presses enter, she hears because Serena already knew the Braille dictionary to learn the syllabication
the ball roll and crash into the pins and and pronunciation markings. You can't do
receives a score. The talking computer made that unless you can see it right under your
"Personal Computer Systems games writing easier because she can fingers. We felt that it was important for
have been designed by blind people. My Serena to learn to do both. The Braille
check and correct her own work. dictionary stays at school. It's definitely
kids just adore them. The games really
Before, if whe made a typo, a not portable; it takes up about 20 feet of
help develop hand-ear coordination."
Carol added, "Although there are many sighted person would have to shelf space!" Carol exclaimed.
programs that provide access to the screen read it and correct. It has helped She continued, "I believe that one of
for blind users, educational programs and to increase her independence. the skills that Serena needs is to know
games for the blind are relatively few." when to switch to different items to
Technology has provided Serena access QWERTY keyboard, and having a regular accomplish different tasks. There are
to more than just computer games, screen display would enable her teachers, times when she likes to use one thing and
however. It has contributed to her success who could not read Braille, to follow times when she likes to use another. For
in school, as well. She received her first along as she wrote. Serena's mother also reports, she might Braille her first draft,
low-tech piece of equipment, a manual thought that a laptop would be easier to check it, then write her second draft on the
Braille writer (Perkins), when she was 3 integrate in the future as Serena's needs computer. A lot of sighted people would
years old. This device allowed her to changed. "I was excited to get a com- do that - hand-write our first draft, then
produce written text in Braille. Since the puter. It was cool to have something new type it on the computer. Sometimes she
age of five she has been included in to use," Serena added. writes on the computer, then Brailles a
regular classes at her local public school. "Probably the biggest problem we (continued on page 8)

TIECH-NJ, Vol. 8, No. 2 page 3

19 BEST COPY AVAOLABLE
 USER PROFILE
TECHNOLOGY FOR A BLIND ADULT PRODUCT INFO
by Pamela Haggerty IBM. He has the same computer system at
home with a modem. This is important
Jim Barnhart works at Bell Atlantic in because he does not like to stay at work
Philadelphia as a computer programmer/ late because of the difficulties with Accent-SA Text-to-Speech Synthesizer
analyst. He is in his late thirties and is commuting during rush hour. Aicom Corporation
visually impaired. He did not lose his The most important piece of technol- (409)577-0370
vision until he was eighteen, when he was ogy for Jim is his Braille 'n Speak by $745 - $995
a college student majoring in Surveying Blazie Engineering. He would be lost
Technology at Pennsylvania State Univer- without it. Braille 'n Speak is a portable AnyNight Football - $30
sity. As Jim remembers it, his whole electronic word processor which uses Bowling $30
world changed when he began to lose his Braille input, speech output and a built-in Mobius Mountain - $20
sight. He had to drop out of Penn State reverse translator. It has a talking calcula- Personal Computer Systems (PCS)
for awhile. He reapplied as a computer tor, calendar, clock and stop watch. Jim (908)826-1917
science major but was counseled to uses it to take notes during meetings, to
change his major to Business Administra- write proposals, and to store addresses, Braille Lite 40
tion. In 1983, he graduated with a degree phone numbers, recipes, and books. He Blazie Engineering
in Business Administration with a focus in can hook it up to either a Braille or regular (410)893-9333
Business Logistics. printer. He can also hook it up to his $5,495
Jim is very independent. He lives computer and transfer files.
alone and commutes to work each day via Braille 'n Speak
public transportation. He avoids rush Technology at Home Blazie Engineering
hour traffic by leaving his apartment at Assistive technology also helps Jim with (410)893-9333
5:30 a.m. and leaving work at 2:30 p.m. everyday tasks and entertainment. At $1,349 $1,399
His only orientation and mobility aid is a home, he has a talking clock that an-
cane. His hobbies include reading and nounces every hour, a talking calculator, Descriptive Video Service
cooking. People with visual impairments and a VCR with a voice coach remote. DVS Home Video Catalogue
can borrow books from Recording for the His favorite television channel is PBS More than 140 videos available
Blind and Dyslexic in Princeton, which which offers Descriptive Video Service. (800)736-3099
provides books on audiocassettes, and the This service provides an additional voice
Library of Congress which provides books which describes all the actions taking JAWS (Job Access With Speech)
on diskettes. Jim prefers borrowing books place on the screen. Henter-Joyce, Inc.
from the Library of Congress because he For the most part, the assistive technol- (800)336-5658
likes their selection. ogy Jim uses is effective. He is able to do $495
his job well. There is only one problem.
Computer Set-up at Work Bell Atlantic is starting to put information Franklin Language Master 6000 SE
Jim uses an IBM 386 computer with a regarding benefits and company policies Available from Blazie Engineering
standard monitor, QWERTY keyboard, on its internal network. Jim's computer (410)893-9333
and a screen reading system. He has an does not have the capability to run $450
Accent-SA text-to-speech synthesizer Windows 95 which is required to run the
made by Aicom Corporation. The benefits screen reading program which can guide Refreshable Braille Display
of the Accent-SA (SA=stand alone) are him through this network. Until Jim's PowerBraille
that it is portable and battery-operated and computer is upgraded, he has to have TeleSensory
has its own micro-processor and ROM so coworkers read the information to him. (800)286-8484
it does not take up any of the computer's Jim wants to get an upgraded computer $6,095 (40 cell) - $11,295 (80 cell)
memory. He uses the Accent-SA in so that he can navigate through both Bell
conjunction with the screen reading Atlantic's internal internet and the World
software JAWS (Job Access With Speech) Wide Web. He believes that assistive
for DOS developed by Henter-Joyce, Inc. technology is indispensable; it has helped
This software works with all of the DOS him maintain his independence and
programs on Jim's computer. Jim likes advance in his career.
this program because he can create macros
to save time and can control how the voice Pamela Haggerty is a graduate student in the
reads the text. For example, he can Department of Special Education at The
program the voice to read acronyms like College of New Jersey

TECH-NJ, Vol. 8, No. 2

d0 page 4
 SOFTWARE FOR THE BLIND
acronym, it is difficult to understand what is being said. A
pwWebSpeak combination of word/letters spoken would aid comprehension.
by Maryann Bowne The speech synthesizer was inconsistent in its pronunciation of
the Function keys. Sometimes it would say "Eff one zero"; other
SUBJECT AREA: World Wide Web access for people times it would say F10. The speech synthesizer also referred to
who are blind or visually impaired the Function keys as the top row of keys yet neglected to mention
the ESC key in that row.
PUBLISHER: The Productivity Works, Inc.
(609)984-8044 SUMMARY: pwWebSpeak is functional. It is software in
its infancy with great promise for future improvement. Two
upgrades are due soon: first, pwReader, designed for people with
COST: Commercial: $250; Government, Educational, and
dyslexia and people with some vision, which uses Microsoft's
Non-Profit: $125; Visually Impaired: Free for personal use only,
Internet Explorer to display Web graphics and pwWebSpeak-PRO
with a request that the user pay an annual subscription fee of $50.
which will allow voice commands to run the software. Second,
versions for foreign languages (Finnish, French, German, Italian
SYSTEM REQUIREMENTS: Windows 3.1, and Spanish) will also be available.
Windows 3.11, or Windows 95; 3 MB of hard disk space and a
Maryann Bowne is a graduate student in the Department of Special
recommended minimum of 8 MB of main memory. Speech
Education at The College of New Jersey.
Synthesizer: Sound Blaster card.

INTENDED AUDIENCE: Although primarily

designed for people with visual impairments, pwWebSpeak is also
intended for people with learning disabilities and reading
difficulties.
GOODFEEL
Automated Braille Music Transcription Service
DESCRIPTION: pwWebSpeak enables blind users to
access headings and highlighted hyperlinks on a Web page. When
from DANCING DOTS
finding what they want, they can jump from page to page like a
This software-based service is much quicker than traditional
sighted person. Text is displayed yellow on black for maximum
methods of translating computer music files into Braille.
contrast, and font size can be adjusted to meet the user's need.
The default speech speed (180) is too fast and garbled for people Dancing Dots can transcribe a printed score or MIDI or Lime
notation files.
not accustomed to it, but it can be adjusted to an acceptable pace.
Slowing the speech rate improves clarity. There is also a volume
Fast: In most cases, braille music will be returned in a week or
control, including a mute selection. Images are not displayed on
less!
the web page, although the word "image" is voiced to let the user
know of its existence. To verify the correct input, the speech
synthesizer echoes all keyboard/mouse entries. Users can enter a Flexible: Music can be formatted according to a number of
options, e.g. full score and separate parts. It can be transposed
particular WWW address and create a favorites list.
to a new key. Choose the number of lines per page and the
braille cells per line.
STRENGTHS: What was once totally off-limits to a
segment of the population is now available. It is relatively Accurate: This translator has been designed to provide music
inexpensive, does not require any specialized equipment and Braille that conforms to the standards set by the Music
performs the basic functions needed to maneuver in and around Committee of the Braille Authority of North America.
the WWW.
Contact Information:
WEAKNESSES: This software is not adapted to users
who are touch typists so if someone is new to this software, they Dancing Dots
should be prepared to spend some time practicing using the 130 Hampden Road, third floor
Function/arrow keys. Although Help will tutor the user through Upper Darby, PA 19082-3110
each key, review will more than likely be needed. Despite Tel: (610) 352-7607 Fax: (610) 352-4582
slowing the speech rate, words were still garbled. The speech E-mail: [email protected]
synthesizer read acronyms as words rather than letters, for URL: http://www.netaxs.com/-ddots
example: CERF(Serf), rather than saying the letters C-E-R-F.
Unless the user is familiar with the word pronunciation of the

TECH-NS, Vol. 8, No. 2 page 5

71
 S HELP STUD N SAN T =II IM TEACHER
MONC- M I,) Sc
by Orah Raia assistance of the computer. This illustrates from there. A project the students are
Steve's philosophy about technology in currently working on is called "All About
As soon as you enter Steve Isaacs' the classroom. It should be used to Me." They are creating an autobiographi-
classroom, you can tell his students know enhance what he is doing in all curriculum cal scrapbook that is done both on paper
their way around computers and the areas. He remarks, "Using computers for and on the computer using word process-
Internet. Hanging from the walls are kids is so important. If it's just on paper, ing and art programs. The projects are
projects the students have finished, you lose a piece, and if it's just on the published online on a special section of
complete with materials and resources computer, you lose a piece. The computer America Online called Blackberry Creek.
they have pulled off the Internet. It is also utilizes a multi-sensory approach, provid- The work can be seen on AOL by typing
obvious that the teacher integrates ing both visual and auditory stimulation; keyword "blackberry," then clicking on
technology into a great deal of the for students with special needs this is very "clubhouse," then "creekie kids scrap-
curriculum. beneficial." book" and then the folder for Mr. Isaacs'
Steve teaches a self-contained class- class. Check it out! They have published
room in a middle school in Montclair, A Practical Class Project other works on Blackberry Creek, High-
New Jersey. His class consists of seven Another application Steve has made use of lights and KidPub. The students find this
students classified as Educable Mentally is Print Shop by Broderbund. Every year especially rewarding!
Retarded (EMR), who are in 6th, 7th, and during the holidays, the students design
8th grade. The students generally spend 5 greeting cards. They then set up tables in Software for Various Subjects
periods out of 9 per day with him. They the school during lunch periods and take In addition to these programs, Steve uses
attend homeroom, physical education, two orders, even allowing their "customers" to the following software in his classroom:
electives, and lunch with their non- customize their cards. The students then
disabled peers. Steve understands the create the cards according to their orders, Time Town (Steck Vaughn)
importance of his students starting the print them out, fold and place them in Bit Bot's Math Voyage (Sancturary
school day in the same manner the other bags, and distribute them. They use the Woods)
students do, with homeroom period. They proceeds for a pizza party. This project Community Exploration (Josten's
attend either social studies or science in clearly develops skills in many areas: Home Learning)
the general education classroom, where computer skills, math skills, interpersonal Trudy's Time and Place House
six of the seven students are assisted by skills, and collaborative skills, and at the (Edmark)
two aides. Steve's goal for his students is same time provides a nice product for the Jump Start Series (Knowledge Adven-
to give them skills which will enable them other students in their building to purchase ture)
to be competitively employed, to have during the holidays. I can't help but think P.J.'s Reading Adventures (Microsoft
jobs. Where are many jobs, he asks? In the that this demonstrates to the non-disabled Kids)
computer field, such as in data entry. students that the "special education" Mario Teaches Typing (Brain Storm)
There are only two old Apple JIGS students are quite capable, hence reducing Mighty Math Series (Edmark):
computers in his classroom so the majority some of their stereotypical beliefs about Number Heroes
of the work on computers is done utilizing people with disabilities. Carnival Countdown
the seven computers available in the Steve's students regularly work with Zoo Zillions
library. Steve is trying to acquire newer the non-disabled students together in Calculating Crew
models for his classroom. cooperative groups on the computer MS Paint (Microsoft)
during Social Studies or Science classes. HyperStudio (Roger Wagner)
Teaching Reading He points out that some programs, such as
For teaching reading Steve uses Reader Explorers of the New World (Learning Computer Eliminates the
Company), enable his students to under-
Rabbit's Interactive Reading Journey (The Frustr tion of Writing
Learning Company), a software program stand the content material without having
Steve recalls an example of how a
in which students progress through 40 to be readers.
computer benefited one of his students last
small reading books, moving on when year, a young man with Down Syndrome,
they have demonstrated mastery of the Interactive Internet Assignment who had a great deal of trouble with
previous book. Steve requires that in On the Internet Steve's students have writing skills. His writing was so messy
addition to working on the books on the learned to perform searches using that it was difficult to proof read anything
computer, each student reads each book to "Yahooligans" to explore sites. In he wrote. When the student used the
either himself or the aide in the classroom addition, Steve uses the Internet to (continued on page 8)
to be sure they can read it without the research sites and then has kids explore
TECH-NJ, Vol. 8, No. 2 page 6
72
 A P :',ODUCTIVE COLL ORATION: JES 41;1( H f,m USE iii

by Orah Raia
AND THE CENTER IFO I')
ENA LING TECHNOL GY
and was tailored to their unique learning open an application, start a file, save it,
Many individuals with disabilities lack styles. Enter CET which has both the and access it again. She is quite adept at
marketable job skills and have not been equipment and the expertise. JESPY operating a mouse, and has practiced on
adequately prepared for meaningful House staff selected clients who they both Windows and Macintosh computers.
employment. Hence, the unemployment believed would enjoy and benefit from Debra is legally blind, but she has enough
rate for people with disabilities is 66%, learning to use computers. CET per- vision to operate a computer using 32
compared to a roughly 6% overall formed evaluations to determine each point font. Debbie taught Debra how to
unemployment rate. The ability to use a individual's computer needs, and visited enlarge the font while she is entering
computer in today's work place can play job sites to see which software programs information into the database, and then
an important role for adults with disabili- employers have been using. CET then how to reduce it when she is finished. In
ties in reducing these numbers and helping provided one-on-one training over a 10 addition, Debbie placed ZoomCaps, letter
them to become valued members of the week period to teach clients the computer stickers which have large white letters on
workplace. skills they needed to acquife. In addition, a black background (available from Don
From now until the year 2000 five of CET has the ability to provide, if needed, Johnston, Inc.), on the keyboard to make
the fastest growing careers will be special adaptations to access the computer, the letters stand out. Debra likes to "surf'
computer related (Thomas & Knezek, such as alternative keyboards, enlarged the Internet in the public library, and
1996). Of all the new technologies, online print, or software programs that read text especially likes to check out the Vince Gill
communication has the strongest potential aloud. Debbie Newton, CET's Assistive site! Debra is looking forward to starting
to break down the barriers and inequities Technology Specialist, provided the her new job, and with the computer skills
encountered by students of different training for these individuals. I inter- she has learned at CET, she will have an
socioeconomic, racial, linguistic and viewed two of the adults who are being opportunity to enhance her work skills and
disability backgrounds (CAST, 1996). For provided with this specialized training. increase her chances of success in the
people with disabilities, the value of Each is unique, with individual goals, workplace.
technology cannot be overstated, provid- aspirations and needs.
ing assistance in organization, writing and Michael Roemisch is an adult with
communication - areas in which many Participant Profiles considerable work experience in a number
people with disabilities encounter diffi- Debra Ann Davidson is a young woman of areas. He has been employed at Shop-
culty. with excellent communication skills. She Rite for eight years, and previously,
and I had a lengthy conversation and she worked in several jobs in a clerical
told me all about her favorite country capacity, including Dun & Bradstreet in
A Collaborative Effort New York. Michael is able to commute to
singer, Vince Gill. After I had asked her
in Vocational Training many questions, she then asked if it would his job using public transportation, and his
This article profiles a special collaboration job coach is currently looking for a new
be OK to ask me some questions. I
between the Center for Enabling job for him that is closer to home. Pres-
replied, "Of course," and she proceeded to
Technology (CET), a non-profit organiza- ently, Debbie Newton is working on word
ask me questions about my children!
tion which helps people with disabilities processing skills with Michael, teaching
Debra lives with a roommate in South
gain access to computer technology, and him how to compose a letter using
Orange and is starting a new job in a large
JESPY House, an independent living appropriate letterhead, how to check for
real estate office. Her job responsibilities
center for adults with learning disabilities accuracy, and how to edit mistakes, using
will include filing, placing checks in
and neurological impairments which Microsoft Works. Initially, Michael had
numerical order and operating the postage
offers residential options, recreational difficulty operating the mouse, however
machine. Debra says she likes working in
programs, vocational training and job with practice and coaching, Debbie has
an office, and remarked how as a little girl,
placement. This collaborative project was noticed a marked improvement in his
her mom would give her papers to "file" at
launched with grant funds from the Jewish ability to control it. In his spare time,
home and how much she enjoyed doing
. Community Foundation of Metro West Michael likes to read. In the past, he has
that.
(Essex and Morris counties). volunteered at a hospital, where he says,
After conducting a computer evalua-
JESPY House staff recognized the need "All the nurses were crazy about me!"
tion, Debbie Newton determined that
for adults with disabilities to have com- Michael likes to work with people and is
Debra should focus on learning how to use
puter skills, but they lacked the up-to-date very good in math; he would like to have a
word processing and enter information
equipment needed to provide such job that provides him with the opportunity
into a database. Debbie began by teaching
training. They also were concerned about to take advantage of his many skills.
Debra the basics of Microsoft Works, an
their clients' needs for individualized
easy-to-use, integrated package: how to (continued on page 9)
instruction that proceeded at a slow pace

TECH-NJ, Vol. 8, No. 2 page 7

73
 individuals and parents of blind children
BLIND STUDENT
who advocate for themselves. "It's fun
MIDDLE SCHOOL
(continued from page 3) because you get to see prototypes of things (continued from page 6)
that are being developed. You really get a
copy for herself. The talking computer computer to complete his writing, Steve
sense of what direction things are going.
makes writing easier because she can noticed that his writing ability improved
For example, most blind people have used
check and correct her own work. Before, by leaps and bounds. He was more
DOS programs which are text-based, but
if she made a typo, a sighted person would willing to work, and his grammar and
now everybody else is going toward
have to read it and correct it. It has helped spelling skills improved. "Basically,"
Windows, so it's a question of access.
to increase her independence." "I use my Steve said, "you removed part of the
Which one should we teach our kids? If
laptop for homework sometimes. I also disability by eliminating the frustration he
you go to a convention, you can see what
.like writing stories on it, just for fun," experienced with penmanship." Steve
blind people will need to learn in the
Serena added. highlights an important element in this
future," Carol explained.
example, and that is the importance of
I asked Serena what she would like to
functionality. As Steve pointed out, "we
New Tools for Meeting do in the future and she enthusiastically
could spend 10 years trying to get this
Junior High Demands responded, "I want to be a counselor for
young man to write perfect Ts, but it is
Next year, Serena will begin 7th grade in kids with disabilities. For example, there
more important to facilitate his language
the Junior High and will need to'have a is a kid in my karate class (karate rules!)
and graMmar skills."
completely portable writing device. To who needs help sitting still. I'd like to try
facilitate this transition, she and her to help him listen. I like analyzing kids.
Oh, yeah, they're interesting to study. I Communication by E-mail
mother obtained a list of all the resources
like hiking and bodysurfing in the ocean. Steve also uses e-mail in his class. His
and goals in the Junior High. In March,
I also like crabbing and fishing. I'd like to students use e-mail to communicate with
they took this list to the International
keep doing those things too. " one another as well as to pen pals with
Braille and Technology Center for the
Her mother added, "She's planning to whom they are developing relationships.
Blind in Baltimore, Maryland where they
go to college. New York University is her Steve has encouraged those students who
checked out extensive displays of technol-
choice at this point. She's a good student. have computers at home to sign up for an
ogy and Braille-producing instruments.
She makes us proud. She's very studious e-mail account. He has even used e-mail
They were able to select adaptive equip-
and gets all A's on her report card." to communicate with a student who has
ment that will allow Serena to access all
left his classroom. (Imagine how this
the software and equipment she will
could facilitate communication between
encounter at school. Serena and her The Role of Technology educators and parents!)
mother decided on a Braille Lite (Blazie), Carol concluded, "Technology does not
a small, portable note-taker with 6-key replace literacy. A child needs a real way
of reading and writing. Just because a
Computers as a Teacher Aid
child can be read to, doesn't mean that Computers not only provide a wide range
One of the skills that Serena they are literate. There's no other way to of benefits as instructional tools, they also
needs is to know when to switch learn grammar, spelling and all the other help educators in areas of assessment and
things we learn by reading. It all needs to recordkeeping. Steve commented on the
to different items to accomplish ability of many programs, such as
different tasks. For reports, she be in place first. Beyond that, technology
can enhance a child's education. I think Edmark's Mighty Math Series, to track
might Braille her first draft, technology serves the same function as it each student's progress. He prints out a
check it, then write her second does for everyone else. It's motivating spreadsheet with each skill assessed and
draft on the computer and fun and it serves as a support. It's a keeps track of students' progress by
tool of society. I've seen situations where indicating whether they have mastered a
teachers or evaluators or child study team particular skill area (M) or are continuing
Braille input and a 40-cell refreshable members question whether the blind child to work on it (C). Technology makes the
Braille display. This will enable Serena to can even use technology. I'd say, keep the job of recordkeeping more efficient, hence
take notes in class and print them later. doors open, it's an absolute necessity. leaving more time for him to devote to
They were also able to preview other Everyone else is using technology, and instruction.
technology which serves the needs of blind children need every opportunity to
blind people. "There are several items be included." AO Barriers To Overcome
that Serena doesn't use yet like scanners When asked what he thought the biggest
for reading books. These would allow her obstacle was to students having more use
direct access to print. Eventually, I'm sure, Theresa Lupo is a graduate student in the of computers in the classroom, Steve
she'll begin using those." Department of Special Education at The stated the lack of computers created
The Annual Convention of the National College of New Jersey. difficulties, but one could get around that.
Federation for the Blind is another place As someone who understands the benefits
where Carol and Serena find resources. computers can provide, he integrates
This organization is comprised of blind technology into all areas of his curriculum.

TECH-NJ, Vol. 8, No. 2 74 page 8

However, he does not see other teachers
doing this, and he believes this creates the
CET AND JESPY HOUSE SELECTING SOFTWARE
biggest barrier for kids. His school does (continued from page 7) (continued from page 1)
not have any regular training programs or
workshops for teachers on technology, present information? Students with visual
Helping Individuals Gain
although as he pointed out "If a teacher is impairments or visual perceptual problems
interested in computers, there is no Independence
need visual displays that are not overly
shortage of resources for help here." Assuming total responsibility for locating
cluttered. Children with physical disabili-
and coordinating needed services is a
ties or motor coordination problems need
challenging task for many adults with
programs in which speed is not essential.
disabilities and their families. Employers
Similarly, children with reading difficul-
sometimes lack the knowledge of how to
ties or performance anxiety need software
Sample Goals and Objectives accommodate an individual's needs, while
in which all the reading and decision-
they also need accurate and honest
for Integrating Technology making is self-paced. Features that allow
information about them. Programs such
into the Curriculum JESPY House and CET empower indi-
users to turn off music and sound are
essential for students who are easily
viduals with disabilities in making
Student will use Storybook Weaver overstimulated or distractible. Nonreaders
significant life choices and changes to
Deluxe (MECC) to write an original benefit from programs in which the
enhance their employment and indepen-
creative writing piece, integrating instructions and questions are provided
dent living opportunities. These programs
graphics and text. through speech output.
assist individuals in identifying their goals
Students will use Hyper Studio to 4) Educational software should be
and barriers, and help them develop their
develop an interactive project easy to use. Written documentation
own skills as self-advocates. Both Debra
integrating sound, graphics, text and should be clear and easy to follow, and it
and Michael have the ability and skills
original artwork. Students will should not take an inordinate amount of
needed to learn how to be advocates for
develop a stack with a number of time for either adults or children to learn
themselves, and in turn, this personal
different cards and will add buttons to to use the program. There are so many
empowerment will have a "ripple effect."
connect cards and stacks. programs available today that it is simply
Gaining the ability to write a letter on a
Students will utilize multimedia not necessary to choose a program that is
computer, as Michael is learning, provides
software packages to: cumbersome to learn or tricky to use.
him with a tool to advocate. By overcom-
a) research topics of interest 5) Try it before you buy it. Never buy
ing some of their own barriers and
b) explore curriculum related a piece of software because it "looks
learning to speak up for themselves, they
information in a multimedia environ- good" in an advertisement or product
will become aware of issues in the
ment flyer. Go to conferences and see software
community, will feel confident advocating
c) enhance basic skills relating to demonstrated. Find your local
for themselves, and may even begin to
the curriculum NoodleKidoodle or Zany Brainy
advocate for others. The skills they have
Students will utilize America Online (children's toy stores) and watch children
learned at CET will surely help them
and the Internet to: interacting with the software on the stores'
along the way to increased independence
a) research topics of interest and computer stations. Or visit the web sites
and self-confidence.
attain information of software publishers, many of whom
b) students will develop interna- offer free downloads of software demos.
References
tional pen pals in order to find out To find the web site address of most
about other cultures. educational software publishers, go to
CAST (Center for Applied Special Technol-
c) publish their school projects http://www.microweb.com/
ogy). (1996). The role of online communi-
Students will use Print Shop (with pepsite/Software/Publishers/
cations in schools: A national study. Avail-
assistance) to design and print O.html
able online at: http//www.cast.org.
greeting cards, banners, signs and And, of course, read reviews of
stationery. This is part of the project, software written by educators and parents
Thomas, L.G., & Knezek, D.G. (1996).
The Kids Computer Company, for in publications such as TECH-NJ.
Technology literacy for the nation and its
which the students integrate various citizens. Report prepared for the Interna-
skills to run a small business. tional Society for Technology in Education. M
(ISTE). Eugene, OR.
Amy Dell and Anne Disdier are editors of
TECH-NJ.
M
Orah Raia is a graduate student in the
Department of Special Education at The Orah Raia is a graduate student in the
College of New Jersey. Department of Special Education at The
College of New Jersey.

TECH-NJ, Vol. 8, No. 2 75 page 9

 LIFE SKILLS H SOFTWARE
LEARNING TO TELL TIME Telling Time offers the option of learning on analog and/or
digital clocks. Its purpose is to not only introduce the clock
by Erin De Haven
reading skill, but to give students an understanding that although
two clocks may look completely different, they both tell the
same time. There are a number of different types of "quizzes"
SUBJECT AREA: Telling Time and Awareness of Time that students can work on, including telling time on the hour and
half hour on both digital and analog faced clocks.
PUBLISHER: IntelliTools
(800)899-6687 STRENGTHS: These programs address a very real need for
students with learning difficulties and/or mental retardation.
COST: $49.95; Multi-user price: $35 for 25+ users They provide much needed practice in time telling without
requiring any reading or writing. The screen displays and
INTENDED AUDIENCE: Students in Grade 1 or higher overlays are uncluttered, and the untimed nature of questions
makes the programs appropriate for students who need extra
time to think. Both programs are easy to use and provide follow
NOTABLE SYSTEM REQUIREMENTS: up off-computer activities to reinforce newly learned concepts.
Macintosh: System 6.07 or higher; 2 MB RAM; IntelliKeys
Teachers can individualize the quizzes by making up their own
activities and scenarios. Providing clues following wrong
MATERIALS: Learning to Tell Time comes with 10 custom answers is a helpful feature.
overlays for IntelliKeys and follow-up activity sheets that can be
printed out to reinforce newly learned concepts. WEAKNESSES: The overlays in Telling Time may seem
overcrowded to some students. A child who is not familiar with
EDUCATIONAL GOALS: Exploring Time: To learn the the sequential order of time may have a hard time finding the
concepts of a.m. and p.m.; to relate a.m./p.m. to individual clock face that he or she is looking for.
hours, including the terms midnight and noon; to estimate the
time of day that everyday events might occur. SUMMARY: Learning to Tell Time is a valuable software
Learning to Read Clocks: To match the time to the hour on
package for
both digital and
Computer Screen Overlay students who
analog clocks;
need help in
to match the
this life skill
time to the half
area.
hour on both
The use of
digital and
custom
analog clocks;
overlays for
and to under-
IntelliKeys
stand the
makes the
difference
program
between the
accessible to
minute hand
nonreaders and
and the hour "Match Different" will bring up a quiz that asks the student to match the clock people who
hand. on the screen with a different type of clock on the overlay. have difficulty
writing or
DESCRIP- completing worksheets. The Exploring Time component is an
TION: These two programs provide drill and practice on interesting approach to teaching simple time concepts to students
functional time telling. Exploring Time reinforces the skills who are not yet able to learn to read clocks. These programs
necessary to estimate the time of day and associate activities that provide excellent IntelliKeys-based programs for teachers and
occur either in the a.m. or p.m. For example, using speech parents who do not have the time to create their own custom
output, the program asks, "About what time do you eat break- programs and overlays with IntelliPics.
fast?" Students then select a clock face on the IntelliKeys
overlay. Students are also given scenarios about events that
occur either in the morning or in the evening and are asked, "Is Erin De Haven is a graduate student in the Department of Special
the time a.m. or p.m.?" If they answer incorrectly, they are told, Education at The College of New Jersey.
"Oops, try again" and are given clues to help them find the
correct answer.

TECH-NJ, Vol. 8, No. 2 76 page 10

BEST COPY AVA UBLE
 Money Coach utilizes a Picture Password feature for the purpose
MON Y COACH of restricting access to personal account information. Users can
by Judith Hendricks determine their own access code and corresponding picture icon
through a master password function. A large on-screen number
SUBJECT AREA: Personal Money Management pad is also included for entering amounts.

PU USHER: Meeting the Challenge, Inc. STRENGTHS: Money Coach addresses a serious need for
(800)864-4264 many older students in special education. It is easy to use, and
the clearly organized visual display allows the user to focus
directly on the task at hand. Budget concepts are presented by
IINTENDED AUDIENCE: Ages 9 - Adult
way of spoken text, written text, and visual representations to
enhance the user's performance. The automatic balancing
COST: School Edition: $79.95 (also available as lab pack, feature allows a student with limited math skills to become
agency edition & home edition) proficient at personal money management. The program also has
a unique feature which prevents overdrafts from being written.
NOTA ILE SYSTEM REQUIREMENTS: IBM: 486 No writing is needed except for the signing of checks. A
or higher, Microsoft Windows 3.1 or higher, hard disk drive with Touch Window can be used for users who get confused by a
18 MB free space, 8 MB RAM recommended, audio card standard keyboard.
recommended

EDUCATIONAL GOALS: To enhance the understanding

1;110M4 radtpi 1:= L7assasso4:111
and skill level of money management concepts for individuals J
with cognitive disabilities. sibmetbve as $$00.00
Ce!'ntnei CIEv- (Sti paro
DESCRIPTION: Money Coach is a multimedia software FC:7-5
p
StVJEO
program which provides training in basic money management
through two main modules: Budgeting and Checkbook. The
software is designed to teach the reality of budget priorities and
limitations and bill paying. By accessing the Budget Application,
a student can create and organize their own personal budget.
Specific features in the Budget Mode include the option to add Jottrz ss
items, delete items, create a new budget, write checks and print
the budget and/or the checks. The Checkbook Module allows the e
student to deposit money, view their checkbook register, write
and print checks. Money Coach coordinates ones personal Etudirof conavZ aro numesnrecr vWi Lbto scald, Mkt and aleamas
budget with their checkbook account and automatically balances
the checkbook.
WEAKNESSES: The picture password feature is case
sensitive; therefore, passwords must be typed exactly as they
were created which may be difficult for some students. It also
might be helpful to include an on-screen calculator feature to
provide more advanced students with the option of balancing
their own checkbook.

SUMMA Y: Money Coach is an innovative way to increase

the understanding of personal money management for individuals
with varying degrees of cognitive impairment. It can be used for
simple "shopping list" budgets or for more complex budgets with
multiple payees. The graphics and check printing features enable
non-readers to participate in bill paying. Money Coach's ease of
use and affordability make it a great program to integrate into
-1
classes which focus on life skills.
to C't.) 93 1,...". C:".,0 ut...6:1::=:1
.-

MoneyCoach wean chock; or procbco cbecAs, godaN35 your retp:Ver, Judith Hendricks is a graduate student in the Department of Special
annzananraticay babices your cheatoo* Education Department at The College of New Jersey.

TECH-NJ, Vol. 8, No. 2 page 11

IR PST rnmf AWL/ABLE
 3) Cave Runner - Move up through the cave by fitting
MEGA MATH LASTS specific numbers between two other numbers.
by Danielle Niemann 4) Math Blaster Shoot the guard pod on Gelator's spaceship
with the correct answer to a math problem.
SUBJECT REA: Math: Critical Thinking, Computation, 5) Space Zapper 2 Solve the math equations on the control
Word Problems, Problem Solving, Real World Math panel by zapping space objects that carry the correct answers.
o
PUBLISHE : Davidson 1:50

(800)545-7677

COST: $89.95 Teacher Edition

INTENDED AUDIENCE: Grades 1-6

NOTABLE SYSTEM REQUIREMENTS: 7

Windows 95 only - 486/66MHz or faster with 8 MB RAM, 2x

CD-ROM drive
Power Macintosh only - 8MB RAM, 2x CD-ROM drive, system
7.1 or higher
A student must help Blasternaut find a number that fits
DESCRIPTION: Are you prepared to melt the goo on the between those listed to advance in the Cave Runner activity.
planet Moldar? Mega Math Blaster will challenge you to do just
that! Mega Math Blaster is educational math software designed STRENGTHS: The "training" option gives students the
to develop a student's skills and confidence in math. The
opportunity to practice their skills in a given subject area without
software contains five different games involving addition,
the distraction and pressure of game play and then provides a
subtraction, multiplication, division, number patterns, estimation,
visual progress report. The software tracks mastery throughout at
fractions, decimals and percents. Users can choose from six
a selected level between 85% and 100%.
difficulty levels in these nine different subject areas. In this
The options menu offers choices in problem format. For
respect, the software is designed to grow along with the user's
example, vertical, horizontal and/or mixed problems can be
skill development in math. The software is motivating and
selected. This is especially beneficial to students having diffi-
challenges users to assist Blasternaut "melt the goo on planet
culty with a particular problem format. The program also allows
Moldar" while "battling the villain Gelator" by "powering up
teachers and students to enter their own problems.
three special energy crystals."
The software provides math tips within each activity. Screen
1:7 tools are available within each activity to offers hints: a number
line for addition and subtraction, and a math grid for multiplica-
T. 2
z: 1 = 0 tion and division.
6 at 0 S
3 , t t4 WEAKNESSES: A minor disadvantage of the program is
6 7. x 0 = 3
A 21 .. 2 that only one mission can be saved at any given time under one
user name. Also, the minimum mastery level of 85% may be
1
difficult for some students to achieve.
2
"%coma
,D
3:00 SUMMARY: Mega Math Blaster is exciting software that
grows with the student through increased levels and skills. The
41
missions with Blasternaut are motivating and fast paced. The
A multiplication screen from the Equationator activity software comes with supplemental materials, including a 64 page
activity adventure book for fun and learning away from the
The five exciting games include the following: computer.
1) Space Zapper - Find the missing value in each math
equation that appears on the instrument panel and earn bonus
energy.
2) Equationator - Determine which numbers and operations
can be used together on the generator tubes to make correct Danielle Niemann is an alumna of the Department of Special Education
equations on the equationator. at The College of New Jersey.

TECH-NJ, Vol. 8, No, 2 page 12

ro=e-revvw
 completing a pattern. There are three levels of difficulty, and
SNOOTZ MATH Ti': K students practice spatial relationships/transformations and
by Marta Isaacson recognizing geometric shapes as they select and rotate the shapes
to duplicate the puzzle.
6) The Translator - Snootz do not speak English, and their
SUBJECT AREA: Math: Deductive Reasoning, Mapping
garbled speech is represented by symbols. The Translator
Skills, Using Coordinates on a Grid, Sequencing, Solving
decodes their messages into English, and it allows students to
Multiple Step Problems, Recognizing Geometric Shapes, Spatial
have their messages encoded into Snootian.
Awareness, Understanding Whole/Part Relationships, and
7) The Library Here students can find books which provide
Encoding and Decoding. detailed instructions for each activity. They can also read up on
Snootology and learn the tale of the Snootz and their Great Trek.
PUBLISHER: Theatrix Interactive, Inc.
(800)955-TRIX The Big List items can appear at any time on any screen, so
students will need to complete all the activities to compile them
COST: $34.95 Teacher's Edition all. Games can be saved. As they progress through the game,
students are rewarded with photos of their adventures. Clicking
INTENDED AUDIENCE: Grades 1-5 on the Snap Shotz booth allows them to view their photo album.
Students can type captions beneath each picture.
NOTABLE SYSTEM REQUIREMENTS:
Vier,4;4', gft:AfhtM1117'0*)%.
Windows: 486/25Mhz or better, 8 MB RAM, 2x CD-ROM
Macintosh: LCIII or better, System 7, 8 MB RAM, 2x CD-ROM

DESCRIPTION: The plot of this offbeat adventure revolves

around the crash landing in the town of Seaviewz of two cartoon
characters from the planet "Snoot." "Flarn" and "Foozle" are on
a Great Trek to collect items on the Big List. "Al's Dog," who
witnessed the landing, serves as a guide as students help the
Snoots find the items by completing the following activities:
1) Hide and Seek - Flarn or Foozle hides somewhere in town, T
and students must find it. Students learn about graphical repre-
sentation and compass directions as they click on squares of a
Flarn and the user engage in a game of Bump the Bumptz.
grid that represents Seaviewz. Al's Dog gives "hot" or "cold"
hints as students eliminate areas. Guesses are listed in the "Guess
Box" to help students track their path. STRENGTHS: The wacky characters and their crazy
2) Street Music - Two modes of play are offered. Students escapades create a highly engaging atmosphere for learning math
can click on a sequence of objects and play back the symphony concepts. Students are motivated to keep working in order to
they have created, or they can match a sequence created by Flarn find all the Big List items. The activities clearly match the stated
as they test their auditory and visual memory. objectives, and the Teacher's Guide provides interesting off
3) Frumptz Elevator - The elevator takes students to different computer activities which extend learning. One of these activi-
departments in Frumptz' Store as they attempt to match articles ties teaches students to encode a Braille message.
of clothing, colors, and patterns. Students can help Foozle put
together a dream outfit, or they can create one of their own. In WEAKNESSES: When Flarn and Foozle speak in Snootian,
matching Foozle's choices, students choose from three difficulty having to translate their message via The Translator may be a
levels. hindrance to poor readers or a distraction to some students.
4) Bump the Bumptz - In this variation on Nine Men's Immediate onscreen help within the activities would be better
Morris, the goal is to capture seven of the other player's Bumptz than having to use The Library for directions.
from the board or to trap the other player's Bumptz so they can't
move. A student may play against another student or Flarn (easy SUMMARY: Students love games, and helping Flarn and
level) or Foozle (harder level). Players take turns placing
Foozle find their Big List items will keep students plugging away
Bumptz on spaces on a grid. Three in a row allows the player to
at the activities. Snootz Math Trek helps students understand the
"bump" one of the other player's Bumptz. When all Bumptz are
underlying concepts of math and provides an excellent comple-
placed on the grid, players continue to move theirs along the line
ment to a complete math curriculum.
until the game is completed.
5) Al's Garage Students help Flarn and Foozle buy the parts Marta Isaacson is a graduate student in the Department of Special
Al the mechanic needs to repair their spaceship. Students identify Education at The College of New Jersey.
the part on the Pieces & Parts machine and then buy it by

TECH-NJ, Vol. 8, No. 2 79 page 13

MAJOR LEAGUE MATH F I
by Susan Young

SUBJECT AREA: Math: Addition, Subtraction, Multiplica-

tion, Division of Integers and Decimals, Word Problems,
Averaging, Equalities and Inequalities, Measurement, Money,
Time, Percent, Basic Geometry, Ratios, Prime Numbers, Estima-
tion, Fractions, Powers and Square Root, Positive/Negative
Numbers.

PUBLISHER: Sanctuary Woods

(800) 943-3664
-r
COST: $69.99 Teacher's Edition A sample math problem in Major League Math

INTENDED AUDIENCE: Grades 4-7

WEAKNESSES: Many of Major League Math's strengths
NOTABLE SYSTEM REQUIREMENTS: could also be considered its weaknesses, depending on students'
Macintosh: System 7.0 or higher, 8MB RAM, CD-ROM Drive interests and learning needs. The game part of the program
Windows: 486SX or better, 8MB of RAM, Windows 3.1 or involves multiple steps which require students to choose teams,
Win 95, CD-ROM Drive, Sound Blaster-compatible Sound Card types of pitches and swings, etc. and may be difficult for students
whose baseball knowledge is less sophisticated.
The inability to select specific skill areas within a difficulty
DESCRIPTION: Major League Math is an animated
level may result in students' being presented with problems with
baseball game which provides practice in math skills and solving
which they are unfamiliar. A helpful feature would be to allow
math problems within the context of baseball. The idea behind
teachers to specify the types of problems to be presented.
the program is that many students do not make the connection
between the math they learn in school and real life and that
educators need to help them make that connection. By taking a SUMMARY: Major League Math, an animated baseball
subject many students are interested in baseball - which, by its game, offers students the opportunity to strengthen and practice
nature, is full of math, this program provides numerous opportu- math skills within the context of baseball. Students who love
nities to use math as a vehicle to solve problems. With digitized baseball will be motivated to solve the math problems and will
sound effects such as cheering crowds, a baseball announcer, and come to recognize the relevance of math to their lives. This
traditional organ music in the background, the program simulates program will definitely be a favorite with baseball fans.
being at a real baseball game.
The success of the game depends on how well math questions
are answered. Students choose their own team and the opposing Other Sports-Related Programs from Sanctuary Woods
team. They then control the game by making such choices as the
type of pitch to throw and the type of swing to use while at bat. Math Ace Grand Prix Edition: Grades 3-12. Students build a
The accuracy of their answers to the math questions reflects the race track as they solve math problems, all leading up to the
results of the pitch or swing. For example, a correct answer may option of driving the Grand Prix circuit.
result in the student's team's pitcher throwing a strike.
Assistance is provided if needed in what is called the Coach's NFL Math: Grades 3-6. Students practice math skills within
Corner which offers 25 "chalk talks" or tutorials on different the context of a football game.
mathematical concepts. There is also a Team Library and a Trivia
Library which provide information about the game of baseball NFL Reading: Grades 3-6. Students practice grammar,
and baseball teams, some of which are needed to answer ques- vocabulary, comprehension, descriptive writing, dictionary
tions within the game. skills, and more in the context of football.

Word City Grand Prix: In an auto racing format, students

STRENGTHS: For baseball enthusiasts, this program offers
build spelling, vocabulary, reading comprehension, alphabetiz-
a highly motivating approach to practicing and applying math ing, rhyming, and audio discrimination skills.
concepts. It shows students that the often dreaded math class
can be fun and can relate to their own lives and interests. The
options to choose from four levels of difficulty and to turn off the Susan Young is a graduate student in the Department of Special
Education at The College of New Jersey.
music and sound effects are important features.
TECH-NJ, Vol. 8, No. 2 80 page 14
 the car travels the fastest. Using different kinds of graphs
MEASUREMENT IN MOTION (histogram, line graph, bar graph, scattergram, etc.) students
by David Geronemo observe the car's motion and test their hypotheses.
The last investigation is the most complex. It is based on a
SUBJECT AREA: Math: Problem Solving and Reasoning, movie of a truck rolling down the highway. Students are first
Analysis of Measurements of Dynamic Systems (those which asked to predict where they think the vanishing point will be (the
change over time), Graphing Linear and Non-linear Relation- place where the truck, the road and the rest of the cars converge
ships, and Formulating Hypotheses About the Relationships to a single point on a line). To test their prediction students are
Between Distance, Time and Speed of a Changing Phenomena. able to plot x and y coordinates on the video and make a graph of
those points versus the width of the truck. Students find the exact
PU ii, LISHER: Learning In Motion vanishing point by determining the coordinates at which the
(800)560-5670 truck's width is zero.

GRADE LEVEL: High School STRENGTHS: Measurement in Motion cleverly uses the
computer's capabilities to teach the complex process of making
NOTABLE HAR WARE REQUIREMENTS: hypotheses and taking and analyzing data. It is easy to use and is
Mac only: System 7.0 or greater, Minimum 2 MB RAM, designed so that the introductory activities teach students how to
4X CD-ROM Drive proceed. An exciting feature is that, with the addition of a video
camera and video capture board, students can shoot their own
movies and use them with the program. They can take and
ESCRIPTION: This program contains five investigative
analyze different measurements from the home video using the
folders which vary in their mathematical and scientific level. A
wide variety of graphs and tables provided in the program.
problem is stated for each of the five activities and directions are
Teachers, too, can make use of this feature and develop authentic
given for solving the problem. The activities vary along the activities for students to work on independently or in groups.
continuum from being highly directive to somewhat open-ended.
The first activity, the Candle, is designed to teach students
how to use the program and includes step by step directions for
SUMMARY: Measurement in Motion provides an innovative
solving the problem. The investigation is based on a time lapse way of teaching students to take measurements, develop graphs,
movie of a burning birthday candle. Students begin by predicting and analyze their data. The ability to create new videos to add to
what a graph of the candle's graph would look like over time. the program extends its scope and increases its relevance for
They then graph measurements from the movie, compare their students.
results with their original prediction, and extend their learning to Graph Action Plus
hypothetical situations, such as a candle that burns more quickly This program provides a similar representation of change in
at first, then slows down and vice versa. position over time for students as young as sixth grade. By
Hie EMI Mown TobIe Graph 7 poi Windows 2:21 PM 051 exploring QuickTime movies, students learn to identify and
untitled 2
rMEASURINGTHIE CANDLE explore common types of graphs and recognize and describe
real life motions that create these graphs.
PT
.10P Ell 31P5117 In the Graph Action activity students can move an object
11=11MIPTILIJi 11 (car, person, ball, etc.) back and forth along the screen in a
[:11S1,
1111E:11=111111111W11:
Mi:5
1111CEloommown
linear path. As the object moves, a graph appears, tracing the
M=3 IK1C"
1, &II
1113:1211111111MICAr0.
1
object's position over time. Because the graph is produced
simultaneously with the motion of the mouse, students can link
MEP 1
1:111"1=111 P:14 the concrete motion with the abstract "language" of the graph.
GIEI EilliEC1 IRE :11I'k
III :1111111111-111 The Action Analyzer activity lets students expand their
IPA M111114,:: 0
NEE
Rs-z: graphing skills by exploring "real world" phenomena that have
MS31112100.12
been captured on video: They can isolate an object in the
video, track its horizontal or vertical position over time, and
fiTfi 69==CIVSZIWGEt
watch as a graph appears.
Students can click on a point on the table The Multi-Viewer portion of the program allows students to
and see the candle burning at that point in time. see up to four movies or graphs side by side, so they can
compare the data and graphs.
Each succeeding investigation becomes more complex. For
example, the third investigation is based on a movie of an Publisher: Tom Snyder Productions
amusement park ride called the Typhoon which carries its Price: $99.95 Teacher's Edition
passengers in a large circle and is partially counterbalanced at
one end. Students are asked to predict where riders spend most David Geronemo is a graduate student in the Department of Special
of their time, near the top or near the bottom, and'at what point Education at The College of New Jersey

TECH-NJ, Vol. 8, No. 2 page 15

81
 MAT t CUR CULUM PAC GES
Editor's Note: A viable solution for school districts and teachers who want math software that matches their math curriculum and
is easy to use is to purchase one of the comprehensive packages that were released this year. Both the Mighty Math Series (Edmark)
and Math Keys (MECC) address the "How & Why" of math through activities in academic skills and thinking skills and also provide
practice in computation skills. All of the titles in the series follow the same format so that once students become familiar with the
format in the early grades, they will be comfortable using the later programs.

purchases and determine the correct change. This activity gives

MIGHTY MATH students the opportunity to work with money in a meaningful
ZOO ZILLIONS way. They learn such important concepts as "larger coins are not
necessarily worth more" and that the same amount of money can
by Gerald Quinn be shown with different combinations of coins.
5. 3D Gallery - Students sharpen spatial skills and build math
SUBJECT AREA: Math: Problem Solving, Number Lines, vocabulary as they learn to identify 3D geometric solids. An
Counting Money and Making Change, Addition and Subtraction, enhancement is the use of everyday objects such as balls, cans,
Word Problems (+,-, x, +), Counting Forward and Backward by and boxes. As students explore the shapes they begin to learn
2's, 5's, and 10's, Spatial Awareness their properties such as the number of sides.

PUBLISHER: Edmark STRENGTHS: Zoo Zillions is a fun learning experience that

(800)691-2985 combines captivating graphics, animated characters and sound.
The educational strategies are sound, yet remain transparent to
COST: $59.95 School Version the learner. The activities have both Explore and Question and
Answer Modes. Students can either experiment within an
IINTENDE IF AUDIENCE: Grades K-2 activity or answer questions posed by the Mighty Math charac-
ters.
NOTA LE HARDWARE REQUIREMENTS: Edmark's Grow Slides are a particularly nice feature. The
IBM: Windows 3.1 or Windows 95, 486/Pentium/33MHz or skill level can be preset for a student within each activity, or as
better, 8 MB RAM, 2x CD-ROM drive. Mac: System 7.0.1 or students successfully answer questions, the difficulty level
higher, 8MB RAM recommended, 2x CD-ROM drive automatically increases.

SPECIAL FEATURES: TouchWindow compatible; three SUMMARY: Zoo Zillions is one of Edmark's six comprehen-
activities have built-in scanning for single-switch users. sive math titles for grades K to 10. This program specifically
addresses skills for grades K-2. In this and the other 5 titles,
Edmark uses what they call Virtual Manipulatives that allow
DESCRIPTION: Students visit a friendly, animated zoo
students to use the computer to make the connection between
that's full of math fun and discovery. The Otter Twins, Ryan the concrete and abstract mathematics. In Zoo Zillions, for example,
Lion, and other playful animals guide students on a numerical
as students solve an equation by placing fish in a tank, they see
adventure of five activities:
the equation on the screen and hear the written equation. Thus,
1. Number Line Express - Students play train engineer and
students learn the basics and understand the concepts behind the
help their animal friends reach stops throughout the zoo by facts through problem solving.
correctly locating numbers on the number line. Add numbers to
move forward, subtract to go back, etc.
2. Jungle Trail Students practice basic math skills. As they
OTHER MIGHTY MAT SERIES PROGRAMS:
solve problems such as addition, subtraction, and rounding, Carnival Countdown (K-2): one-two digit "+" and "-", 2D
students get to spin the spinner to move along the trail where they geometry, patterns, number symbols, early "x" and "+."
encounter surprises. Number Heroes (3-6): fractions, 2D geometry, probability, shape
3. Fish Stories - Students move fish in and out of tanks to and number patterns, +,-,x,+, and decimals.
practice addition, subtraction, early multiplication, and division. Calculating Crew (3-6): "x" and "+" of whole numbers and
As students manipulate fish or numerals, the results are reflected decimals, number lines, 2D and 3D shapes, money transactions.
on the screen in pictures, spoken words, written words, numbers, Cosmic Geometry (7-10): shapes, solids, constructions, transfor-
and mathematical equations simultaneously. Fish Stories chal- mations, 2D and 3D coordinates, length, perimeter, area, volume.
lenges students to create pictures to match the words and to Astro Algebra (7-9): variables, expressions, equations and
create mathematical equations to match the pictures. inequalities, functions and graphing, ratios and proportions,
4. Gnu Ewe Boutique - Students learn about money by fractions, decimals, and percents.
helping Allison, the shop owner, assist zoo animals create new
Gerald Quinn is a graduate student in the Department of Special
wardrobes. As students progress they help animals make
Education at The College of New Jersey.

TECH-NJ, Vo, 8, No. 2 page 16

82
 area and/or perimeter, record their results in the Notepad area,
MATHKEYS: UNLOCKNNG and then open the Reporting Window to check their work.
MEASUREMENT K ®2 Three games are also included for measurement-related
breaktaking: Lights On, Tight Fit and Eleven High.
by Deborah Newton
STRENGTHS: Speech feedback enables early learners and
SUBJECT AREA: Math: Measuring Length, Area, and non-readers to explore and learn independently. Users can elect
Perimeter to have Mar lu speak either English or Spanish and onscreen text
is displayed in the language of choice. Providing a conveniently
PUBLISHER: MECC displayed Notepad area encourages students to write about their
(800) 685-6322 discoveries, and when they print a mat, the Notepad text is
printed as well.
COST: $99.00 School Edition; $180.00 Lab Pack (5)
WEAKNESSES: In the Area Measure mat, when Grid
INTENDED AUDIENCE: Grades K-2 Mode is selected, only those non-standard units that lie com-
pletely in the shape are highlighted. Most of the shapes will
NOTABLE SYSTEM REQUIREMENTS: contain numerous partial units that are not highlighted and this
Macintosh: System 7 or later. Windows: minimum 486, Win- may cause some confusion. Students may need help recognizing
dows 3.1 or later, sound card recommended. that the entire enclosed space is the area of the shape, not just the
highlighted portion.
DESCRIPTION: Unlocking Measurement provides an
opportunity for students to explore measurement concepts in a SUMMARY: This program offers the opportunity to explore
friendly, non-threatening environment. From the Main Menu measuring length and area with non-standard units in an appeal-
students select the "Mat" on which they would like to work by ing and engaging fashion. With the click of a mouse button
clicking on the large, well-spaced buttons labeled Length, Area, students can manipulate onscreen items to compare and measure
or Area and Perimeter. length and area, and can paint shapes to learn about area and
When the Length mat is selected, students can choose to perimeter. Learning is facilitated and reinforced by the speech
compare length or measure length. The Length Compare mat feedback available with the Reporter Tool. The readily available
permits students to add up to three colorful objects which they Notepad encourages students to think and write about their work.
can then move around to compare their relative sizes and resize Unlocking Measurement is an excellent alternative to
them. Clicking on the Reporter Tool button and then on one of manipulatives for children who have physical disabilities.
the objects signals Mar lu, the kangaroo, to tell how the length or
height of that object compares to the other objects. Selecting the OTHE MATHKEY SERIES PROGRAMS:
Length Measure mat allows students to measure items on the mat Unlocking Measurement 3-6: linear and angle measurements,
with a variety of non-standard units including paper clips, relationships among area, perimeter, segment lengths, and angles.
marbles, popcorn, and watermelons. (How many paper clips long Unlocking Whole Numbers K-2: base-ten clocks, counters, coin
is that worm?) A Notepad area is provided with all mats in the recognition, hundred chart, sorting, fact families, addition,
program so that students may also write about their work. subtraction, place value, number patterns.
Selecting the Area mat presents a similar choice between Unlocking Whole Numbers 3-5: introduces multiplication and
comparing and measuring. Students place up to three of the same division to the concepts in Unlocking Whole Numbers (K-2).
shapes on the mat. The Area Measure mat allows students to Unlocking Probability K-2: flipping coins, rolling cubes,
select non-standard units to measure objects ladybugs, flowers, spinning tops, and drawing marbles, graphs, and charts.
postage stamps, and more. If students opt for the Grid Mode, a Unlocking Probability 3-6: prediction and interpretation of
background grid is displayed, and all the units that fit entirely probability experiments.
within the shape are highlighted. In the Stamp Mode students Unlocking Geometry K-2: create patterns and pictures, develop
can stamp units, one by one, onto the mat and into the shape. spatial sense, learn about geometric relationships.
The Area and Perimeter button brings students immediately to Unlocking Geometry 3-6: shape and pattern construction,
a mat displaying a 220 cell grid on which they can create shapes relationships among geometric shapes, symmetry.
in any of four colors. A Paint Tool lets students "paint" shapes Unlocking Fractions & Decimals 3-6: fractions, ratios, deci-
by clicking on as many contiguous cells as they wish; the mals, proportions.
program will not allow them to paint ineligible cells. This
activity offers a Reporting Window which displays the numbers
corresponding to the area and perimeter of the painted shapes. Deborah Newton is a graduate student in the Department of Special
This display is dynamic and changes rapidly to reflect students' Education at The College of New Jersey.
paintings so they receive immediate feedback about their shapes.
When the Reporting Window is closed students can figure out the
TECH-NJ, Vol. 8, No. 2 83 page 17
Access to Math (Don Johnston) and lt-Bot's Math Voyage NumberMaze Chafillernige
Math Pad (IntelliTools) Students ages 5-8 learn math in an This new CD-ROM version of
undersea world. Nine games, with three NumberMaze, a classic in educational
Two recently introduced programs - difficulty levels each, make it fun to software. To progress through entertain-
Access to Math and Math Pad - have been practice concepts such as addition, ing mazes, students in grades K-6 must
eagerly anticipated by countless individu- subtraction, multiplication, time-telling, answer numerical and word problems that
als with physical disablilities and their counting money, measurement, shape & involve counting, addition, subtraction,
teachers and parents. Both programs are pattern recognition, equalities, and multiplication and division of whole
extremely exciting because of their inequalities. Students earn money for numbers.
potential to make math accessible to their efforts which they can use to pur- Fdt Mt Math 11:55 BM

students with physical and/or learning chase fish and treasures for their 3D
disabilities. onscreen aquarium. (Sanctuary Woods,
Meow talutt a MID 6091
The programs are basically number Win/Mac CD-ROM, $39.99 consumer I- Ond05c) to 99 P
Marlselens:
PrImaps6ro0os 3-1 ft
2- Cd00S05 to 99 14 0 PrImemirotto 10
processors, designed to let students write edition, $69.99 teacher edition) 3- 11100100n to 999 P 0 I ntermed. sfirotte 2
4.17401150 to 999 PI 0 I ntenned.o0sede
and work out math problems on a com- 5- &MHO lo 9999 P 0 9ttonsel6rodas 4-6
0- 11340500 to 9999 1,4 ()Bask Nets 0
puter just as they would do with conven- IFrarniklira Learns Math 7- Mul0Word to 909 P 0 task lode 0

tional pencil and paper. Students can even Franklin the turtle, known to many
t. 0- MnIttWertl to 989 M
9- 9000. 90111195 91
°general (arks
0lmptp
10- 11WPWor0 to 9 P 0 0mptp
regroup (i.e., what used to be known as through the popular book series, guides 11- 01e0Wert1 to 9 P
12- P900. 501614 92
0440000.09 to 4 digit.; man. op to
9991999; dill. 09 3-61plt number
borrowing and carrying), and their students through six learning activities in for 3-61911 answer.

numerals will automatically line up this program designed for children ages 4-
correctly. Both programs allow students 7. Skills addressed include: counting,
to print out their work and can be used to one-to-one-correspondence, number 911=1 outoraatic hwel ode=ecznot ( (cocci )

generate worksheets so that all students in recognition, matching, addition, subtrac-

a class can be working on the same tion, arrays, number sequences, shapes &
problems - on or off the computer. colors, patterns, time of day, reading a
Additional features include speech clock, and money. Each activity has three The program offers teachers and parents
feedback so that math problems can be difficulty levels from which to choose. tremendous flexibility and customizing
read aloud, and an option for auto- A "Report Card" feature allows options. 50 problem levels in each of
navigtion to guide students through the teachers and parents to view students' eight different curricula are available, and
problems. Both programs offer easy progress, and the teacher's edition features problem specifications for each student in
switch accessibility. Although these a wealth of lesson suggestions and related the class can be easily defined. Names
programs are similar, each has features off -computer activities. (Sanctuary can even be entered to personalize word
that make it unique, so be sure to check Woods, Win/Mac CD-ROM, $29.99 problems. The automatic recordkeeping
out both. consumer edition, $69.99 teacher edition) feature is especially valuable for teachers.
(Great Wave Software, Win/Mac CD-
Access to Math Stickybear's Math Splash ROM, $49.95 consumer edition, $59.95
Don Johnston, Inc. school edition.
This CD-ROM consists of four entertain-
(800)999-4660
ing games which motivate students in
Macintosh only: LCII or higher, System Uraillix Software
grades K-5 to solve math problems in
7,8 MB RAM Over the years Unifix Cubes have been
addition, subtraction, multiplication and
$79 Single user; manipulated by thousands of little hands,
division: Overboard, Rapid Fire, Island
$277 Lab Pack (5 user) in thousands of classrooms. These cubes
Hopper and Submarine Shoot. Easy-to-
use options allow teachers to select provide hands-on experiences that develop
Math Pad an understanding of math concepts. With
difficulty levels, customize the number of
IntelliTools this software program, students with
allowed attempts to answer a problem
(800)899-6687 physical disabilities can now experience
correctly, and turn automatic level
Macintosh only: System 7, 4 MB RAM, the power of learning with manipulatives
advancement on or off. Correct answers
14" monitor or larger by using a mouse or a built-in scanning
are reinforced with amusing sound effects
(800)899-6687 option. (Didax Media, available for Mac
and graphics; wrong answers are cor-
$79.95 Single Copy; and Win, $79.95 Single user)
rected. The program tracks student
$299 Lab Pack (5 user)
progress and provides "report cards" to
facilitate record keeping. (Optimum
Resource, Win/Win95/Mac CD-ROM,
$59.95 consumer edition, $79.95 2-pack
school version)

TECH-NJ, Vol. 8, No. 2 84 page 118

 I recommend the following program/product for consideration for Part A
inclusion in a future issue of TECH-NJ:

Name of Program/Product:
Brief Description:

Contact Person:
School/Company:
Street:
City: State: Zip:
Phone Number:
E-Mail Address:
My Name/Phone Number/E-mail Address:
L
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TECH-NJ, Vol. 8, No. 2

85 page 19
 NOW AVAILABLE
The Bridge to Braille:
Reading and School Success for the Young Blind Child
When her daughter, who is blind, was three years old, Carol Castellano wondered how she would teach her
the alphabet. If her child were sighted, she would have begun helping her recognize letters and numbers,
but what does a parent do when the child is blind? Castellano knew the importance of early literacy experi-
ences for children, but could such experiences be translated into a meaningful form for her child?

Castellano began collecting answers to such questions. The result is a new book, The Bridge to Braille:
Reading and School Success for the Young Blind Child, co-authored with Braille teacher Dawn Kosman.
Chapters like Adapting Materials, Doing Math in Braille, Independence in the Classroom, and Using Tech-
nology, show parents and teachers how to guide blind children from early literacy experiences all the way to
full participation in the classroom. The book demystifies the education of blind children, and enables
parents and teachers to give ordinary help with schoolwork to children who happen to be blind.

The Bridge to Braille is available for $12.95 from the National Organization of Parents of Blind Children, a
division of the National Federation of the Blind, at 1800 Johnson Street, Baltimore, MD 21230 (410)659-
9314, or from Parents of Blind Children-NJ, 23 Alexander Avenue, Madison, NJ 07940 (make check pay-
able to NOPBC).

Nonprofit Organization
U.S. Postage
PAID
Trenton, NJ
Permit No. 44
Department of Special Education
P. 0. Box 7718
Ewing, New Jersey 08628-0718

ADDRESS CORRECTION REQUESTED

86
 Technology, Educators, ClEililidren with disabilities - New Jersey

The College of New Jersey

School of Education, Department of Special Education Winter 1998, Vol. 9 No. 1

CONTENTS TIE A ACRE S WO K TOGETHE T *

M KE INCLUSION AP N
by Orah Raia Technology is Integral Part
FEATURES: I was fortunate to visit Tulsa Trail School
If you want to see inclusion and collabora- on the day the teachers introduced their
Teachers Make Inclusion tion at its best, you've got to visit the Internet access and a scanner to their
Happen 1 Tulsa Trail School in Hopatcong, New students. Mrs. Craig sat down and
Jersey. Marietta Spagnola and Rosalind accessed the Yahoo site. She proceeded to
User Profiles: Craig, teachers at the school, had a vision check the day's weather. The students
Assistive Technology Promotes for their students, and after a year of would now be able to do their daily
Rapid Academic Advances 3 planning, they made it a reality. Mrs. weather report by looking it up on the
An Adult Copes With Learning Spagnola is a general education teacher Internet in addition to relying on observa-
Disabilities 4 for the second grade, and Mrs. Craig is a tions out the window.
Alpha Smart Keyboard Connects special education teacher. Together they
School and Home 5 teach a class of 31 students, 24 who are The parents of the non-disabled
typical and seven who have disabilities. students have been pleased with
Research To Practice: They are assisted by a paraprofessional,
Rose Shinn.
the positive benefits this has had
Fast ForWordTM: Is the Hype for their own children, and the
Two years ago they began to think
Justified? 8
about a program which would provide parents of the students with
more inclusive opportunities for their disabilities have been surprised
Training Module: classified students. They believed that
The Teacher's Role in and delighted at the progress
these students would benefit from being
Augmentative Communication 10
with their non-disabled peers and vice-
their children have shown.
versa. They approached their principal,
Software Reviews: Mr. Joseph Memoli, and he gave them the Mrs. Spagnola then proceeded to scan a
Co: Writer 12 go-ahead to try some joint time for their student's class picture into ClarisWorks.
ULTimate Reader 13 classes. Last year they did this on a part- The students are writing to their pen pals,
Dazzle 14 time basis, saw benefits and pursued a a group of high school students who come
Sensory Software Programs 15 full-time program. Once again, Mr. into the school on a regular basis to talk
The American Girls Premiere 16 Memoli gave them the freedom to develop with the children. Now, in addition to
Europe Inspirer 17 their ideas. writing letters, the students can include
Math Pad 18 Mrs. Spagnola and Mrs. Craig had to their pictures. Mrs. Spagnola asked who
tear down some barriers to accomplish would like to work on their pen-pal letters
this, including physical ones. A wall and all hands shot up!
THE EDITOR'S DESK: adjoining the two classrooms was re- Both teachers foster independence in
moved to provide a large open classroom their students, and the non-disabled
2 setting. This accomplished a great deal. students are natural peer supports to their
Contributors
Editorial 2 The new classroom provides a larger space fellow classmates. One of Mrs.
Editor's Picks 18 for both group and individual work. All Spagnola's favorite comments when a
Reader's Response Form 19 the students have access to the equipment, (continued on page 6)
materials and learning centers In both
rooms, which include cooking, listening,
THE
art, writing, reading, science, easel, clay, COLLEGE
blocks, puzzles, and computers. °F NEW JERSEY

87
http://wwwottenj.eduftenj
EDITORIAL STAFF
Editor-in-Chief: Amy G. Dell
Managing Editor: Anne M. Disdier
Associate Editor: Barbara K. Strassman
Deborah Newton Technolo Ealuczto3rs, & CHM= with disabades
New Jersey
Contributors
Rebecca Artessa
Maryann Bowne Volume 9, Number 1
Dan Daly
Erin De Haven
Melissa Drew EDITORIAL
Jean Earle
Amy Goldman
Pamela Haggerty
Marta Isaacson
Theresa Lupo As we go to press, the new Rules and Regulations pertaining to the reauthorization of
Gerald Quinn IDEA (the federal law guaranteeing a free public education to all children with
Melissa McBride disabilities) are eagerly anticipated. This latest version of the law will take effect
Patricia L. Mervine July 1, 1998, and school districts and parents have begun to gear up in preparation
Deborah Newton for the changes. For those who recognize the value of assistive technology in the
Orah Raia lives of children with disabilities, this is good news.
Cynthia Ruetsch P. L. 105-17, as it is now called, has significantly strengthened the role of
assistive technology in the education of children with disabilities. As outlined in
TECH-NJ is supported by the School of
Education, the Department of Special
section 300.346, the IEP team must now specifically consider five "special factors"
Education, and the FIRSL Program at The when developing IEPs:
College of New Jersey. Positive behavioral interventions for children whose behavior impedes their
learning,
© 1998 by The College of New Jersey. All The language needs of children with limited English proficiency,
rights reserved. Permission is granted to Instruction in Braille for children who are blind,
reproduce material in TECH-NJ for educa- The communication needs of all children, including opportunities for
tional purposes. TECH-NJ should be credited
communica tion with peers, and
as the original source of information.
Views expressed in TECH-NJ do not Whether the child requires assistive technology devices and services (italics
necessarily reflect policies or opinions of The mine).
College of New Jersey or any of its funding This additional language hopefully will serve to alert IEP teams that augmentative
sources. communication and assistive technology are no longer merely vague possibilities
under the law but are, rather, a consideration for every child who requires special
TECH-NJ: education services. This should make it easier for parents to get augmentative
Technology, Educators, & communication and/or assistive technology written into the IEP (when appropriate),
CHildren with disabilities-NJ which, we have learned, is the only way to get them integrated into the curriculum.
Of course, as everyone knows, the gap between what the law requires and what
TECH-NJ is an official publication of the actually transpires on a day to day basis, remains, unfortunately, formidable. We -
School of Education, Department of Special teachers, parents, therapists, school administrators, higher education faculty need to
Education at The College of New Jersey. It is be outspoken advocates for the integration of assistive technology and augmentative
written by students and faculty and is designed
communication into the educational process. We need to continue to demonstrate
to support professionals, parents, and com-
puter-users in their efforts to use technology to best practices in our use of technology in the classroom, and we need to publicize the
improve our schools and to enhance the lives work of others whom we consider exemplary technology practitioners. When school
of people with disabilities. In order to district personnel witness for themselves the dramatic differences in students' school
facilitate local networking, emphasis is placed experiences brought about by assistive technology, they will understand the new
on resources and innovative practices in and language of PL105-17, and they will begin to translate the words into action.
around the New Jersey region.

TECH-NJ, Department of Special Education

The College of New Jersey
P. O. Box 7718
Ewing, New Jersey 08628-0718
(609)771-2308
e-mail: [email protected]
http://www.tcnj.edu/technj

TECH-NJ, Vol. 9, No. 1 Winter 1998 page 2

88
 L
USER PROFILES
ASSISTIVE TECHNOLOGY PROMOTES
RAPID ACADEMIC ADVANCES
by Gerald Quinn cates sizable files. with Write: OutLoud (Don Johnston
Incorporated), the talking word processing
Clear, bright, dark eyes peer at the cursor First School Experience at Age 9 program. Using his Sip & Puff switch and
as it moves across the computer screen in Pintoo has come a long way in his short a scanning array from Discover: Switch,
highly selective and controlled increments. time at the Horizon School. Born in India, he activates the switch by puffing when
Noticing me, the young man pauses, he spent his first eight years at home with the desired letter is highlighted. When
smiles and says, "Hello, I'm Pintoo. I'm his family, whose dominant language is scanning is used in conjunction with
happy to see you." I introduce myself and Gujarati, a dialect of Hindi. Pintoo credits Co: Writer, selecting the letter "P," for
glance at the journal entry on the screen; watching TV for his fluency in English. example, presents a list of predetermined
it tells of my anticipated arrival and our He speaks Gujarati, as well. Attending words beginning with that letter.
interview. school for the first time when his family Co: Writer then scans the list of words.
Although he has difficulty moving due moved to New Jersey, he has demon- When the scan reaches the word he wants,
to athetoid cerebral palsy, Pintoo turns strated incredible academic achievement. Pintoo puffs the switch again, and the
toward me by maneuvering his lean frame In only one year's time he has advanced to word is entered into the word processing
with a wriggling kind of motion. He second grade levels in math and reading. document. To speed things up, Pintoo and
explains that he and his speech therapist, his teachers/therapists have added custom
Monica Clarke, are refining the lists of frequently used words
settings on his new Macintosh and expressions to the
Powerbook 1400cs. "I like this Co: Writer dictionary.
a lot," he says. He access the "We've found that Pintoo
Powerbook using a Sip & Puff utilizes a sip and puff switch
switch (Enabling Devices). better than voice activated
Used in connection with software," explained Clarke.
Discover: Switch (Don Johnston He speaks clearly and is able to
Incorporated), it enables Pintoo use voice commands with the
to input into his computer with computer, but using his voice
single switch scanning, in lieu of tires him very quickly. It is not
a keyboard. strong enough for extended
Linda Peroff, department work on the computer. While
head for Speech and Language his current setup is adequate, he
Therapy at the Cerebral Palsy is always on the lookout for
Center of North Jersey's new and better access tools.
Horizon School in East Orange, Reflecting upon his many
NJ, joins us in the classroom. experiments with various
She shares her enthusiasm for computer input devices, he
Pintoo's use of the computer, explains, "You have to try
"The computer is great in our everything."
classrooms. It opens doors and
makes achievement possible. It Adaptive Tools for Math
Pintoo accesses his PowerBook with a
helps students bypass problem Mize shares that Pintoo is
Sip & Puff switch and Discover:Switch.
areas and enables them to work strong in math and written
with their abilities. Handwrit- expression. He enjoys current events, too.
ing, for example, is no longer an obstacle Pintoo adds, "I want to read the news
to written expression. As with Pintoo, Scanning with online. I'm getting a modem so I can get
students move beyond former obstacles; Write:OutLoud & Co:Writer online. I want to send e-mail to the
they don't get stuck." Clarke sees the Pintoo's computer enables him to com- President, Governor, and others who can
computer maximizing her students' plete his school work with relative ease. help people."
abilities and enabling them to achieve His teacher, Ruth Mize, working with Pintoo beams with pride as he tells me
greater levels of independence. Pintoo speech therapist, Monica Clarke, has that he uses Big Calc (Don Johnston
adds, "I take things home that I've done at taught him to use Co: Writer (Don Incorporated) for math. His teacher shares
school during the day, too." A quick Johnston Incorporated) the word predic- that they are awaiting the receipt of Access
glance at his computer's directory indi- tion program (see review on page 12), (continued on page 6)

TECH-NJ, Vol. 9, No. 1 Winter 1998 page 3

89
 COPING WITH WITH LEARNING DISABILITIES
by Maryann Bowne
Debbie's learning disability is very
Microsoft Word and PowerPoint.
evident in her poor spelling skills,
Debbie, 30, a single mother of two I had the opportunity to be Debbie's
although the transpositions are far less
children, was identified as having a instructor for both Business Communica-
frequent when she is dealing with numbers
learning disability when she was in the tion and Word Processing (including Excel
rather than with words. She has shown
first grade. Due to frequent
herself to be an excellent
moves, she attended various
accounting student, having
elementary schools where she A Sample of Debbie's Handwriting earned an "A" in the first 12
was always placed in a special
5. r+ k-tt \)S vs, c.. rA:s fats
weeks of the class.
class for Reading and Math. 0.1c

According to Debbie, neither the and bny 4A-kovi" kawig

elementary schools nor her high
e..v-ery f 101, over Computer as a Study
0,59a-v\
school knew exactly what type 6, OL { +01arvA Conou-ter
Tool
of learning disability she had, Ctc c-ow nj C- d.or-f- I have delighted in watching
but it kept her in basic skills p os-e_ my nvinloo. cks "wc-k as MY Debbie use various strategies to
classes through 12th grade. She s cope with her disability.
explains that her weakest area 7, 5p. R1( rn hcit'kji-yr l'nytufari Knowing that weekly spelling
was language, particularly
nAy
541 9 b0017, tests could be her nemesis, she
writing. She frequently had to ,+y decided to use the computer as a
rewrite assignments which she s F)._11 ,f4di k.vn, study tool. Using WordPerfect
found to be very frustrating. P t 0*, -t "VZ. Wrttk. 6.1, she would type her spelling
Debbie had her first opportu- -k.k.9._ .0.13ro in do, words, spell check them, print
1".r IM y Mytypt'n,
nity to learn some computer the list, then retype them as
cvAr'-ck-1.1
skills after graduating high 9, p r 13/...eyt% r frt-qr,0,,z-Zw,:y.f needed for extra practice. Not
school. Although the equipment ko,.; \Ns ovici y N.ce_yk. only did this give her more
and software were outdated, she co tv\ vut A-r Pri or kers,. practice using the software, but
did learn some basic computer ,a-t \Ks a f we,./ qt.c it also helped her increase her
literacy skills, and this experi- typing speed (which is affected
10, y, Orr CY\ y
ence helped her acquire a job at by her learning disability), and
(sc.) y .g_ittkr,s foLf-CV*-7-amsf
Bally's Grand Hotel and Casino +coons' poS.44. e _ \...,ky of a_ Adifk,f, improve her weekly spelling
in Atlantic City. tests. This young lady knows
what tools best fit the job!
Enrolls in Office Debbie will continue in her
and Access). Although training program until graduation in July.
Technology Program
she struggled with weekly spelling tests She hopes to secure a secretarial job that
After moving to Florida, having two
and applying basic proofreading skills in will give her the opportunity to use her
children, then divorcing and returning to
Business Communication, Debbie did not newly acquired computer and accounting
New Jersey, Debbie decided that her lack
display the same difficulties when learning skills. Would her career goal come to
of skills would result in only minimum
wage jobs. With two children to support, various software concepts. She has been a fruition without the use of the computer?
quick learner, asking relevant questions, More than likely not. In pre-computer
she realized that the most likely path to
and showing an ability to problem solve. days, Debbie tried to use the typewriter as
success was to return to school. Debbie is
Using the word processing programs, a writing tool and to quote her words
currently enrolled in the Office Technol-
particularly the spelling and grammar exactly, "It was a pain." The computer has
ogy program in a proprietary business
checking tools, has enabled Debbie to been a keystone for Debbie. To her, the
school. Initially, she had added medical
compensate for her learning disability. All computer has been and will continue to be
office training to her basic course, but the
students are required to spell check their an invaluable tool to her success.
demands of medical terminology proved
to be too much for her so she dropped the documents before submitting them to the M
extra courses. instructor. These documents are typed
Since beginning her training Debbie from straight copy, although some do Maryann Bowne is a graduate student in the
has learned a variety of computer applica- contain intentional errors. Debbie goes Department of Special Education at The
tions, such as WordPerfect, DOS and 6.1 beyond this and uses the grammar check. College of New Jersey.
versions (Microsoft), Microsoft Excel and She particularly enjoys finding mistakes in
Access. Her later courses will include textbook assignments.

TECH-NJ, Vol. 9, No. 1 Winter 1998 page 4

BEST COPY AVAILABLE 50
 Alpha Smart KEYBOARD CONNECTS SCHOOL AND HOME
by Melissa Drew simple word processor for note taking and labeled these keys to correspond with each
report writing. The information stored in of her classes (for example, F2 is Spelling
Tammi is a 15-year-old high school the memory of the keyboard can be easily and F5 is Civics). Work is never lost
student who attends a special services transferred to Macintosh or Windows because it is saved automatically.
school district. She is a very active computers for further editing and printing.
student who loves school. Last year, she Tammi's mother's only concern was that Set-Up
participated in chorus, cheerleading, the the small LCD display might be difficult Tammi showed me how she connects her
school play, and student counsel. She has for Tammi to see. After some consider- Alpha Smart to her Macintosh computer.
short, dark blond hair and blue eyes. ation, they purchased the keyboard for She needs some assistance plugging in the
Tammi easily looks 18 or 19-years old (a Tammi's birthday. keyboard but can transfer the files
fact that makes her father crazy!). Tammi Tammi practiced with the Alpha Smart independently. She explained how to do
has cerebral palsy and uses a wheelchair that summer and returned to school with it it:
for mobility. Her power wheelchair is her in the fall. Her mother wrote some 1. Turn on the Alpha Smart.
favorite color - hot pink. Tammi also has instructions for connecting it to the 2. Choose the file you want to transfer.
a vision impairment which is corrected school's Macintosh computers and sent 3. Move the cursor on the LCD display
with glasses. them along with Tammi. Soon after all the way to the top row of text.
Tammi took the Alpha Smart to school, the 4. Turn on the Macintosh.
school decided to purchase several for 5. Start the word processing program
Means of Access
other students. on the Mac, and open a new file. (Tammi
Tammi has been using computers for
many years. While she has the ability to prefers ClarisWorks.)
write, her writing takes great effort and is Hardware 6. Plug the Alpha Smart into the Mac.
not consistently legible. Therefore, she The Alpha Smart keyboard is a simple 7. Push the <send> key on the
prefers typing to writing and likes having device. It is light and durable, slightly AlphaSmart.
the ability to correct any mistakes before larger than a standard keyboard and 8. Edit the document in the Mac and
printing. At home, Tammi uses a weighing approximately 2 pounds. Two print.
Macintosh LCIII which she accesses AA batteries power the device, and Tammi
without any adaptations. She uses both did not have to change the batteries in the Effectiveness
hands to type but relies mostly on her first year she used it. Tammi keeps hers in I would like to share some of Tammi's
index and middle fingers to strike keys. a padded laptop case which is attached to own thoughts on her Alpha Smart key-
She is very familiar with the QWERTY the back of her wheelchair. board: It "helps you do your
keyboard layout. Although Tammi's schoolwork...to learn how to type faster
typing is slow, she makes few mistakes. and do spelling. Teachers like Alpha Smart
because other people don't have to write
Choosing the Alpha Smart for me, and I write clearer." She adds, "If
Two years ago, Tammi and her parents other kids can't write, why don't they get
decided it was time to shop for a laptop a computer (like the Alpha Smart) and
computer. Tammi was just starting high write letters on the computer to
school, and she needed a computer that friends?"
was portable and available throughout the When I asked Tammi's mother what
school day. Tammi's parents knew that she thinks the Alpha Smart does for
they wanted a Macintosh Power Book, but Tammi, she summed it up in one word -
the cost was prohibitive. Tammi's mother independence! Tammi can start her
had been doing some research about The latest version, the homework anywhere, on her own. It is
technology options and found an article in AlphaSmart 2000. especially helpful when doing repetitive
the NJEA Magazine about a teacher in spelling practice.
The Alpha Smart keyboard has 128K Tammi was accepted into the Office
southern New Jersey who had been using
memory. Although that does not sound Skills program at a vocational school. She
an Alpha Smart (Intelligent Peripherals,
like much in today's world of memory- is very excited about this and feels that she
Inc.) keyboard with the students in her
hungry software, for text-based files, was accepted because of her familiarity
resource room. The selling point for this
128K can hold the equivalent of 64 pages with computers. On a typing test Tammi
classroom teacher was its durability; the
of text. The Alpha Smart divides this scored at 5 words per minute with no
selling point for the school was its price.
memory into eight pre-programmed files
For less than $300 each, a classroom of (continued on page 7)
which can be accessed by pressing
children could each have access to a
designated function keys. Tammi has

TECH-NJ, Vol. 9, No. 1 Winter 1998 page 5

91
 positive change through their commitment
INCLUSION to children. As Margaret Mead said, PINTO()
(continued from page 1) "Never doubt that a small group of (continued from page 3)
student asks her a question is, "Ask three thoughtful, committed people can change to Math (Don Johnston Incorporated) so
before you come to me." The students the world. Indeed, it's the only thing that that Pintoo can make up math worksheets
have learned to rely on each other for help. ever has."
for himself and other students in the class.
When one young girl returned to the The program will enable her to
classroom from a speech therapy session, Software Used by customize math activities. It is apparent
her classmate turned to her and without Tulsa Trail Teachers: from the instructional activities occurring
prompting, filled her in on the assignment ClarisWorks for Kids (Claris) in the classroom that peer teaching, in
they were working on. Co: Writer (Don Johnston Incorporated) addition to collaboration among the
The classroom is fortunate to have four Early Math (Sierra) classroom teacher, speech/language
Macintosh PowerPC computers (with Imagination Express - Oceans (Edmark) therapist, and occupational therapist, is
hopes of adding two more). Two of the Mighty Math Series (Edmark) practiced in this classroom with the six
computers were obtained through the Reader Rabbit Reading Development students ages nine to thirteen years old.
district and two by grants the teachers Library 2 (The Learning Company)
were awarded. Additional equipment in Stanley's Sticker Stories (Edmark) New Hardware
the classroom includes IntelliKeys Thinkin' Things 2 (Edmark) Pintoo has been awarded a Bellows
(IntelliTools) for spelling and IntelliTalk Words Around Me (Edmark) Fellows Grant from the United Cerebral
(IntelliTools) used by some of the students Palsy Association. The grant, which is a
with disabilities, including a young boy Orah Raia is a graduate student in the
three year contract, has provided a laptop
with Down syndrome, so they can see and Department of Special Education at The
College of New Jersey. computer complete with printer, fax/
hear the words at the same time. The modem, CD-ROM encyclopedia, and
teachers incorporate work on the computer appropriate wheelchair mount. In addi-
to coincide with the curriculum. For
Inclusion Resource
tion, the grant supported the purchase of
example, for a recent lesson on oceans, Discover:Switch for scanning, the special
they used Imagination Express Oceans The Book of Possibilites: Elementary
Edition and The Book of Possibilities:
software for writing which Pintoo has
(Edmark). been using, and a service contract. UCPA
While studying habitats the class used Secondary Edition from AbleNet Inc.
will monitor Pintoo's progress through
ClarisWorks for Kids and wrote Big Books offer valuable "how-to" resources for
educators who serve students with semi-annual reports in order to evaluate
about animals using templates from the the effectiveness of this set-up. The
program. They have plans in the future to severe disabilities in an included
setting. Both books include: laptop, which travels with him from home
integrate video tape of activities done by to school each day, provides Pintoo with
the children into HyperStudio (Roger Tools of the Trade, general informa-
tion about simple technology more consistent access to the computer.
Wagner Publishing) stacks which will be
worked on by the children, turned back Over 80 ideas from around the world
using simple technology Technology Offers Power
into video tape, and then taken home and
shared with their families. In addition, the Practical tips for addressing common and Control
teachers hope to obtain a digital camera. problems and frustrations Pintoo tells me, "The computer gives me
Plans are underway to make the computers User stories a feeling of power and control over what
available to families after school hours. I'm doing. I want to go to college and be
The Elementary Edition addresses a doctor." This interviewer has little doubt
ways for all elementary switch users to that he will realize his dream. He is a
Reactions Are Highly Favorable
be included in a variety of math, remarkable 13-year-old with his eyes on
The response to this program has been
science, language arts, social studies, the future. He understands and is comfort-
positive for all involved. The teachers are
spelling and reading activities. able with the computer technology that so
thrilled and say some days their excite-
The Secondary Edition provides effectively levels the playing field by
ment brings tears to their eyes. Their
suggestions for including secondary age providing access to the worlda world
colleagues have expressed interest in the
switch users in a variety of school otherwise off limits to students such as
program and Mr. Memoli is thinking about
experiences throughout the day. This Pintoo. He truly is a computer user with a
what lies ahead in third grade for these
book includes sections on secondary purposeto live his life as fully as
students. The parents of the non-disabled
academics, general classroom activities possible.
students have been pleased with the
positive benefits this has had for their own
like giving tests or reports and non- M
curricular activities like school plays
children, and the parents of the students
and sports events. Gerald Quinn is a graduate student in the
with disabilities have been surprised and
Department of Special Education at The
delighted at the progress their children
Cost: $27 per book College of New Jersey.
have shown.
To order: contact AbleNet Inc.
This program is an excellent example
(800)322-0956.
of how two teachers brought about

TECH-NJ, Vol. 9, No. 1 Winter 1998 page 6

92
 ALPHASMART TRAINING MODULE
(continued from page 5) (continued from page II )
Overlay Layout Considerations: The layout should be determined by the user's
cognitive/linguistic abilities, visual/perceptual skills, range of motion, and access
mistakes. While Tammi's typing speed is
method, as well as by the communication situation itself. Considerations include:
somewhat slow, the school was impressed
- Single or multiple overlays
by her accuracy, enthusiasm, and improve-
- Groupings on single overlay
ment during the tests. Tammi feels that
- Size of overall display (start small)
her. AlphaSmart helped her learn to type
- Arrangement of core and situation-specific messages
and that whatever she does in the future,
- Arrangement of messages in vertical or horizontal pattern by topic, parts of
she will be using a computer.
speech, etc.
Ease of access to important messages
Some Considerations - Information to help the communication partner
for Purchase - Logical arrangement for branching and encoding
There are some drawbacks to the Use of color on symbols, borders, backgrounds (should provide visual enhance-
AlphaSmart keyboard. The LCD display is ment, not visual clutter)
only large enough to show four lines of - Specific demands of each communication situation (placement, portability)
text at one time, and there are no bright- - Opportunities for growth (encoding, combining symbols, etc.)
ness or contrast controls to alter the
display for better viewing. It has no spell Tips on Constructing Overlays:
checking device. There is no way to Use software programs to generate overlays whenever possible.
upgrade the memory such as with a If using cut and paste method, use glue sticks instead of white glue.
PCMCIA memory card, and there is no If using black and white drawings, photocopy the overlay to keep on file, THEN color
`sleep' mode if you accidentally leave it the borders or salient features
turned on. Pastel highlighters are good for coloring backgrounds to group items.
Two practical features for users with In many cases, colored pencil looks better than markers on an overlay.
physical disabilities are built-in "sticky Always laminate the overlays, even if covered by a protective sheet.
keys" and options for changing the
keyboard layout. If you are looking for a Required Readings
portable, multi-function device and money
is not an issue, buy a laptop. But if you Arnold, A. R. (1997, Fall). Living a full life with the aid of Minspeak. TECH-NJ :

need a low cost portable word processor to Technology, Educators, and CHildren with disabilities-New Jersey, Vol. 8, No. I.
supplement your desktop computer, the
AlphaSmart keyboard may be just what Blackstone, S. (1993, March). Low-tech communication displays. Augmentative
you need. Communication News, Vol. 6, No. 1.

Bryan, D. N.; Slesaransky, G. & Baker, D. B. (1995, June). Augmentative communica-

Product Information: tion and empowerment supports: A look at outcomes. AAC Augmentative and Alterna-
The newest version, AlphaSmart 2000, is tive Communication, Vol. 11, pp. 79-88.
available for $249.95. It includes a built-
in LCD screen and full-size keyboard and Calculator, S. N. & Jorgensen, C. M. (1991). Integrating AAC instruction into regular
enables the user to easily transfer files to a education settings: Expounding on best practices. AAC Augmentative and Alternative
PC or Mac for formatting and printing. It Communication, Vol. 7, pp. 204-214.
also prints directly for draft printouts.
It has 8 files (64 pages of text/128k), Locke, P. A. & Mirenda, P. (1992, September). Roles and responsibilities of special
functions on 3AA batteries for 300 hours education teachers serving on teams delivering AAC services. AAC Augmentative and
and has foreign language support. Alternative Communication, Vol. 8, pp. 200-210.
For more information, contact Intelli-
gent Peripheral Devices, Inc. at (408)252- Sienkiewicz- Mercer, R. & Kaplan, S. B. (1996). I raise my eyes to say yes. West
9400 or on the web at http:// Hartford, CT: Whole Health Books.
www.alphasmart.com.
M The Association for Persons with Severe Disabilities (TASH) (1994). The right to
communicate. Resolution adopted and published in the TASH Newsletter.
Melissa Drew is a graduate student in the
Department of Special Education at The M
College of New Jersey. Amy G. Dell and Anne M. Disdier are editors of TECH-NJ. Amy Goldman is an augmentative
communication specialist and the director of the Pennsylvania Initiative on Assistive Technology
(PIAT). Patricia L Mervine is an augmentative communication specialist for the Bucks County
Intermediate Unit #22, Pennsylvania and is an alumna of The College of New Jersey.

TECH-NJ, Vol. 9, No. 1 Winter 1998 93 page 7

 RESEARCH TO PRACTICE
FAST FORWORDTM: IS THE HYPE JUSTIFIED?
heard or articulated. Fast For Word is minutes of each game is rebooting your
by Jean Earle constructed and based upon the findings computer, which results in loss of all the
that this ability to process elements rapidly data. There are seven games, and during
Discussion and debate abound regarding is lacking in many children and can be most of the therapeutic course, a child is
Fast ForWordrM (Scientific Learning trained. The computer can be utilized to expected to play five of the seven games
Corporation), a new computer-based precisely control and organize the se- each day, preferably for 20 minutes each:
approach to receptive language and quence and timing of speech sounds for 1. Circus Sequence provides a series of
auditory processing remediation. Discus- the training and learning process. frequency modulated sounds and is the
sion is probably more widespread here in mainstay of the program (and the built in
New Jersey because one of the two main Results of assessment tool). It builds the rate of
researchers/developers is Dr. Paula Tallal Fast For Word Training processing and temporal sequencing skills.
from the Center for Neuroscience at Research studies have shown some 2. Old MacDonald's Flying Farm
Rutgers University where much of the teaches children to distinguish phonemic
dramatic results for children completing
initial research behind the program was Sound Changes.
the training exercises provided by Fast
conducted. 3. Phoneme Identification teaches
For Word. In 1995 Dr. Tallal and Dr.
children to identify and distinguish
Michael Merzenich of the University of
Fast ForWord is a language California at San Francisco (known for
between some rather similar sounding
training program designed for specific phonemes.
brain plasticity research) took Fast
4. Phonic Match reinforces memory
the estimated 10% of children For Word to the field where the studies
and reasoning skills using word structures
ages 4 to 14 who specifically were duplicated. The results, with greater
numbers of children and a variety of that differ by a single phoneme.
demonstrate auditory temporal settings, are the kind that cause any parent,
5. Phonic Words teaches phoneme and
processing difficulties. word recognition skills for complex words
special educator, or speech pathologist to
which differ by a single phoneme (e. g.,
sit up and take notice. Most children in
the studies to date have experienced
breathe, breeze; zip, sip).
Fast For Word is a language training significant and measurable improvements 6. Block Commander teaches listening
program designed for the estimated 10% comprehension and syntax through the use
in acoustic reception, speech reception and
of children ages 4 to 14 who specifically of simple sentence structures.
language comprehension abilities. The
demonstrate auditory temporal processing 7. Language Comprehension Builder
children have moved from below average
difficulties. Tallal and other researchers ranges into normal ranges for skills and introduces increasingly complex sentences
have found that the inability to process to develop higher-level language skills
abilities that are required for normal
speech at usual rates of speed can greatly language use. including morphology, syntax, and
inhibit language learning. Children with grammar.
this specific difficulty of distinguishing All of the games adjust to the student's
Extensive Training own performance levels and keep the
among speech sounds often exhibit poor Going through Fast For Word training for a practice experiences positive. The
language comprehension and possibly child, parent and practitioner is an
expressive speech challenges. Fast technical difficulty levels of the games
intensive process requiring a major adjust after just a few incorrect responses,
For Word is designed to develop and
commitment of time, effort and also enabling continuing successes. For word
enhance the particular skill of adequate typically of dollars The process requires a and sentence structures, the programs
auditory temporal processing in children minimum of 2 hours per day, 5 days per begin with modulated and digitized speech
who have not developed it in natural week, of work on games at the computer.
developmental ways. and gradually build to normal speech
Measurable improvements correlate with speeds - something only a computer can
compliance to the schedule. do! Children going through the program
What Makes Fast ForWord The games are not the usual computer have been known to learn to use their own
Different? games enjoyed by children in the typically digitized speech to decode words and
Many speech/language and reading fun ways provided by characters such as process speech for themselves - an
programs focus on teaching phonics, a Millie, Sammy, or even Mavis. There are interesting technique to observe.
system based on elements of sound called entertaining interludes and characters, and
phonemes. Speech is, in fact, composed a token economy system with which you
of even smaller acoustic events or "pho- can be creative, but the tasks are repeti-
Recommended Criteria
netic elements" which make up phonemes. tive, and students cannot choose to exit a for Fast ForWord
These elements are rapidly, and rather game or go to another until at least fifteen Which students are eligible for Fast
automatically, processed by most people minutes of play is completed. In fact, the ForWord and how do you determine
as syllables, words and sentences are only way out during the first fifteen whether a particular individual may

TECH-NJ, Vol. 9, No. 1 Winter 1998 ESTC PYAVM 0L LE page 8

benefit from this training ?. Comprehen- Training Regimen This writer completed the professional
sive language measures including clinical for Professionals training and became certified last June.
evaluations of language functions, tests of Because of the potential for misuse, the With a background in special education
language development, tests of auditory developers of Fast For Word are exercising and additional experience as a parent of a
comprehension of language, and preschool care in their marketing and distribution of child with disabilities, she has assessed 12
language screenings are the usual identifi- the software. Professionals who are students to date, many of whom have
ers of children with language learning interested in using the software are significant disabilities such as autism or
impairments. Within each of these required to complete a certification attention deficit with hyperactivity
categories there is a host of commonly program which includes a half day disorder (ADHD). Only two have
used tests and measures. Scientific training workshop (at a cost of $350) and completed the entire program to date.
Learning Corporation recommends that a a written or on-line examination. The While the results of their participation will
student's scores on one composite test (not training workshop focuses on an overview be added to the formal research study
just a subtest) of one standard deviation of the research related to this new method being conducted, anecdotal evidence is
below the mean is most indicative of a of intervention and on technical aspects of promising. One of the older (14 years old)
student who may be experiencing some the Fast For Word program, including students said, after decidedly not enjoying
auditory temporal processing deficits, and internet reporting. her weeks of study, "I really think I hear
who is likely to benefit from the training. better, and I hear and understand things in
Once that determination is made, Fast school that I never heard before."
For Word administers the Sequential
One 14-year-old student has said,
Temporal Analysis Report (STAR) which "I really think I hear better, and For More Information:
can specifically measure the rates of I hear and understand things in Internet: http://www.fastforword.com
processing in terms of tone duration and school that I never heard be-
time between tones (interstitial intervals). fore." AA
Children with various educational
labels have undergone training. It should To be eligible for the training, profes- Jean Earle, M.Ed., is a student of Assistive
be noted that the length of the training and sionals must already have background and Technology and guest lecturer in Special
the ability to successfully undergo the experience in the following: understand-
Education at the College of New Jersey. She is
training are influenced by issues of a partner of Computer Education Institute in
ing of auditory temporal processing, Warren and parent of a seven year old Fast
attention (the training requires an inordi- engagement techniques and behavioral ForWord graduate.
nate amount of sitting and attention), motivation for children, human/computer
motor and cognitive access to the com- interaction issues and techniques, and
puter and tasks, and effects of various expertise in using computers. Most
medications. Thus the requirements certified professionals are speech thera-
rightfully include training under the pists, psychologists, or special educators,
auspices of professionals, even in natural with the large majority being speech
environments and home settings. therapists.

Personal Experience With Fast ForWord

My own daughter, Morgan, with multiple neurological complications and anti-
convulsant medications, engaged in the program from July to November 1997. She
began with a certified educational therapist, transferring after one month to home,
which provided greater flexibility in practice times and lower total costs. After the
first month of the program there was a noticeable difference in the quantity and flow
of Morgan's expressive language. After a few additional weeks, we noticed that she
began to accentuate phonemes in both oral communication and in her attempts to
decode words and read.
In post-program testing, however, Morgan still demonstrates very limited temporal
processing capability. While in some ways this is disappointing after our intensive
efforts, the fact that we know this and can include the specific information in her IEP,
greatly aids us in defining service needs and strategies for Morgan in classroom and
learning environments. My family is among those who believe in making innovative
therapies available to special needs children who may not technically meet the
standard criteria. Improvements are relative!

TECH-NJ, Vol. 9, No. 1 Winter 1998 95 page 9

 TRAINING MODULE
THE TEACHER'S ROLE
IN AUGMENTATIVE COMMUNICATION
by Amy G. Dell, Anne M. Disdier, Amy Goldman, and Patricia L. Mervine
Rationale for Training Teachers on Aug Comm

Being able to communicate is directly related to increased independence, success in the workplace, greater self-determination and
control over ones life, increased opportunities for participation in ones community, and improved access to and quality of children's
educational experiences. Therefore, the many children in special education who lack an effective means of communication are in
serious need of augmentative communication systems. Teachers have a major role to play in designing and securing appropriate
augcomm systems for their students and in providing the ongoing training which is needed to integrate augcomm systems into
students' daily lives.
As the TASH Resolution on the Right to Communicate states, "The right to communicate is both a basic human right and the
means by which all other rights are realized. . .We must ensure that all people have a means of communication which allows their
fullest participation in the wider world" (TASH, 1994).

Plan for Infusion

This training module can be infused in any course that focuses on teaching students who cannot speak, such as those with physical or
multiple disabilities, severe mental retardation, and/or autism; any course that focuses on language/communication disorders; or any
course on assistive technology. The entire module requires 10-12 hours of class time to complete.
Competencies Addressed

Upon completion of this training module students (professionals) will be able to:
Enhance the communication abilities of individuals who have disabilities which interfere with effective communication through the
appropriate use of augmentative communication systems.
Demonstrate an understanding of:
- what communication is and its importance in people's lives
- low tech" and "high tech" augcomm systems and how they can be used, their strengths and limitations
- factors which must be considered when helping an individual choose an appropriate augcomm system
- the roles of related services personnel in selecting an appropriate augcomm system
- the perspectives of parents and consumers in selecting an appropriate augcomm system
Play a key role in providing information about student's vocabulary needs - both generic and activity-specific vocabulary and
in making pertinent vocabulary available across contexts.
Integrate the augcomm system into daily routines, classroom activities, and other school activities (such as lunch and socializ
ing) and motivate student to use it in context.
Hands-On Assignments*

Creating Customized Communication Board Overlays:

Using either Boardmaker or Speaking Dynamically (both from Mayer-Johnson), students must design a communication board overlay
which addresses a particular communication need of a particular person. Students must follow the decision-making process described
on the assignment guidelines. After designing and printing their board, students write a paper which explains the purpose of the board,
the way vocabulary and symbols were selected, design considerations, and technical details. Students then present their communica-
tion board to the class.

Interview/Observation Report of an Augmentative Communication User:

The guidelines for this assignment emphasize the actual use of a person's augcomm system, rather than a technical description.
Students must describe the system's vocabulary, the kinds of communicative interactions and functions it facilitates, its effectiveness,
and the appropriateness of the system for the individual. Lastly, students need to examine how the augcomm system has/has not
benefited the user.

Simulation Activity (optional): Students role-play having a disability which includes not being able to speak intelligibly. Students
pick a card which describes a condition, and they must assume the role for two half-days. A reflective essay asks them to discuss how
others responded to them and their feelings regarding not being able to communicate.

TECH-NJ, Vol. 9, No. 1 Winter 1998 page 10

3
 Summary of Training Activities*
The Importance of Communication
Video segments from Nova: Finding a Voice (1984): especially the autobiographical segments by Dick Boydell and the segments
featuring Michael Williams with his own voice, his wife's voice, and his first talking augcomm device, the HandiVoice.
Video segment from People in Motion, Part 2 (1995): profile of Bob Williams working as Assistant Commisioner for Developmental
Disabilities and using his Liberator (Prentke-Romich).
A discussion of Ruth Sienkiewicz- Mercer's book I Raise My Eyes to Say Yes, in particular the question, how did Ruth's inability to
speak affect her life?

Benefits and Limitations of Unaided and Aided Aug Comm Systems

Small Group Activity on Unaided Communication: Students are placed in groups of 3 and are asked to communicate with each
other without speech. In each group they take turns being the "sender" of a message, the "receiver" of the message, and the observer.
A list of written messages is provided to each group so that no 2 students in a group have the same list. Students can use gestures,
point to real objects, pantomime, try sign language, anything; the only restrictions are on the sender: no speech, no writing, and no
use of "charade" conventions (like the "sounds like" gesture). In the triads, the observer can time how long it takes for a message to
be conveyed. Following the activity, a large group discussion addresses key issues regarding unaided augcomm systems.
Small Group Activity Using Alphabet Boards: Again in groups of 3, taking turns being the sender, receiver and observer, students
are each given an alphabet board (3 different arrangements of letters: alphabetical, QWERTY, and frequency of use arrangements) and
are asked to carry on a 3-4 minute conversation using their board. A large group discussion follows the activity.

Lecture/demo of AugComm Devices

This activity varies depending on which augcomm devices one can obtain/borrow. It is important to include a relatively "low-tech"
device like a Wolf as well as "high-tech" devices like an AlphaTalker or Liberator. Also, it is important to contrast synthesized
speech and digitized speech. A discussion of symbol systems goes hand-in-hand with the devices, so a lecture on Picture Communica-
tion Symbols. , for example, goes well with a Message Mate (Words +), as does an explanation of Minspeak with any Prentke-Romich
system. The Minspeak Training Kit from Prentke-Romich contains several good activities for helping students understand the concept
of semantic compaction.
Topics to be presented include input method considerations, output method considerations, language processing considerations, and
practical considerations such as portability, cost, etc.

Issues in Message Selection

This topic is so important - so related to the success/failure of augcomm that in cases of time limitations, it should take priority over
the lecture/demo on augcomm devices. The devices will continue to change (in 3 years there will probably be a whole new set to
learn) but the issue of vocabulary selection will remain paramount. Topics to be presented include functions of communication
interactions, functions of messages, features of successful messages, and selecting messages for a particular activity or situation.
Small Group Activity: Assign one of the following scenarios to each small group and instruct the students to brainstorm vocabulary
which would be both functional and age-appropriate for an activity-based communication board.
Preschool or primary level: For use in story-time activity
Upper elementary level: For use on a nature walk (science activity) on a spring day
Teenagers: For socializing with ones friends and shopping at the mall

Designing Communication Boards (manual or electronic)

Symbol Systems: The symbolic representation should be determined by the user's cognitive/ linguistic abilities and visual/ perceptual
skills. Options include:
- Actual objects
- Miniatures--magnets, doll house items, decorative items from craft shops
- Actual photographs of specific objects
- Similar photographs, e.g., card sets from teaching materials catalogs
- Colored detail drawings -- Boardmaker 3.1 (Mayer-Johnson); IntelliPics (Intellitools); Pick 'n Stick (Imaginart)
- Black and white detail drawings -- Boardmaker and Picture Communication Symbols (Mayer-Johnson Co.)
- Line drawings -- Boardmaker and Picture Communication Symbols (Mayer-Johnson); Core Picture Vocabulary (Don Johnston)
- Symbols, e.g., Bliss, Rebus, and Sigsymbols
Orthography (written words and alphabet)
(continued on page 7)
*Assignment guidelines and detailed lecture notes are available by request through e-mail: [email protected]

TECH-NJ, Vol. 9, No. 1 Winter 1998 page 11

 SOFTWARE REVIEWS
As an additional support, speech output can make selection
CO: WRITER easier for users with reading difficulties or visual impairments.
by Deborah Newton Co: Writer's speech options include reading aloud each predicted
word, speaking the selected word, and reading the completed
SUBJECT AREA: Writing in any subject sentence. A variety of voices are available, pronunciations can be
edited, and the rate of the speech can be adjusted.
PUBLISHER: Don Johnston Incorporated Co: Writer must be used in conjunction with a word processing
(800)999-4660 program. When an ending punctuation mark is typed the
http://www.donjohnston.com complete sentence is transferred to the word processing docu-
ment. It is within the word processing program that users edit,
COST: $290 single user format, save, and print their work. Co: Writer can be used with
any word processing program, and can also be used with a variety
$1,015 lab pack (5 user)
of other programs that require text entry.
INTENDED AUDIENCE: Ages 7 - Adult; users with
STRENGTHS: A powerful feature is the "Predict Ahead"
physical or learning disabilities
option. After the first word is typed Co: Writer will automatically
suggest words which the user might want to choose, even before
NOTABLE SYSTEM REQUIREMENTS: a letter has been typed. Co: Writer makes its predictions based on
Mac: SE or higher, System 7, 1.2-2MB RAM for Co: Writer, the letters typed, rules of grammar, and past usage; the more
additional .5 MB for minimum-quality speech and up to 2 MB for recently and the more frequently a word has been used the more
highest-quality speech; any word processing program. likely it is to be predicted in the future. Co: Writer also collects
Win: 486-based PC, Windows 95, 4 MB RAM for Co: Writer, new words and uses them for prediction so it adapts to individual
SoundBlaster or compatible sound card; any word processing writers.
program. Co: Writer has several keystroke saving features. When the
"Auto Space" option is selected Co: Writer will automatically
DESCRIPTION: Co: Writer is an intelligent word prediction capitalize the first word in a sentence, add a space after a word
program that has been available for the Macintosh computer for a has been selected, and add two spaces after an ending punctua-
number of years. It has recently been released in a format tion mark. The "X:PND" feature allows users to create abbrevia-
compatible with Windows 95 and retains the same outstanding tion expansions, whereby phrases and sentences can be entered
features that have made it a favorite among Macintosh users. with just a couple of keystrokes. "X:PND," coupled with the
Word prediction programs, such as Co: Writer, were initially speech output, allows Co: Writer to be used for augmentative
designed for users with physical disabilities, to reduce the communication, as well as for writing.
number of keystrokes needed to complete intended words. The The intelligent way that Co: Writer makes predictions and the
latest research, however, shows that word prediction can also be a way it adapts to individual users are among its greatest strengths.
useful tool for students with learning disabilities. Providing dictionaries of 2,000, 10,000, and 40,000 words makes
Co: Writer appropriate for users at every level. The additional
V
options, including customizing the number of words predicted,
Co: Writer predicts the n using speech output, and built in scanning for switch users,
combine to make this a powerful tool for users with a variety of
1: nice
disabilities.
2: next
3: new 4
4: night SUMMARY: Co: Writer is an intelligent word prediction
program. For users with physical disabilities Co: Writer is an
especially useful tool for reducing the number of keystrokes that
must be typed to complete words and sentences. For users with
A sample screen from Co:Writer. The user is typing the learning disabilities, Co: Writer provides many features which
sentence, "Co:Writer predicts the next word." support the process of writing so that users are no longer limited
to only those words they know how to spell.
As a user types the first letter of a word, Co: Writer displays a The wide variety of options and ease of use allow this pro-
numbered list of words that start with that letter. If the intended gram to meet the individual needs of children and adults.
word is displayed, the user simply types the number in front of Co: Writer stands as a perfect example of assistive technology
the word or points to it with the mouse and clicks to select it. If helping to increase the independence and productivity of people
the word is not displayed, the user types the next letter, and with disabilities.
additional choices will be displayed. Users can select the number
of predicted words to be displayed (from 0-9) to best meet Deborah Newton is an alumna of the graduate program of the Depart-
individual needs. ment of Special Education at The College of New Jersey.

TECH-NJ, Vol. 9, No. 1 Winter 1998 page 12

38
ULTimate READER STRENGTHS: ULTimate Reader makes print-based
materials accessible to students with disabilities who would
by Rebecca Artessa
otherwise be unable to participate in reading activities. It makes
it possible for students to be participants in inclusive classroom
SUBJECT AREA: Reading Utility settings. The quality of speech is excellent and the possibilities
for use are quite expansive. An interesting feature is the "excep-
PUBLISHER: Universal Learning Technology tions dictionary" that allows users to change the pronunciations
(commercial affiliate of CAST) of words that are not spoken in the students' particular dialect.
(978)538-0036 This allows a teacher to customize word pronunciation, making
www.cast.org them more "hearable" and understandable. All menu items and
buttons may be set to speak.
INTENDED AUDIENCE: Ages 9 - Adult
WEAKNESSES: To use the software successfully, a great
COST: $199 single copy; lab packs and site licenses also deal of time is required to prepare individual lessons. It is also
available. necessary to own a flatbed scanner and optical character recogni-
tion software, and this can cost up to $1,000.
NOTABLE SYSTEM REQUIREMENTS:
Mac: 68030 or better processor with 5MB RAM or a Power PC SUMMARY: ULTimate Reader is an innovative new soft-
with 8 MB RAM, 2 MB of hard disk space (up to 8 if Plaintalk is ware program that works in both a compensatory and remedial
not yet installed), 12 inch or larger monitor with 256 color capacity for students. It makes print accessible to anyone and can
capability. be used by ESL students, students with learning disabilities, and
Win: 16 bit 386 or better with 25 mhz minimum processor, 4 persons who are blind or have low vision. The many optional
MB RAM (16 recommended), Sound Blaster or Windows settings make this a helpful program for users with various
supported sound card, 12 inch or larger monitor with 256 color disabilities. Teachers will undoubtedly find many useful and
capability. clever ways to use its many options.
Rebecca Artessa is a senior in the undergraduate program in the
EDUCATIONAL GOALS: To enable people with reading Department of Special Education at The College of New Jersey.
disabilities or low vision to access literature and read textbooks
assigned in inclusive classrooms.

DESCRIPTION: ULTimate Reader is a software program

that adds spoken voice and visual highlighting to any electronic
text. The user can scan text in, download it from the Internet, or ULTimate KidBooks
copy and paste from existing word processing documents.
ULTimate Reader then highlights and/or speaks text. The Released in August by Universal Learning Technology,
program allows the student to read text from subject specific ULTimate KidBooks is a multimedia publishing system that
material and answer questions within the document. There are enables teachers, parents, and specialists to create electronic
optional settings for print size and color of both highlighted talking books with built-in educational scaffolds. KidBooks
words and text, making this very useful for low vision students. supplements the written word with flexible reading supports
ULTimate Reader offers several options for different grade including highlighting, text enlargement capabilities, and
levels. For example, in the elementary level suggestions range synthesized speech. Designed for children from preschool to
from math word problems or math facts practice to playing with grade 5, this program is ideal for younger children because it
spelling words or giving tests. The middle school/high school uses a simple page-by-page structure with pictures.
section has several interesting ideas for using the program, KidBooks is accessible to children with physical disabilities
including reading for meaning, a set-up that allows teachers to because it supports access via a single switch. The new
scan sections of text and follow the selections with questions Copyright Law for Alternative Text states that books can now
about the main idea. The teacher can write the answers and have be converted into alternative forms as soon as they are in print,
them hidden so that the student can self-check. The program also without the publisher's permission. It is now possible to create
has options for ESL and adult literacy. digital libraries of books used in schools' curriculums so that
Students can have folders set up and the teacher can lock children of all abilities can all access the same materials.
screens so that no changes can be made to them. A large, on- KidBooks is currently available in a Mac version only
screen control button strip can be set up on the screen in three (Windows version in development) as a building licensed
different ways and can be accessed through use of the mouse or product for $299.
keyboard. It can be hidden if desired.

TECH-NJ, Vol. 9, No. 1 Winter 1998 99 page 13

DAZZLE WEAKNESSES: To correct mistakes, Dazzle provides an
undo tool to reverse the last action and a select area tool which
by Deborah Newton allows users to clear the area within the selection rectangle. On
small areas it is difficult to use the selection tool with a high
SUBJECT AREA: Creativity degree of accuracy and it would be nice to have an "eraser" to
make some small corrections.
PUBLISHER: SEMERC
available through Pro Media, Inc. SUMMARY: Dazzle is a painting package which can be
(800)462-0930 configured to meet individual users' needs. Users can add or
www.promedia-semerc.com remove tools from the toolbar to make the program as simple or
advanced as desired. Special effects make the program unique
and especially appealing. These special effects are produced with
COST: $99.00
the diffuser brush, water brush, tint brush, stamps, and symmetry
tool. Once the program is configured just right, users can save
GRADE LEVEL: K-8 the configuration to have it readily available the next time they
are feeling creative.
NOTABLE SYSTEM REQUIREMENTS: Available
in Windows format only.
Other Software Titles from SEMERC
EDUCATIONAL GOALS: To help children develop their
creativity.
SEMERC is a British software publisher whose products
debuted in the United States at Closing The Gap in October,
DESCRIPTION: Dazzle is a computer drawing and 1996. They are represented in the U.S. by ProMedia, Inc.
painting program that provides an opportunity for students to
experiment with a variety of tools and creative effects. Many
Smart Alex - Smart Alex is a big cartoon character who laughs,
standard paint tools are available including a pencil for drawing
talks, cries, blows raspberries and does many other actions that
thin lines, a line tool, tools for drawing geometric shapes, and a
simulate feelings. Alex can also express emotions through
fill tool. Other tools are rather unique and can be used to create
facial changes. At higher levels, users can hold simple conver-
unusual visual effects. The diffuser brush, for example, "swaps"
sations with Alex to talk about likes and dislikes. If Alex does
small dots of neighboring colors, making the boundaries between
not understand a word, he'll ask more about it and commit it to
colors sort of fuzzy. The water brush is a square brush used for
memory.
applying 'water' to create an interesting blurring effect. The
symmetry tool allows painting on one part of the screen to be
Spot On Games - The six games in this program are played by
repeated symmetrically, left/right and/or up/down.
pressing a single switch, the space bar or clicking a mouse
This program features a completely customizable interface so
button. The games are designed to test or build reaction and
that Dazzle can be configured to meet the needs of individual
anticipation skills.
users. Tools can be easily added or removed from the tool bar so
students have access to only the tools they know how to use. For
The Switch On Series Switch On Original, Switch On Travel,
students needing larger tool icons, simply holding the shift key
and Switch On Zoo offer activities for early language develop-
and double-clicking will enlarge an icon. Five different color
ment, switch training (including turn-taking), concentration and
palettes are available to match the decision making and/or
tracking skills. Users build up big pictures that animate with
physical ability of various users: Once Dazzle is configured to
realistic sound effects. Other activities include picture match-
meet a specific individual's needs, that configuration can be
ing, reaction timing and picture recognition.
saved and loaded each time the individual uses the program.
The Touch Games - This series, Touch Games 1, Touch Games
STRENGTHS: Dazzle's greatest strengths are its ease of use 2, and Touch Funfair were specifically written for use with
and its highly customizable interface. The enlarged tool icons touch screens. The programs offer simple activites for non-
make this painting program more accessible than most others for readers, such as tracking and dragging skills, short-term
children with motor impairments. Being able to limit or expand memory sequencing, pre-writing, dress-up and face-building.
the number and type of tools available keeps Dazzle age-appro-
priate for users of many ages.
Deborah Newton is an alumna of the graduate program of the Depart-
ment of Special Education at The College of New Jersey.

TECH-NJ, Vol. 9, No. 1 Winter 1998 page 14

00
SENSORY SOFTWARE vocalization by having images change according to the user's
volume of sound (for Windows 95 ONLY).
PROGRAMS
by Cynthia Ruetsch STRENGTHS: All programs offer a variety of options for
changing activity features such as color, size of objects and
speed. For those programs involving pictures additional picture
SUBJECT AREA: Visual & Auditory Stimulation
files (bitmap .bmp and windows metafile .wmf) can be added
to increase choices to include individual student preferences.
PUBLISHER: Sensory Software Depending on individual student abilities, activities can be
available from Pro Media, Inc. directed by the teacher or by the student. Additionally, Listen
(800)462-0930 Hear!, the auditory stimulation program, can be used alone or its
www.promedia-semerc.com sounds can be imported for use in other programs.

COST: $69.95 single copy; $175 lab pack (5 user) SUMMARY: These visually appealing programs offer a
variety of options so they can be configured to meet individual
INTENDED AUDIENCE: Individuals with cognitive and needs. The uncluttered backgrounds and high contrast graphics
multiple disabilities who would benefit from sensory stimulation. help to focus users' attention. Because users can add their own
sounds and animations, these programs can be age-appropriate
NOTABLE HARDWARE REQUIREMENTS: for all levels.
Available in Windows format only. Optional hardware:
Touch Window or other access/input devices; microphone for Cynthia Ruetsch is a graduate student in the Department of Special
Speak Up! Education at The College of New Jersey.

EDUCATIONAL GOALS: Visual stimulation and EDITOR'S PICKS FOR

discrimination, auditory stimulation, cause and effect, prediction
and encouraging vocalization EARLY LEARNING SOFTWARE
DESCRIPTION: Sensory. Software offers a variety of How Many Bugs in a Box?
programs designed to motivate students to develop attending (Simon & Schuster Interactive):
skills. Two of the programs, Touch Here! and Look Here!, are Price: $19.95 Win/Mac CD-ROM
designed for visual stimulation. Touch Here! utilizes basic Based on David A. Carter's best-selling pop-up books, this
geometric patterns that move around the screen through mouse program offers wacky, colorful entertainment for children
input. This program also encourages tracking and scanning as ages 3-6. Three skill levels guarantee longevity as the
different color bars can be moved from left to right across the program grows with the child. Features include an interactive
screen. In Look Here! the teacher directs the activity (i.e., the storybook to Read Along and Explore, eight learning games
teacher uses the mouse/keyboard) while the student for number recognition, counting, and basic arithmetic skills,
watches the screen for flashing checkerboards or moving lines and crazy counting songs.
and circles.
Three of the programs are designed to encourage interacting
More Bugs in Boxes (Simon & Schuster Interactive):
(playing) with pictures. Build It and Knockout are great for
Price: $19.95 Win/Mac CD-ROM
developing prediction skills and closure. In both programs,
The sequel to How Many Bugs in a Box?, this program again
students build pictures piece by piece and have an opportunity to
captures the zany mood of David A. Carter's book. More
identify the "whole" picture. Picture This Too: Flip It and
Bugs In Boxes encourages children to explore the world of
Slider! offers two activities. In Flip It, a picture or series of
colors and visual observation. Features include three skill
pictures are presented with one piece "flipped" horizontally or
levels, a Read Along and Explore interactive storybook,
vertically. Students are asked to find the flipped picture. In
a matching game for reinforcement of colors and pattern
Slider, students are presented with a picture broken into square
recognition skills and creativity areas for doodling and
puzzle pieces that have been rearranged. Here students must
musical exploration.
slide each piece to its correct place to complete the puzzle.
Other titles in this series include Kaleidoscope, a versatile
painting program with features such as stamps, pictures to color, Preschool Success Starter (Broderbund):
and blank canvasses for creating artwork with painting tools. Price: $29.95 Mac/Win CD-ROM
Users can configure the program and create mirrored and This 2 CD set helps children ages 3-5 explore letters, num-
kaleidoscope images; Listen Hear!, a customizable auditory bers, shapes, music, and more. Maggie's Farmyard Adventure
stimulation program; and Speak Up, a program to encourage (continued on page 18)

TECH-NJ, Vol. 9, No. 1 Winter 1998 page 15

101
THE AMERICAN GIRLS The American Girls
PREMIERE
by Pamela J. Haggerty Addy - a proud, courageous girl determined to be free in the
midst of the Civil War
SUBJECT AREA: Creative Arts/Language Arts/American Felicity - a spirited colonial girl full of energy and indepen-
History dence
Molly - a lively schemer and dreamer who grew up on the
PUBLISHER: The Learning Company homefront during WWII
(800)685-6322 Kirsten - a pioneer girl of strength and spirit who settled the
www.learningco.com
frontier
COST: $34.99 Samantha - a bright Victorian girl raised by her wealthy
grandmother
INTENDED AUDIENCE: Girls ages 7-12
NOTABLE HARDWARE REQUIREMENTS:
Mac: Double-speed CD-ROM drive, LCIII or higher, System 7.1 A Director's Guide on Disk 1 'provides students with interesting
facts and background information regarding theater and U.S.
or higher, 8mb RAM.
history. The "Behind the Scenes" section gives a first-hand view
Win: 486 or higher, Windows 3.1 or higher.
Both: 256-color display (13" or larger monitor), optional printer, of the making of The American Girls Premiere, starting from
what it was like to be an actor playing an American Girl to the
microphone optional but highly recommended.
processes the artist used to create the sets and props. The
EDUCATIONAL GOALS: To explore theater, writing Director's Tips section gives professional advice on creating
and U.S. history. plays, and the glossary defines words related to the theater. In
the Director's Guide, students can also find out more information
DESCRIPTION: The American Girls Premiere software is about each American Girl. Finally, on Disk 1 there are beginning
part of the American Girls Collection which includes books, dolls and advanced tutorials that provide answers to almost any
and accessories based on five young female characters from five question about the program.
different periods of U.S. history: Felicity, Colonial America;
Kirsten, Pioneer America; Addy, Civil War America; Samantha, WEAKNESSES: Although the many choices offered will be
America's New Century, and Molly, World War II. In addition to fun and interesting to many children, it might be daunting for
the five main characters, there are 45 historical costumes, 55 co- younger children and those with learning disabilities. The
stars, 16 actions and emotions per character, 60 scenes, 125 reading level of the Director's Guide is geared towards upper
historical props, 250 musical selections and over 250 lighting and elementary school children. In order to master the program,
sound effects. students must be willing to spend the time to learn and practice
Students can create, direct and perform plays centered on each the features. For example, one 12-year-old girl became frustrated
of the five main characters. They can choose the main characters, when she could not coordinate a character's actions and lines the
minor characters, sets, props, sound effects, and lighting, and first few times she tried. After several attempts, she succeeded.
they can write dialog and direct their characters' movements.
Students can either recreate their favorite American Girls stories SUMMARY: The American Girls Collection is very popular
or create stories from their own imagination. among girls ages 7 to 12. The American Girls Premiere should
certainly inspire interest and excitement among girls already
STRENGTHS: The American Girls Premiere provides a fascinated by the collection. The many features of the program
fun and interesting way to practice the writing skills learned in will hold the interest of students and keep them challenged for a
school, such as grammar, word choice, story sequence and story long time. Although the program has many sophisticated
structure. Students who enjoy reading the books and playing features, younger students and students with learning disabilities
with the dolls from the American Girls Collection should find this could still enjoy the program on a smaller scale. They could
program fun and interesting because they can recreate, expand or start off by selecting different characters, scenes and props.
change the plots from the books. Character dialogue and actions could come later. This program
The many choices that are available will spark interest and will also be helpful for students with learning disabilities who
creativity. The graphics and sound effects are of high quality. have difficulty visualizing history.
Two exciting features are that students can record their own
voices (if their computer is equipped with a microphone) and can
print out scripts and playbills.
For students who are having trouble coming up with ideas for Pamela Haggerty is a graduate student in the Department of Special
plays, there are 21 text-based play starters in the User's Manual. Education at The College of New Jersey.

TECH-NJ, Vol. 9, No. 1 Winter 1998 page 16

102
EUROPE INSPIRER guished by their degree of difficulty. Level One, recommended
for Grade 4, asks the student to find only one resource and
by Marta Isaacson promotes map reading skills and cooperative learning. While
playing together, the students develop shared goals and learn to
SUBJECT AREA: Geography research and organize information. Level Two, for Grades 5 and
6, has two resources to search for simultaneously. Here, students
PUBLISHER: Tom Snyder Productions need to plan their trips, weighing the point values earned, per
(800)342-0236 country visited. The students also gain skills in delegating
www.teachtsp.com responsibilities and exchanging information. Level Three, for
Grades 6 and up, adds more strategic planning by asking the
COST: $99.95, single copy; prices from $199.95 for a group to end their trip in a country which has a specific resource.
5-Computer lab pack to $599.95 for a site license.
STRENGTHS: This game is entertaining while teaching the
INTENDED AUDIENCE: Grades 4 - 12 location of European countries and their major resources.
Custom Categories can be created to incorporate a teacher's own
data into the game. Suggested lesson plans are included. While
NOTABLE HARDWARE REQUIREMENTS: the program inspires cooperative learning, competition between
Mac: System 7.1 or higher, 68030 processor or higher, 8 MB
teams can also be encouraged. Directions are fairly simple, and
RAM.
the screen layout is easily maneuverable.
Win: Windows, 486 processor or higher, 8 MB RAM.
file Pious Treated Info Options 11.30 PM
Europe inspirer - untitled Emsest?smiiiiHirassFaiiiiiiiii
EDUCATIONAL GOAL: To gain geographic information i
,..,

and develop collaborative teamwork skills.

I I
, Key
. a. to Trawl
Previous Lout.

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19 \
DESCRIPTION: Europe Inspirer is one of four titles
P ASIA
available in the Inspirer Geography Series. The other three titles 8 Tam.

focus on the United States, the World and Africa. ..'

.4 iii::.
Each game consists of a trip comprising ten stops in different '
SO
European countries where the students can gather that country's I
Ittoo Sea t
c...s*
resources in order to earn points. For example, one trip might .....

require the students to visit, in ten moves, as many countries as ,,....!

Madttrt.neuto .,7-4Je
possible that have fishing as a major industry. The next trip may
entail looking for lumber, produce, or population density and
energy resources. To start, the teacher distributes a Travel Log
and a set of maps. The students keep written track of their moves In this sample screen, the students have completed
in the Log. The maps list the location of the resources to be two moves in their search for countries
found and their point equivalents. The game can be played in that have wheat as a major resource.
three modes: whole class, multi-team rotation (with up to seven
different teams), and single team.
WEAKNESSES: Europe Inspirer contains no moving
graphics or animation. While the program meets its intended
are in:
R!,Diref, goals, the lack of an interactive screen misses an opportunity to
T RIP I t, Use loo Iraiel To if FrolitWig fir to enter your
provide a more in-depth cultural picture of each country. Na-
tional anthems or other ethnic symbols might enhance the
1/Vcira t;
students' feel for each country's individuality. For students with
reading problems, a nice addition to the program would be a
feature to pronounce the names of the countries.
You have 10 moves to get You have 10 moves to get
points at any country that is a points at any country that is a
major producer of potatoes major producer of wheal per
per capita. capita.
(Map 3) (Map 2) SUMMARY: Europe Inspirer is an enjoyable and novel way
for students to become familiar with European countries and their
natural resources. By providing the opportunity to work in
teams, the game does a nice job of teaching students to work
Students are asked to search for two resources cooperatively. Europe Inspirer is an excellent tool to explore
simultaneously in the Level 2 sample game. European geography in an entertaining and challenging fashion.
Marta Isaacson is a graduate student in the Department of Special
The game can be played in three levels which are distin- Education at The College of New Jersey.

TECH-NJ, Vol. 9, No. 1 Winter 1998 page 17

10 3 BEST COPY AVAILABLE
MATHPAD done. Another example of ease of use that the teacher will
appreciate is the simple linear entry of problems as described
by Dan Daly
above. These can be quickly typed into the Problem List win-
dow. Problems can also be imported from text files generated by
SUBJECT AREA: Arithmetic computation
various word processing programs.
PUBLISHER: IntelliTools, Inc.
(800)899-6687
WEAKNESSES: The carry and borrow operations can
sometimes be confusing especially when doing an extended
http://www.intellitools.com
borrow over several decimal places. However, most students
should get the hang of it after a little practice.
COST: $79.95

NOTABLE SYSTEM REQUIREMENTS: Mac only, SUMMARY: Math Pad is a very elegant solution to the
problem of teaching arithmetic to students who are unable to
System 7.0 or higher, 4 MB of RAM, and at least a 14" monitor.
write. It enables the student to do the problem in exactly the
DESCRIPTION: Math Pad is a program for learning and same way as his or her classmates do it in their workbooks. It is
efficient for the teacher, who does not need to do any complicated
practicing all the basic operations of arithmetic. It is aimed at
students who cannot write at all or who cannot write in the neatly computer entries to create the problem lists, and it is extremely
helpful for the student who has difficulty with the mechanics of
aligned columns of numbers necessary for accurate and efficient
computation. IntelliTools provides interfaces to use Math Pad handwriting. Students can get a lot of practice doing required
arithmetic problems with this easy-to-use, cost-effective software
with the IntelliKeys for students who need an assistive device to
use the computer. However, Math Pad can also be operated from program.
the standard keyboard and mouse. This reviewer is familiar with
Dan Daly is an engineer at Bellcore and the parent of a child with a
its use by a student who can type and use the mouse, but who
disability.
cannot write because of problems with spatio-motor coordination.
Arithmetic problems can be loaded into Math Pad very
quickly. The teacher or even the student can enter the problems EDITOR'S SOFTWARE PICKS
in single line format (e.g., 4562/27), and the problem will appear (continued from page 15)
on the screen in vertical format. The student then moves the
cursor to the first entry point in the problem and clicks to bring
takes children on a musical adventure to discover and develop
up a small entry box in which the student enters the required
early reading, music and mouse control skills. Eager's Pet
digit. The cursor can be positioned by using the mouse, the
Show addresses letters,- counting, shapes, colors, and patterns
arrow keys on the keyboard, or arrow keys on the screen.
while the children stage an exciting pet show. Multiple skill
Other features that can be turned on at the user's option are
levels of play make this a versatile program.
speech output and auto-navigation. The user can choose to have
the program speak each number as it is entered, each operation as
it is requested, and/or the entire problem. With auto-navigation, Reader Rabbit's Toddler (The Learning Company):
the input box will move to the next logical entry location as each Price: $29.95 Mac/Win CD-ROM
digit is entered. Beginners usually benefit from auto-navigation, For ages 2-4, this program has enchanting activites to capture
but as skills increase, it should be turned off. One of the benefits and hold the attention of toddlers. No mouse clicks are
of Math Pad is that the student must do everything that would be required, and the activities encourage hand-eye coordination
necessary to solve an arithmetic problem on paper. The student and promote learning in the areas of counting, colors, shapes,
does not just enter digits. Rather, the student must first select the and the alphabet. It's hard to resist Reader Rabbit singing and
location where a number is to be entered, or the location where a providing hand motions to popular children's songs like the
carry or a borrow needs to be inserted, and only then enters the Eensy Weensy Spider and I'm A Little Teapot.
number.
Sunbuddy Math Playhouse (Sunburst):
STRENGTHS: The outstanding feature of Math Pad is its Price: $79.95 Mac or Win CD-ROM: lab packs available
ease of use. The student can enter the intermediate calculations For grades K-3, an onstage performance by the fun-loving
and the final answer just about as fast as someone working with Sunbuddies characters uses Grimm's Bremen Town Musicians
pencil and paper. Most importantly, the student must make all the to present a read-along production with math-related anima-
decisions. The computer does not help with anything except the tions hidden in each scene. Backstage, four interactive math
accurate placement of the numbers in the problem space. At the activities reinforce basic addition and subtraction facts,
student's request, a box will be provided above the numbers for strengthen memory and problem-solving skills, and enhance
regrouping (carrying and borrowing digits). The computer visual discrimination and map reading abilities. Each activity
provides no answers to the problems. However, it will mark has three difficulty levels.
problems on the Problem List as being correct, incorrect or not

TECH-NJ, Vol. 9, No. 1 Winter 1998 page 18

104
 I recommend the following program/product for consideration for Part A
inclusion in a future issue of TECH-NJ:

Name of Program/Product
Brief Description:

Contact Person.
School/Company:
Street:
City: State: Zip Code:
Phone Number:
E-Mail Address:
My Name/Phone Number/E-mail Address.
L
PLACE
STAMP
HERE

TECH-NJ
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The College of New Jersey
P. O. Box 7718
Ewing, New Jersey 08628-0718

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please fill in below.
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Technology, Educators, & CHlidren with disabilities - New Jersey

TECH-NJ is an official publication of the School of Education, Department of

TECH-NJ
Special Education at The College of New Jersey (formerly Trenton State
College). It is written by students and faculty and is designed to support
professionals, parents, and computer-users in their efforts to use technology to
improve our schools and to enhance the lives of people with disabilities. In order to
Links facilitate local networking, emphasis is placed on resources and innovative practices
in and around the New Jersey region. TECH-NJ's Editor-in-Chief is Dr. Amy Dell
Subscribe and Anne Disdier is Managing Editor.
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106
 TECH-NJ Technology, Educators, & CHildren with disabilities - New Jersey

The College of New Jersey School of Education

Department of Special Education Fall 1998, Vol. 10 No. 1

CONTENTS
REFORMING TEACHER EDUCATION
TO FOSTER INCLUSION
FEATURES: by Amy G. Dell ongoing collaboration between professors
in both special education and regular
Reforming Teacher Education to Although New Jersey was one of the early education. From its inception, the project
Foster Inclusion 1
leaders in providing an education to was jointly designed by faculty from both
children with disabilities, its record in disciplines, and all efforts towards
User Profiles: recent years has been less than laudatory, curriculum reform will involve both
particularly in the area of providing an departments. This kind of ongoing
Technology in Two appropriate education in the least restric- collaboration is essential to the success of
Professionals' Lives 3 tive environment. The state ranks near the
Aug Comm System for a bottom on all measures of segregation of A salient feature of the Teacher
Young Child with Autism 5 children with disabilities, and parents Education for Inclusion Project
around the state are repeatedly frustrated
in their efforts to find supported inclusive
at TCNJ is ongoing collaboration
Program Profile: between faculty in both special
education settings for their children.
Software Programs for There are several factors contributing to education and regular education.
Speech Therapy 6 this, but a major part of the problem is
clearly a lack of preparation on the part of both inclusion at the local level and
Parent's Perspective: professionals, specifically: curriculum reform in higher education.
regular educators to teach children Amy Dell from the Department of Special
Computers Motivate Students with disabilities in their classrooms; Education and Ellen Frede from the
Who Have Learning Disabilites special educators to serve as Department of Elementary/Early Child-
and Attention Deficits 7 consultants to and as team members hood are project co-directors; in addition,
with regular classroom teachers; Connie Titone from Secondary Education
Curriculum Integration: administrators to support inclusion will be joining the project this winter.
practices by establishing an inclu Anne Disdier, Managing Editor of TECH-
Resources for sive and collaborative climate in NJ, and Orah Raia, a parent of a child who
Curriculum Integration 9 their schools. is included, are the project's research
The New Jersey Developmental associates.
Accessing the Arts: Disabilities Council has been very After gathering research on the national
Software for the Classroom concerned about this lack of opportunity picture, project staff will be convening
Music Teacher 10 for children with disabilities and has several focus groups locally to determine
published an oft-quoted monograph called the kinds of skills New Jerseyans believe
Software Reviews: Separate and Unequal (1994). This year their teachers need for inclusion to be
they decided to focus their efforts on successful. The focus groups will repre-
Fraction Attraction 14 teacher preparation and solicited proposals sent the diverse constituencies who have a
'Tronic Phonics 15 for a funded project to 1) conduct research stake in inclusive education, including
Paint, Write & Play! 16 on how teacher education programs can faculty from colleges and universities who
Talk Time with Tucker 17 support inclusion and 2) develop a model teach in teacher preparation programs -
Switch It! Software 18 teacher education curriculum. It is with both special and regular education;
great pleasure that the TECH-NJ editors
announce that the School of Education at (continued on page 12)
THE EDITOR'S DESK:
The College of New Jersey has been
Contributors 2 awarded this important grant.
Editorial 2 A salient feature of the Teacher THE
Education for Inclusion Project at TCNJ is COLLEGE
Reader's Response Form 19 °F NEW JERSEY

http: / /www.tcnj.edu/ -tcnj 1

EDITORIAL STAFF
Editor-in-Chief: Amy G. Dell
Managing Editor: Anne M. Disdier
TECH-N
Technoto =tors, f& CHildr abilitieo -
Contributors New Jersey
Cynthia Bott
Melissa Drew Volume 10, Number 1
Susan Eckstein
Lauren R. Golden
Francine Kartzman
Theresa R. Lupo EDITORIAL
Margaret Perry
Debra Radice
Orah Raia Teacher Training
Donna Williams More Essential Than Ever
TECH-NJ is supported by the School of With national attention finally focusing on education, 1998 will hopefully live in
Education, the Department of Special memory, not as the year of Monica vs. the President, but as the year teacher prepara-
Education and the FIRSL Program at The tion was finally recognized as an essential component of any and all kinds of
College of New Jersey. educational reform. If our schools are to be improved, if student outcomes are to be
enhanced, if technology is to be used to enrich the curriculum, then practicing
teachers must be retrained and new teachers must be appropriately prepared. The
© 1998 by The College of New Jersey. All
rights reserved. Permission is granted to federal budget which Congress approved in the fall provides over $150 million for
reproduce material in TECH-NJ for teacher training activities. This allocation is a compelling message that in 1999 as
educational purposes. TECH-NJ should be far as teacher training is concerned, "attention must be paid."
credited as the original source of information. TECH-NJ readers who have been involved in educational technology already
Views expressed in TECH-NJ do not know how important teacher training is. Passionate computer-users can never get
necessarily reflect policies or opinions of The enough training. And through experience, they know that becoming a skilled
College of New Jersey or any of its funding
computer-using teacher requires a special kind of training. Listening to a three-hour
sources.
presentation, no matter how good the presenter, does not do it, nor does watching
someone demonstrate a particular piece of technology. Teachers need opportunities
for hands-on training - i.e., workshops which build specific technology skills by
providing in depth training on the equipment which will actually be used in the
classroom.
To this end, TECH-NJ is in the process of preparing a series of hands-on work-
TECH-NJ: shOps which we hope to offer at sites around the state during the spring of 1999. The
Technology, Educators, & topics to he addressed in these skill building workshops will likely be the following:
CHildren with disabilities-NJ Computers: An Essential Writing Tool for Students with Learning Disabilities
Enhancing the Teaching of Reading with Computers
TECH-NJ is an official publication of the Exploring the World Wide Web: The Internet for Special Education Teachers
School of Education, Department of Special Assistive Technology in the IEP
Education at The College of New Jersey. It is
Creating Custom Overlays and Activities for IntelliKeys
written by students and faculty and is designed
to support professionals, parents, and com-
Selecting Software which Matches the Curriculum
puter-users in their efforts to use technology to Integrating Computers into the Preschool Curriculum: Software Considerations
improve our schools and to enhance the lives Integrating Computers into the Preschool Curriculum: Access Considerations
of people with disabilities. In order to
facilitate local networking, emphasis is placed Please look for the flyer announcing these workshops and share them with as many
on resources and innovative practices in and teachers and therapists as you can. As professionals become comfortable with
around the New Jersey region.
assistive technology and knowledgeable about how to integrate it into the curricu-
TECH-NJ, Department of Special Education,
lum, we will definitely see positive changes in the technology opportunities provided
The College of New Jersey, P. 0. Box 7718, to New Jersey's students with disabilities.
Ewing, NJ 08628-0718
(609)771-2308
e-mail: [email protected]
http://www.tenj.edu/-technj

TECH-NJ, Vol. 10, No. 1 Fall 1998 108 page 2

 USER PROFILES
TECHNOLOGY IN TWO PROFESSIONALS' LIVES
by Theresa R. Lupo her homepage at: http:// though not on a daily basis. "There are a
ourworld.compuserve.com/ few drawbacks," she explained, "If
I arrived in Manhattan and began my homepages/Susieq/cwl.htm. someone nearby is talking, like my kids,
journey from the Port Authority bus Chava enjoys lecturing on a variety the computer thinks I'm talking and will
terminal to the Upper West Side among of topics, including parenting, spiritual type the weirdest things. Even a bang
a throng of New Yorkers indifferent to issues and disabilities. She recently on the cabinet will produce a strange
traffic signals. Several blocks of pretzel returned from a speaking engagement word. If I am writing something that I
vendors, yellow cabs, smiling doormen in Atlanta. "Often the subject doesn't don't want everyone else to hear, that's
and skyscrapers later, I arrived at the relate to disability, though even if it a problem. If I want to work late at
Levy family apartment. There, I met doesn't, somehow it shatters stereo- night when my husband is sleeping, it
Chava, who was sitting at her desk in types." Chava has post-polio syn- might disturb him." She continued,
front of the computer eating lunch drome. Her husband, Michael, is blind. "I'm still getting the hang of it. To make
between sentences. a capital letter, you say, 'shift key,' then
Chava Willig Levy is an author, Educational Challenges the next word should have a capital. If
lecturer, and communications consultant From the time she was 9 years old, it is a name, it might make it a capital,
who uses a motorized wheelchair. "I Chava was in and out of the hospital. though it might not recognize the name
basically do all kinds of writing and She was then placed on a waiting list and type something else. It does have a
editorial work for my firm. At Lucidity and eventually attended a segregated word prediction program, and if you are
Unlimited, communication with uncom- classroom. Students of mixed grades lucky, the word you want is on that list.
mon clarity is the goal," she explained. and academic levels spent the entire If not, you have to go into Spell Mode.
"People often have an important day in one room. "Even though the In Spell Mode, each letter is represented
message, but they don't have the talent cafeteria was on the same floor as our by a word that represents the letter
to make the words shine, so they come classroom, we never mixed with the sound, for example, Alpha = A, Beta =
to me for resumes, brochures, speeches other children," she recalled. Chava B, and Charlie = C. Sometimes I forget
and manuscripts." attended a regular school for the first the correct words and try other ones,
time in 9th grade. which can be pretty funny."
A Professional Writer Chava met with some resistance
and Lecturer when she applied for college. Al- Palmtop for Organizing
Sometimes jobs fall into Chava's lap. though she was accepted to the college To keep track of her busy schedule,
While attending the National Council on of her choice, Yeshiva University's Chava uses a palmtop computer called a
Independent Living's annual conference Stern College for Women, the adminis- Psion (Psion PLC). The Psion is about the
in Washington, D.C., she met an editor tration was concerned about how she size of a checkbook and has a QWERTY
from the University of Kansas who would get around. She recalled, "They keyboard with a fold-down screen. It
needed someone to write a history of told me, 'There are steps here and it contains an address book, a world map with
the independent living movement. "The would be hard to get to class.' When I an area code directory, a calculator and a
assignment paid very little," Chava graduated summa cum laude, with a spread sheet program. (It also has a map of
recalled, "but I got to interview Ed B.A. in French literature, the registrar the world on which you can enter any city
Roberts, the 'father of the independent confessed that their fears had been and find the current time, as well as the time
living movement.' He fought to attend unfounded." Chava went on to attend that the sun will rise and set that day and the
Berkeley in an iron lung, founded the graduate school at Columbia Univer- distance between any two cities.) "It has a
Center for Independent Living in sity, where she received her M.A. in data base which I can search by simply
Berkeley, and later ran California's rehabilitation counseling and pursued typing 3 letters. For example, I'm really
Division for Vocational Rehabilitation, doctoral studies in counseling psychol- into music, so if I have an extra ticket to a
an agency that had opposed his college ogy. concert, I can type `m-u-s,' and I get my
education!" (For an excerpt from this upstairs neighbor, who a music teacher, and
piece, see http://www.eskimo.com/ Computer Technology a list of other music lovers. The Psion
-dempt/edrobert.htm). and Adaptations for Writing never leaves my side. If I get an idea at 2
Chava's work has been featured in a For writing, Chava uses WordPerfect a.m., it's right by my pillow and I can write
number of magazines including Family on her Pentium 120. She explained it down.
Circle, Parents Magazine, Woman's Day that in order to type, she braces her
and McCall's. In 1990, she won the right arm with her left hand and her Environmental Control System
EDI Media Award for an article she muscles really get a workout. She also The Levys also use an environmental
wrote about her quest for parenthood. uses Dragon Dictate (Dragon Systems, control system called Plug'n'Power
For a taste of her work, you can visit Inc.), a speech recognition program, (continued on page 4)
[74

TECH-NJ, Vol. 10, No. 1 Fall 1998 ESTCOPYAVAILAS P age 3

09
 subway stations are accessible too, though material is still a human being, a reader.
PROFESSIONAL LIVES most are not." The Lighthouse, Inc. has off -site reader
(continued from page 3) services. Translated to English, this
Computer Adaptations in means a nice lady named Marie comes to
which is available from Radio Shack. an Office Environment my office once a week and reads for a
The controls, which are about the size Michael, who is blind, uses a Dell 286 couple of hours. Together, we can 'skim,'
of bottle caps, are attached to light computer for his writing, particularly his which is something no machine will ever
switches and outlets. "There is no fancy diary, word processing, poetry, e-mail, and be able to do. I can say to her, 'look at
wiring. As long as no one else in the stories for his children. He also uses it for this periodical, and see if there are any
apartment building has one with the memos, flyers and other documents at articles that mention travel training, or
same numbers it is fine, although work. "It is a real gift. I grew up on a disability."
sometimes our lights go on and off manual typewriter, and if I lost my place, I "Next, I have three bus demonstrations
mysteriously. You can also set the timer had to bother someone to tell me where I coming up in November. I had to speak
on the clock if you want something on left off," he explained. He uses a with both the Department of Buses and the
or off at a certain time." Chava can turn Braillemate (Blazie Engineering) for special education teacher who is coordi-
lights, a fan, and a humidifer on and off typing notes. nating the demonstrations. I checked my
at the touch of a button. "It's a God- He continued, "Something has to be general file for certain details (dates,
send. I like to read late into the night. said about the essential nature of my locations, number of students) about the
Fortunately, the light doesn't bother my technology, which would probably be true upcoming demonstrations. Without a
husband, an early-to bed person. Before in any office position. I will give you an computer, I would have to maintain
we got Plug'n'Power, I'd have to wake example by describing what I did today cumbersome hard-copy files, and would
Michael to shut the lights when I was during a half-day of work:" certainly not have a 'search' feature to find
ready to call it a night. Now I don't "I am having a regional travel training key words that would bring me right to the
have to." workshop on November 6 for transit information I needed. With computer
"We really don't have all that much properties from New Jersey, Connecticut, files, I resemble my sighted co-workers.
sophisticated technology," Chava added. and Pennsylvania. My boss, who is On the other hand, I don't have the luxury
"We have a hydraulic lift to get me in sighted, wanted the agenda finished today. of looking in their files if I need informa-
and out of the tub. We have a remote She came over to my desk, and I turned on tion, so I have to be careful to keep on my
control for the TV and VCR, like 99% of the screen so she could see the agenda. computer any bits of information I need."
the American population. On the micro- We started moving things around on the "One of my successes on the job is
wave we have raised dots on the keypad to page, to get it centered and spaced networking with professionals. I have a
allow Michael to use it." properly. Then since we didn't have any list of 250 agencies and over 500 contacts
As we spoke, Chava called her husband correspondence from one company in developed over my four years on the job.
at work to discuss dinner plans. Using the response to our invitation to this work- How is the list modified and updated?
speaker phone, she simply said, "Abba," shop, I checked my September file on my Through a computer file, of course. My
(the Hebrew word for Daddy) and Voice computer and was able to follow up with a intern's job this summer was to call every
Dial, available for a small monthly fee phone call." agency on the list and get updated
from Bell Atlantic, placed the call. A "Then, I received a fax from Califor- information."
similar feature, Talk Dial is available for nia." Mr. Levy uses a scanner with
Bell Atlantic cell phones. OsCaR, optical character recognition Take a Cautious and
software (TeleSensory Systems, Inc.) to Informed Approach
Navigating in New York City read printed material. He also uses a Vert Michael added, "In my zeal concerning
Chava's husband, Michael, is the Director Plus (TeleSensory Systems, Inc) speech technology, it is tempting to say that
of Travel Training at the Metropolitan synthesized screen reader. "Unfortunately, knowledge of adaptive equipment is as
Transit Authority, New York City. I bought a unit to run off a laptop, rather vital as knowledge of the effects of a
Through outreach, training, literature, and than buying one of those self-contained particular disability. You also have to
special projects, he promotes bus and 'reading machines.' My office decided know how to play the 'vendor game,' so
subway use by people with disabilities. that the laptop could easily 'walk away' that you don't get ripped off by people
Chava remarked, "The city provides and locked it in a filing cabinet, so every who call themselves experts but are just
autonomy that you just can't get in the time I want to use the scanner, I have to trying to sell you products. So you see, it
suburbs. Neither I nor my husband can reconnect all the components. This is not isn't just technology. It's educators like
drive, so the bus has changed things a complaint. It is meant to show that you getting it into the hands of students
dramatically. Almost all buses have technology always comes with strings when and where they need it. Ensuring
wheelchair lifts in back. There is a bus attached, i.e., with a human interface and compatibility with existing technology
stop right outside my door so I can go an environmental interface."
anywhere - cross town, down town. Some "The best device for reading printed (continued on page 8)

TECH-NJ, Vol. 10, No. 1 Fall 1998 110 page 4

 AUGCOMM SYSTEM PROVIDES A VOICE
FOR A YOUNG CHILD WITH AUTISM
by Cynthia Bott side, and 2 inches deep. It has a touch runs across the top of the food page.
screen, with a protective, plastic lid that Then, with a touch on that bar, the
Andrew is an energetic 5 year old with flaps open and shut. Andrew's parents had DynaMyte reads the sentence in its
autism who loves Mother Goose, singing a customized carrying case designed with entirety. The memory card installed in the
any Disney song, and kisses. He attends a padding and a longer strap than originally system has an extensive vocabulary, and if
private school designed for students with supplied to protect it from accidentally a word is programmed in that the com-
autism. As coordinator of the early being dropped. This enables Andrew to puter does not recognize, it will read it
childhood program, I see Andrew on a carry around the system himself, without phonetically. All the programs that
daily basis and have the opportunity to his teachers and parents fearful of any Andrew needs are contained within the
observe his interactions with his peers and damage he might do. system no additional hardware or
teachers. The DynaMyte has a memory card software is needed, just the ability to set-
Andrew does not speak. He does make installed, and it is simply programmed to up each folder so that it contains individu-
efforts at sign language and verbal meet individual needs. The speech alized items.
approximations, but only upon request and therapist and Andrew's mother attended a
rarely spontaneously. Andrew is agile and special training session to enable them to Andrew's Vocabulary
has excellent fine motor control. program his system and troubleshoot any Currently, Andrew has several folders
Cognitively, he exhibits splinter skills in problems that may arise. When looking at programmed into his system that enable
academic areas. He has a list of over 100 the touch screen, one sees three rows him to communicate his needs both at
sight words that he can identify, and he containing icons of folders (four in each home and at school. His pages include:
can sequence numbers past 25, yet he row). Each folder represents a different food, drinks, school (with circle time
cannot retrieve objects by name or category, which when touched changes the vocabulary, early learning concepts, etc.),
understand the simplest abstract concept. screen to a specific overlay of pictures/ music (with a "sing me" cell and various
Andrew also has great difficulty sitting letters/words appropriate to that category. song titles), reinforcer items (videos,
still for longer than three seconds at a computer game titles), letters (arranged
time, making it even harder for his in a "qwerty" keyboard format), and
teachers to assess his knowledge. home (family names, book and movie
titles, etc.). Prior to receiving the
Picture Exchange: system, he was evaluated for his ability
Andrew's First System to move from the master page through
Last year Andrew's family purchased (
ri several different folders. Andrew's
an augmentative system to aid his r success at that time was incredible, and
communication. Prior to this, he had to see him currently move from page to
been using a Picture Exchange Com- page with no difficulty finding what he
munication System with about 50 desires is amazing.
computer-generated pictures represent-
ing Andrew's most common needs and '1 Andrew Now Expresses
wants. While this helped alleviate His Preferences
some of Andrew's frustration, it did not The DynaMyte goes with Andrew
provide him with a voice, and it also There is a blank bar across the top of that everywhere. At home, he apparently takes
became difficult to include all of his overlay, and when Andrew presses the it to bed. The system has become his
increasing needs. At a language seminar, icons he wants, they appear in that bar in voice, and he truly understands that
his parents became introduced to a high- the order they are pressed. When his concept. At school, it sits on his desk
tech system called the DynaMyte (Sentient sentence is complete, Andrew needs to within reach, or next to him during group
Systems Technology), a small, hand-held touch that bar, and the system reads aloud activities. His spontaneous language has
unit which they purchased with help from the entire sentence. increased dramatically, since now he
their insurance company. For example, if Andrew wants to ask knows people understand what he is
for a pretzel, he touches the food folder on requesting his family often hear the
The DynaMyte the master page. This calls up the food voice asking for items throughout the
Andrew's DynaMyte was the first that I page, with an assortment of phrases and house without any questions having been
had ever seen of this model, and it is truly food symbols pictured on cells. He then asked. It has been eye-opening to his
amazing what it has done for him. It is a can touch the "I want" "pretzel" "please"
square, gray box, about 7 inches on each cells and they will appear in the bar that (continued on page 8)

TECH-NJ, Vol. 10, No. 1 Fall 1998 page 5

1
 PROGRAM PROFILE
SOFTWARE PROGRAMS FOR SPEECH THERAPY
by Orah Raia printed out their sentences so they could commented that before she started using
take them home to practice. the computer with him, he could not pay
attention for longer than three minute
Francine Kartzman had been a speech intervals. With Just Grandma and Me,
pathologist for 30 years and never thought Mrs. Kartzman likes to use the Mrs. Kartzman was able to hold his
that computers had a place in speech Living Books series by attention to the page on the screen while
therapy, until she attended the Enhancing Broderbund with students he waited for his favorite page, the one
Teaching and Learning with Computers because the programs are enter- with the hot dog. He mimicked all the
and Assistive Technology conference in taining and provide excellent characters and knew what was coming up
May 1997, sponsored by the New Jersey opportunities for expressive before the next page was turned. I asked
Department of Education, TECH-NJ at language. her how many times he had seen this
The College of New Jersey, and NJ TARP. program, expecting her to tell me over a
Mrs. Kartzman was so inspired by what dozen times. It had only been 2-3 times!
she learned at the conference that she The next group of students had very He was able to sit through 15 minutes, all
made the decision to return to school to limited expressive language. Mrs. the while sitting closely to the screen,
learn more about technology. In fact, in Kartzman likes to use the Living Books mesmerized by the pictures and sounds,
January 1998 she enrolled in a master's series by Broderbund with them because grinning from ear to ear.
level course entitled Assistive Technology the programs are entertaining and provide Davidson's Magic Tale Series has
offered by the Department of Special excellent opportunities for expressive worked well for fourth graders who are
Education at The College of New Jersey. language. The series contains children's studying Ellis Island. These multicultural
literature titles such as Just Grandma & tales from Russia, Japan, Africa, Ireland,
Adapting Software Me, The Berenstain Bears Get in a Fight, Italy, and Native America stress universal
to Meet Special Needs Arthur's Teacher Trouble, and The Cat in virtues of kindness, sharing, courage and
Mrs. Kartzman works for the Highland the Hat. Each page of the story is read generosity, and they blend well with this
Park School District, known for its aloud by the computer, and the individual unit lesson. She also works collaboratively
philosophy of inclusion of students with words are highlighted as they are read. In with the fourth grade teacher using the
disabilities in regular classrooms in addition, each page contains a number of program, If Your Name Was Changed at
neighborhood schools. When she returned "hot spots," which when clicked, perform Ellis Island (Scholastic).
from the conference in May 1997, she surprising animations. For example, a tree
decided to turn on the Power Mac com- may come alive and dance or sing when Special Software
puter in her room and began to experiment clicked. I observed students working with Another application Mrs. Kartzman
with the preloaded software that came Stellaluna. With each page, Mrs. recommends is Co: Writer by Don
with the Mac. I observed her nine months Kartzman asked the children which Johnston Incorporated. Co: Writer is a
later on a typical morning during which a objects to click. They would instinctively word prediction program designed for
number of students, all with different use their finger to point to the object, but students who struggle with writing due to
needs, came to her room for speech she would remind them to use their voices language delay, learning disabilities or
therapy. instead. In this way, the children were physical disabilities. As students type the
Mrs. Kartzman used a very common provided with many opportunities to use first letter of a word, a numbered list of
application, Simple Text, with her first expressive language for a purpose. She words is displayed on the screen. If the
group of students. They were capable of asked many open-ended questions about correct word is displayed, the student just
reading but had very poor comprehension. what they were seeing on the screen in types in its corresponding number, and the
The students were each given a set of order to provide them with opportunities word appears in the typed sentence.
three picture cards and were asked to to answer in complete sentences. Students' typing ability and speed is
compose three sentences related to the For younger students Mrs. Kartzman enhanced, so their efforts are focused on
pictures. She typed their sentences into a used Edmark's Bailey's Book House and generating the sentence rather than on the
Simple Text document. She then took Millie's Math House to enhance language mechanics of typing. The speech output
advantage of Simple Text's recording while teaching early learning concepts. feature of Co: Writer helps students who
feature and had each student record their She recommends the program My House have reading difficulties or visual percep-
sentences into the computer. Afterwards, by Laureate Learning Systems for tual problems.
she played back the sentences. The teaching functional vocabulary about Mrs. Kartzman is eagerly looking
students were delighted to hear their common items found around the house. forward to learning more about the
sentences read aloud in their own voices. In another instance, Mrs. Kartzman
This activity provided both visual and used the Living Books series with a young (continued on page 12)
auditory feedback of their work. She then boy who has multiple disabilities. She

TECH-NJ, Vol. 10, No. 1 Fall 1998 12 page 6

 COMPUTERS MOTIVATE STUDENTS WHO HAVE
LEARNING DISABILITIES AND ATTENTION DEFICITS
by Margaret Perry complete tasks has improved, but the which Bryan and Katie have problems. I
amount of work required has increased. immediately started working with Katie
Bryan is a typical 13-year-old. He is kind, He often feels overwhelmed by the work and we found Reader Rabbit's Interactive
warm hearted and one of the most level and many times tries to avoid doing it Reading Journey (Learning Company) to
headed teenagers I know. He has a altogether. His current placement is in a be extremely helpful. She enjoyed
wonderful sense of humor. Bryan enjoys partial pull-out program in middle school. working her way through the path on her
playing and watching many different He receives resource room instruction for own, and her phonic skills improved
sports including swimming, baseball and study skills, math, English and reading, noticeably within a relatively short period
hockey. His preferred sport right now is and he is mainstreamed in regular social of time.
Nascar racing, where he roots for his studies, science and related arts classes.
favorite, #24 Jeff Gordon. The Computer Brings Success
Bryan is the oldest of my four children A Sister's Profile to the Writing Process
and has recently taken on the responsibil- Kaitlyn, 9-years-old, is my second oldest Recently the computer has given both
ity of part-time babysitter for his younger child. She is presently in fourth grade. children the ability to compose documents
siblings. He is employed as our local Katie is a very bright, funny, and people- for school and pleasure which are rela-
paper boy which provides him with a pleasing type child. She has a wonderful tively flawless. An example for Katie
steady income. Weekends are spent either imagination and a terrific enthusiasm for would be a book report which she did
with friends at the movies or home playing trying new things. Katie is very talented completely by herself on the computer.
with his siblings. He is currently a second in the area of athletics, especially swim- She used the Incredible Writing Machine
class Boy Scout, having worked his way ming and softball. Currently she is a Tri- (Broderbund), which is designed to inspire
up from a Tiger Cub to a Webelos Scout, County Qualifying swimmer and has been students to creatively write and draw by
earning the Arrow of Light award. Bryan a member of two separate relay teams that offering book making, drawing, journal
enjoys camping and learning new skills have set records at the YMCA and our writing, essay writing, poetry writing,
and hopes to make Eagle Scout in a few local swim club. She also enjoys basket- storytelling and more. The spellchecking
years. He has many talents, including the ball and recently made the travel softball feature allows Katie to catch most of her
ability to draw well, the inquisitiveness to team. In addition to sports Katie plays the errors and correct them on her own. She
take things apart and rebuild them, and a clarinet and is singing a short solo in her enjoys the independence of writing and
very strong creative streak which he uses school show. She has been in scouts for composing using this program and
in every aspect of his life. the past five years. She enjoys camping, frequently creates short stories for her own
horseback riding, and all the trips and enjoyment. When Katie was younger she
Learning Disabilities and ADD activities her troop organizes. used to aspire to be a professional writer
Create Problems Like her older brother, Katie has but as she got older the writing process
Bryan has some difficulties which are academic difficulties, including trouble became more difficult and she seemed to
mainly confined to the academic area. He with study skills, handwriting, math, and let go of her dream. Now that she is using
is classified as perceptually impaired and organizational skills. Katie also has the computer I see her imagination coming
has been diagnosed with Attention Deficit problems with phonics and decoding back to life. She is proud of her writing
Disorder (without hyperactivity). His words, which has given her trouble in and loves to share her stories.
disabilities affect him most in the areas of reading. She is classified as perceptually Bryan's previous use of the computer
study skills, organization, memory, math impaired and also has Attention Deficit had been limited to playing games and
and writing, which affects all the other Disorder (without hyperactivity). Katie's surfing the Internet. The first time he
academic areas. His handwriting has school work varies from day to day due to himself used the computer as a tool for his
always been so messy that often he is her impulsive nature to rush through school work was after seeing his sister
unable to read it himself. He rarely uses things. Her handwriting skills are similar using it. In the past Bryan would attempt
cursive and has major difficulty with to Bryan's, but her attempts with cursive to write his projects in long hand and then
spacing and some letter formations. have been slightly more successful. Katie ask me to type them. Most often I would
Bryan is very aware of his disabilities is currently placed in an in-class support end up editing them as I was typing
and often gets frustrated by the amount of classroom and is pulled out for basic skills because his ability to compose was very
effort he needs to put into his studies. math instruction. weak. An example of one such project is a
When he was younger he required a great travel brochure which he wrote out
deal of attention both at home and at Help from Technology completely by hand. I showed him how to
school, to keep him focused and on task. I introduced the computer as a tool for
As he has gotten older his ability to reinforcing and enhancing the areas in (continued on page 12)

TECH-NJ, Vol. 10, No. 1 Fall 1998 113 page 7

 spoken five times in a row), or he will
PROFESSIONALS' LIVES MUSIC SOFTWARE repeatedly ask for the same item over a
(continued from page 4) (continued from page 11) long duration, ignoring all other pages on
used in schools and at work is a whole the system. While we are addressing this
Summary 'issue from a behavioral standpoint, we are,
other chapter, in which the end-user has Know what you have, what you need,
to take an active part." at the same time, glad that he now has the
what you can get, and what you will do communication capabilities to do this!
with it. When you can answer these Because Andrew's fine motor control is
For More Information: questions, you will be able to make wise refined, he can use a clear point to touch
software choices for your school that each individual cell, and these cells are
DragonDictate won't gather dust or make children cry or
Dragon Systems, Inc. small in size. This will allow room for
run away. The best learning takes place expansion of the system's vocabulary in
(800)talk-typ or (617)965-5200 when students are engaged and having
www.dragonsys.com the future. I would like to see Andrew
fun. Good music software choices and become more involved in the community
exciting computer-based activities can and use his system to communicate to
Psion only enhance a strong music program.
Psion PLC people other than those in his immediate
(978)371-0310 circle. As a 5-year-old with some behav-
AA ioral issues that still need to be addressed,
www.psioninc.com
his access to the community is limited.
* This article is based on a presentation His DynaMyte, however, is the first step to
Plug 'n' Power by the author at the New Jersey Music
Radio Shack breaking down that barrier. He is less
Educators Association Conference in East frustrated about communicating than
(800)843-7422 Brunswick, February 1998.
www.radioshack.com before, and the system has a clear enough
voice output that the general public will be
Donna Williams is an alumna of the graduate able to understand his requests. Andrew is
Voice Dial program of the Department of Special
Talk Dial a different child because of his DynaMyte,
Education at The College of New Jersey. and he will be able to go so much farther
Bell Atlantic
(800)427-9977 (residential NJ) than many of his teachers ever realized.
(800)755-1068 (residential non-NJ)
www.bellatlantic.com AUGCOMM For More Information:
(continued from page 5)
BrailleMate DynaMyte
replaced by Braille Lite 2000 or Sentient Systems Technology, Inc.
Braille Lite 40 eachers to realize that when they present (888)697-7332
Blazie Engineering Andrew with a choice of what they think www.sentient-sys.com
(410)893-9333 he wants, and he turns around and voices a
www.blazie.com completely different opinion, they were Picture Exchange Communication System
wrong. For example, the teachers may try (PECS)
OsCaR to reinforce Andrew's good behavior with available from Mayer-Johnson Co.
Telesensory a choice of pretzels or soda, and he will (619)550-0084
replaced by Reading AdvantEdge use his computer to say he wants to listen www.mayer-johnson.com
(800)227-8418 to music! Andrew has also demonstrated a
www.telesensory.com hidden phonetic ability that we might not
have discovered for some time had it not Cynthia Bolt is a graduate student in the
Vert Plus - no longer available been for his letters page. When his Department of Special Education at The
Telesensory computer was first being programmed and College of New Jersey.
recommended replacement: he did not have all the words in folders
Jaws for Windows yet, he would go to his letters page and
Henter-Joyce "spell" out words using phonics and
(800)336-5658 invented spelling. This also made us
www.hj.com realize just how much more he was
AA absorbing from his reading programs than
we had originally thought.
Theresa R. Lupo is an alumna of the graduate The one behavioral issue we are
program in Special Education at The College discovering about Andrew now that he has
of New Jersey. a voice is his desire to perseverate on
various topics usually his favorite videos
or songs. He will either type in a title
several times before hitting the speak bar
(so his teacher will hear "Mother Goose"
TECH-NJ, Vol. 10, No. 1 Fall 1998 114 page 8
 CURRICULUM INTEGRATION
RESOURCES FOR CURRICULUM INTEGRATION
Online Resources
IntelliTools Activity Exchange
www.intellitools.com
Preview overlays and activities which have been custom designed using Overlay Maker, IntelliPics, IntelliTalk, and/or Clicklt! and
download those that suit your needs. Activities are organized by tool, skill level, and curriculum area. Or send an activity you
have created and receive a free piece of software if it is added to the Activity Exchange.

Website of the Children's Software Revue

www.childrenssoftware.com
Provides an excellent resource for comments and recommendations about children's software.

www.microweb.com/pepsite
The PEP Registry is a comprehensive listing of educational software companies, with direct links to their sites.

Publications
Assistive Technology in Special Education: Policy and Practice (1998)
by Diane Golden, Missouri Assistive Technology Project

Has Technology Been Considered? A Guide for JEP Teams

by A. C. Chambers, Wauwatosa School District, Wauwatosa, Wisconsin

Both published by the Council of Administrators of Special Education (CASE)

and the Technology and Media Division (TAM) of the Council for Exceptional Children (CEC)

Available from the Council of Administrators of Special Education

615 16th Street, NW
Albuquerque, NM 87104
(505)243-7622

Young Kids and Computers: A Parent's Survival Guide

A 96-page book from the editors of Children's Software Revue which provides information on selecting hardware and software,
and lists over 700 software titles.

Everything You Need to Know (But Were Afraid to Ask Kids) About the Information Highway
Explains the Internet in non-technical language and provides information on the value of Internet access in schools and homes.

Both available from Computer Learning Foundation , P. 0. Box 60967, Palo Alto, CA 94306-0967.
Box of 25: $62.50 plus $7 shipping.

Exceptional Parent Magazine

Software for Play and Active Early Learning: November 1998
Presents criteria for selecting software for children at the early childhood level and recommends programs that meet those criteria.

Content Software Makes the Grade: December 1998

Focuses on software for use in K-12 classrooms with students with disabilities.

TECH-NJ, Vol. 10, No. 1 Fall 1998 11 page 9

 ACCESSING THE ARTS
CHOOSING SOFTWARE FOR THE
CLASSROOM MUSIC TEACHER
by Donna Williams a student with a physical disability use this appearance makes us want to taste it.
program? Students using software are no different.
Everybody talks about how well music Low Frustration Producer: Do Choose programs with smooth animation,
and computers go together. This is students get adequate time and multiple depth of artwork and design, bright colors
certainly true in the professional arena, but chances to work through a problem? Are (especially at the elementary level), and
in education, the connection is less gentle reminders provided? If the pro- CLEAR TEXT!
obvious. Professional music software is gram is a game, do characters get killed or Staying Power: Choose programs that
expensive and elaborate to use, and eliminated? Is there a way to start over you can use year after year to minimize
usually is out of the range of most school without restarting the game? your need to replace and upgrade ($$$).
music programs. Ease of Changing Preferences: Can Spend your money on a few basic pro-
I recently took a course on educational preferences (difficulty levels, speed) be grams with multiple skills levels that will
technology at The College of New Jersey chosen without exiting the program? Do I take time for students to complete, then
and was pleased to find alternatives to need to memorize function keys and purchase one or two titles a year. Also,
expensive software written for profes- keystroke patterns, or can I just click on rotate programs week to week if possible
sional musicians. I was delighted to something? so they don't get "old" so fast.
discover the extent to which music and Reading Issues: For my students who Tech Support: Do they have a toll
sound are integrated into many low-cost, are non-readers or non-English readers, a free number? What are the hours? The
children's software programs. With a little program with little or no reading will more accessible the company makes itself
creativity, these programs can be used in facilitate their successful completion of to you, the more they want and deserve
music classes to engage children in the joy activities. Poor, slow, or early readers, on your present and future business. How-
and discipline of musical invention. the other hand, may benefit from a ever, it is up to you to know the system
Since there are so many programs on program that requires some reading. I requirements of the software and if your
the market from which to choose, I look for programs that highlight words as hardware can support it before you curse
thought it would be helpful to provide a voice reads them, such as directions or out the technicians.
some pointers on how to select programs background information, and allows the
which match the music curriculum and student to repeat the reading as needed. But I Don't Have a Computer!
how to organize a music class around Potential for Cross-Curricular Teachers see my enthusiasm for computers
computer-based activities. In the box you Teaching: Does this music software in music class and they gripe, "How can I
will find 10 programs which I have incorporate information from other subject use music software if I don't have access
successfully used in music classes. Some areas? Can I use this non-music program to a computer? I don't even have a
I listed because they are neat or beautiful to teach a music lesson? Sometimes you classroom!" But over the years I have
and full of color, sound, and music. Some don't want a program that is strictly music learned to problem solve. My school has a
will appeal to limited age spans, while since art, gaming, history, critical thinking, computer lab. I jump in it whenever it's
others have enough intricacies for any age. and puzzle programs often incorporate free, with the full support of the computer
They all provide highly engaging opportu- music activities or obstacles, and at the teachers. (By the way, more than once I
nities for children to experiment with least have theme songs, background have heard them doing music activities
music and sounds, listen critically, solve music, and rich sound effects (Have you with students during computer class,
musical puzzles, explore art history, and/or played Myst lately?!) On the other hand, which I thought was great.)
experience musical composition. we also need to advertise the way music in Know your school's classrooms:
general and specifically music software Sometimes bilingual and special education
What Should I Look For? can help students reach developmental classrooms have computers. Familiarize
I chose the software titles in the accompa- milestones, master basic skills, use higher- yourself with what they have, and hold a
nying box because they meet the follow- level thinking, see events in historical few music classes in their rooms to use the
ing criteria: contexts, generalize mathematical con- software. If you feel comfortable with the
Easy-to-Use: I prefer programs which cepts, etc. No administrator in his/her teachers, let them borrow or install a
do not require hours of time (my time or right mind would call math and reading a program. Recommend titles that your
my students' time) to learn to use. Can "frill;" use their language to inform them students have used successfully and
my students access help easily or get why they need this software. enjoyed.
suggestions if they don't know where to Quality Graphics and Animation: Lastly, I test out new titles in our after-
begin? Is there a "help" icon or "hint" Any good chef will tell you, "If the food school program. Have a music club and
buttons which explain how to perform a looks good, the person will expect it to include computer activities. When there's
certain task? Can I give a group direction taste good." While we all know that it a will, there's a way.
that everyone will be able to follow? Can doesn't necessarily mean it is good for us,
TECH-NJ, Vol. 10, No. 1 Fall 1998 116 page 10
Tips for Teachers their partners are frustrated also. additional skills from helping.
I have learned (the hard way) that a clear Always debrief. Give students a
structure and a few simple rules are chance to talk about what they have done. Rules for Students
necessary to maximize computer-based Students' misinterpretations of directions Buddies are required. Duets, trios,
music activities. can be useful. Ask students who make and maybe quartets are acceptable, but no
Give students an objective to focus errors to explain what they did differently solos.
the activity. Start off simply, like "create from your directions. One of my groups Sit down or sit out! Students using
your own four note pattern," then expand. strung together their patterns and created a computers must stay seated at all times,
List what is forbidden. "Do not click group song. Unexpected creations can period.
on these words: Exit, Shutdown, Save, lead to great places. No physical contact: One hand on the
Delete." Put the list where it is visible. Cultivate helpers. Second graders can mouse at a time. Sit so your legs don't
Give a list of alternatives, and help install and put away CD-ROMs. Older touch.
students problem-solve when they get students can supervise younger ones.
stuck. Don't be afraid to exclude someone There's plenty of set up and break down (continued on page 8)
who does not follow this rule; usually work to do, and students can learn

DONNA WILLIAMS TWO CENTS' WORTH

RECOMMENDED SOFTWARE LIST*

TITLE PUBLISHER MUSIC SKILLS COMMENTS

ArtRageous! Softkey/The Learning art history exploration, Share this with

Company elements of composition, the art teacher
art & music connections in
history

Dazzleloids Voyager story with original theme songs Share this with
by contemporary computer the art teacher.
artist R. A. Greenblat

Julliard Music Theatrix experimentation, Students will need

Adventure composition, critical instruction time at
listening, theory, puzzles first; has different
levels of difficulty

Lamb Chop Philips instruments, sequencing For young children

Loves Music

Morton Subotnick's Forest Technologies/ experimentation, composition, no reading required;

Making Music Voyager critical listening, theory, QuickTime 3.0 or
puzzles later needed for
instrument sounds

The Lost Mind of Knowledge Adventure/ puzzles, some music history, has different levels
Dr. Brain Sierra notation, multiple intelligence of difficulty;
theory for grades 5+

Thinkin Things 1, Edmark ear training, Classic! (and

2, and 3 experimentation (1 & 2), they're not really
drill design (3) music programs)

* Some of these titles may no longer be available for purchase.

TECH-NJ, Vol. 10, No. 1 Fall 1998 page 11

1 17
 TEACHER EDUCATION riOFTWARE FOR SPEECH LD and ADD
(continued from page 1) HERAPY (continued from page 6) (continued from page 7)

student teachers/certification candidates computer and the applications available. create the same thing using the computer
who are preparing to be teachers - both She takes advantage of all software program Winword (Microsoft Office), and
special and regular education; parents of preview opportunities at workshops and then I allowed him to choose which
children with disabilities who have conferences. Mrs. Kartzman is eager to project to submit. His choice was the
experience with inclusion (or attempts to share her knowledge with her colleagues, computer-generated one because he said it
make inclusion happen); students of high and would like to see ongoing training for reflected his ideas better.
school age who have disabilities (or recent staff at the district level. She is clearly an
graduates); teachers in both special and example of a professional who, having Independence as a Result
regular education who have experience witnessed the benefits technology can Bryan's first attempt on his own was a
with inclusion, and those who have no provide to her students, has committed travel cube project that required him to
such experience; paraprofessionals who herself to furthering her own technology research and write about Poland. Bryan
have served as aides for included students; skills. completed 98% of this project on his own.
and school principals and directors of It was the first time I did not have to
special education. If you are interested in Product Information: almost entirely rewrite what he had
participating in one of these focus groups, written. He used Encarta '95 (Microsoft)
please email the project directors at Co: Writer to get information and pictures, as well as
[email protected] and provide your Don Johnston Incorporated some old encyclopedias we had at home.
mailing address, phone number, and the (800)999-4660 He typed each description using the
relevant focus group. www.donjohnston.com Incredible Writing Machine and
In Year 2 the project will use the spellchecked it himself. The only contri-
information it is gathering this year to Bailey's Book House bution I made was to proof read the copy
assist other New Jersey colleges in Millie's Math House and to show him how to enlarge the font
conducting self-assessments and to Edmark size. His project was done with a lot of
develop a model teacher education (800)691-2986 manual cutting and pasting which pro-
curriculum which will be designed to www.edmark.com duced a very impressive cube. I have truly
prepare graduates to teach in inclusive never seen Bryan so proud of a school
settings. In Year 3 the model curriculum Living Books: project.
will be implemented at TCNJ and two Arthur's Birthday Deluxe The writing skills of both Katie and
other sites, and project staff will develop a Arthur's Computer Adventure Bryan have greatly been enhanced by the
plan to impact certification requirements Arthur's Reading Race use of computers. The spellchecking
in New Jersey so that all teachers will be Arthur's Teacher Trouble feature, as well as the ease with which
better prepared to teach in inclusive Cat in The Hat they are able to make corrections and edit
settings. These are ambitious plans, but it Dr. Seuss's ABC their work, has helped alleviate much of
is hoped that ultimately, New Jersey's Green Eggs & Ham their frustrations. It has given them a
children with disabilities will have more Just Grandma & Me Deluxe sense of independence and helped boost
opportunities for quality inclusive educa- Little Monster at School their sometimes low self images.
tional experiences as a result of this kind Sheila Rae The Brave
of teacher education reform. The Berenstain Bears Get in a Fight Computers Become a
The Berenstain Bears In the Dark New Interest
The Tortoise & the Hare Bryan is now taking a computer class in
Amy G. Dell is Editor-in-Chief of TECH-NJ. Stellaluna school and is just exploding with excite-
Broderbund ment about all the things he is learning to
(800)567-2610 do. He is learning how to use the different
www.livingbooks.com features of Windows '95 and seems to be
very good at it. He enjoys changing the
M screen saver (almost daily) by personaliz-
ing messages to me about Jeff Gordon.
He also is known to mess with my desktop
Orah Raia is an alumna of the graduate patterns and colors, which is driving me
program of the Department of Special crazy. He is very enthusiastic about using
Education at The College of New Jersey. the computer, and I am hoping to get him
using a laptop in school by the time he
gets to high school.

TECH-NJ, Vol. 10, No. 1 Fall 1998 page 12

Still Searching for a Home Setup Dreams for the Future
Math Solution Katie and Bryan both have access to two The computer has proven to be effective
Math is also a difficult area for both Bryan computers in a our home. The "children's for both Katie and Bryan in improving
and Katie. I am always searching for computer" is a Compudyne 486 model their writing and composing skills, as well
programs that will appeal to them and hold that contains 500 MB hard drive with 16 as helping them develop a stronger sense
their attention. The various Math Blaster MB of RAM. It also is equipped with a of self worth. They both seem to be highly
programs (Davidson) worked well in the 12X CD-ROM, 36 speed modem, Sound motivated and very excited whenever they
beginning, but the children soon lost Blaster 16 sound card, and an Epson 4600 are using the computer. In the near future
interest in them. Katie frequently uses black and white printer. The only diffi- both children hope to use laptop comput-
Logical Journey of the Zoombinis culty with this computer is that the hard ers everyday in school in order to improve
(Broderbund) which is geared toward drive is currently full, which is one reason their organizational, study, and note-taking
higher order math functions and logical we opted to purchase a new computer last skills. As for their future career goals I
thinking skills, but this area is not where fall. The new computer, "Mom's com- can see how computers could play an
her problems lie. Both Katie's and puter," is an IBM Kehtron computer with extremely important role. Katie's dream
Bryan's main difficulty involves the Pentium 250DM Explorer II that has a to become a writer is now possible.
computation of basic math facts. They are 4.02 GB hard drive and 32 MB of RAM. Bryan's creativity and drawing talents
not able to master these skills in part This computer also has a 16X CD-ROM, combined with his enthusiasm for comput-
because they often lack the motivation 56.6 Modem, Sound Blaster 16 sound ers will hopefully someday lead him to a
needed to continuously practice them. I card, Microphone/speakers/headphones possible career in graphic arts. Perhaps
am currently searching for a program that and an Epson Stylus Color 600 printer. someday both children could work
addresses basic math skills that will Both computers are located in our family together on books with Katie writing and
motivate them and challenge them to room and are rarely idle. Everyone in the Bryan illustrating. Regardless of what
practice. I am confident that such a family actively uses the computers on a career path they choose I am sure comput-
program exists and that I will find it daily basis, but priority is given to Bryan ers will play an integral part, and I plan to
someday. and Katie's school-related activities. make sure they are both well-prepared and
confident using them.

Software Recommended by a Parent of

Two Children with Learning Disabilities
Title Ages Subject Company
Reading Galaxy 8-12 Reading Comprehension Broderbund

Scary Poems for Rotten Kids 7+ Reading Discis

Storybook Weaver 6-12 Story Writing MECC/The

Learning Company

Carmen Sandiego Series Geography, Broderbund

( Jr, USA, World) Problem Solving

Logical Journey 8+ Math/ Logic Broderbund

of the Zoombinis

Magic School Bus 7+ Science Microsoft

Explores the Solar System

Super Solvers Outnumbered 8+ Math The Learning

Company

Math Munchers Deluxe 7-12 Math MECC/The Learning

Company

Math Blaster 6-9 Math Knowledge Adventure/

Davidson

Incredible Writing Machine 6-12 Writing Broderbund

Margaret Perry is a graduate student in the
Department of Special Education at The
119 College of New Jersey.

TECH-NJ, Vol. 10, No. 1 Fall 1998 page 13

 SOFTWARE REVIEWS
r Flle Fuzzy Options Game Help es, m_sz
FRACTION ATTRACTION 4 10 PM

by Debra Radice

SUBJECT AREA: Math

PUBLISHER: Sunburst Communications, Inc.
(800)321-7511
http://www.nysunburst.com

COST: $79.00

GRADE LEVEL: 3-8

Z.
NOTABLE HARDWARE REQUIREMENTS: The goal is to knock down the Fuzzy Fracs in order from
Mac: System 7.0 or higher, 8 MB RAM, CD-ROM drive.
smallest to largest in this game of Fuzzy Fracs.
Win: Windows 3.1 or higher, 8MB RAM, CD-ROM drive.
Fuzzy Fracs deals with concepts of ordering and relative size
DESCRIPTION: Fraction Attraction provides a stimulating
of fractions, decimals and percents, e.g., Where does one fraction
environment where students can explore critical fraction concepts
fall in relation to another fraction? Why is one-half larger than
including: ordering, equivalence, relative size, understanding
one-third? This is the game where the object is to knock over the
fractions as representing distance on a number line, addition and
animals with a baseball to win a prize. Here, the "Fracs" have
subtraction of fractions, and "counting on" fractions.
fractions/decimals on their shirts, and the student must knock
Fraction Attraction opens with Gilda, a cheerful alligator who
them over in sequential order, either smallest to largest or vice
acts as a carnival barker, inviting students to participate in one of versa.
four familiar arcade/boardwalk games.
Frac Trac is a representation of the game in which players
STRENGTHS: Fraction Attraction provides a colorful, fun
shoot water at a target to move race horses from start to finish. In
and exciting way to learn about fractions. The non-threatening
Place Horses, the student must analyze the fractions/decimals
environment draws students in and keeps their interest. It is
illustrated on the horses' blankets and predict the finishing order.
adaptable to students' different learning styles, levels and needs.
In Place Jockey, the order of finish is predetermined, and the
Each game has difficulty levels, allowing for individual
student must place the correct number on the horse to match the
customization.
finishing order. The game addresses the concept of a fraction
Problem-specific diagnostic help is available to support
representing a specific distance, as opposed to simply a point, on
students as they learn. If a student is having difficulty solving a
a number line. It also introduces students to "counting on"
problem, the program provides a detailed analysis of the solution.
incrementally with fractions, decimals, and percents.
Another very nice component to this software program is the
In Frac-o-Wheel the student must move the ferris wheel
clearly written teacher's guide with 22 "very cool" extension
clockwise or counter-clockwise to unload passengers from the
activity worksheets.
ride. The ferris wheel has between 4-12 chairs. When it is time
to unload a chair, it will flash. The object is to move the chair to
the ground in the fewest number of moves. The student must fill
WEAKNESSES: As the difficulty level increases, distract-
in a missing component (numerator, denominator, or both) and
ible students may have trouble with the cluttered screen.
select the direction to turn the wheel. This game is designed to
provide multiple representations of a fraction, to introduce the
concept of equivalence, to foster fraction recognition, and to
SUMMARY: This fun, colorful program helps students
introduce addition and subtraction with fractions.
strengthen their understanding of critical concepts related to
Whack-a Frac, the ever-popular "Whack-a-Mole" game,
fractions. The use of arcade-style games adds humor and
addresses equivalence of fractions, decimals and percents. A
entertainment to a subject many students find overwhelming.
target fraction/decimal is represented, and the "Fracs" pop up
Teachers and parents will appreciate the customizing features and
with a fraction/decimal on their shirts and holding Yes and No
the quality of the program's instructional design.
placards. The student must determine if the number on the shirt
equates to the target number and whack Yes or No. The game
can be timed or untimed.
Debra Radice is a graduate student in the Department of Special
Education at The College of New Jersey.

TECH-NJ, Vol. 10, No. 1 Fall 1998 5

page 14
 The reading section is an interactive storybook. The stories
'TRONIC PHONICS are read by a narrator. The narration speed can be adjusted, and
the text can be underlined as each word is spoken. The stories are
by Susan Eckstein filled with rhymes using the targeted phoneme. The text is
simple, and the stories are fun and loaded with educational
SUBJECT AREA: Reading surprises. Students can elect to have words repeated. When a
targeted word is selected, the student is reinforced with special
PUBLISHER: Macmillan/McGraw-Hill sound effects. Throughout the story, students can select "spot-
(800)442-9685 lighted" words to learn interesting facts.
http://www.mmhschool.com The phonics activity first provides practice listening to the
targeted sound. A "key word" is presented, and students must
COST: Single Module $49 - $59 each; Lab Packs $147 - listen for words that rhyme. The rhymes are also presented
visually to help the students develop spelling patterns. Incorrect
$177 per 5-pack
responses are spoken auditorially, and the instructions are
repeated. Correct answers are rewarded with sound effects and
INTENDED AUDIENCE: Primary Grades animations. Next, students practice blending/decoding skills by
choosing new letters to join the phoneme to create new words.
NOTABLE HARDWARE REQUIREMENTS: Incorrect responses are not blended, and the students are told that
Mac: 68030 25 MHz or higher, System 7.1 or later, Quick Time although their answer may rhyme, it is not a real word. The last
for Macintosh 2.5, 4.7 MB RAM phonics activity allows students to write their own rhyme or
Win: 386/33 MHz or higher for Windows 3.1; 486/33 or higher sentence and use the record function to hear themselves read their
for Windows 95, 8 MB RAM, Sound Blaster compatible sound creation. A help feature is available to provide hints throughout
card, speakers the phonics activities.
Both: 2X CD-ROM drive, 256 color monitor - 13" or larger, The Make-A-Book section lets students write and illustrate
microphone, printer recommended their own stories or change the existing one. The paint feature
contains numerous drawing tools and colors, as well as stickers
EDUCATIONAL GOALS: To strengthen the understand- for young authors. They can click on the speaker to have their
ing of phonograms (word families) and to provide reading and story read aloud.
writing opportunities using this skill.
STRENGTHS: Tronic Phonics provides students with many
DESCRIPTION: `Tronic Phonics is a comprehensive opportunities to practice targeted sounds. The lesson format is
interactive basal type reading program. Fourteen CD-ROMs are uniform throughout the series, minimizing instruction time. The
available, each focusing on 3-4 specific phonograms. Each tool bar is "child-friendly," and students can make lots of indepen-
lesson targets one phonogram and presents it through a reading dent choices. Being able to adjust the narration speed is a helpful
section, a set of instructional phonics activities, and a story feature for children with reading difficulties.
making activity. Graphics are large and colorful, and choices become "spot-
lighted" as the cursor passes over them for easy identification.
4) Listen to the rhyme again for words that rhyme with bay. Instructions are clear and concise.
Then click ce).
The package comes with a soft cover book of the story, so
students can add them to their "library" of knowledge.

40 If 3r,91.1.0ay.top clbse WEAKNESSES: Students must be able to use a mouse.

to-thepceauspiay,
ybuttay,Wind up wet
SUMMARY: 'Tronic Phonics is an excellent series for
by-the end ofthe
teaching reading through phonograms. It goes beyond most
phonics software by providing opportunities for students to
experience word families in context, i.e., they first play with
interactive storybooks which utilize the targeted phonogram, and
after they practice blending/decoding, they can write and illustrate
their own stories using the phonograms they just learned. This
provides a nice bridge between phonics skills and a whole
CI CC Chokes Toots
language approach to reading instruction. Together the 14 CD-
ROMs offer a comprehensive package for the teaching of reading
In the story "Molly May" children discover words from the in the primary grades.
-ay family as they enjoy a story set by the sea. Susan Eckstein is a graduate student in the Department of Special
Education at The College of New Jersey.

TECH-NJ, Vol. 10, No. 1 Fall 1998 page 15

121
 clip art consists of environmental backdrops and characters. If
PAINT, WRITE & PLAY! students want to create their own illustrations, the program
By Lauren R. Golden provides paint brushes, stamps and patterns. The program
pronounces the names of the colors when the mouse passes over
SUBJECT AREA: Writing and Illustrating them.

PUBLISHER: The Learning Company Art Otsaftli DREE1

(800) 685-6322
http://www.learningco.com kft--<11211E521 CD

COST: $24.95

INTENDED AUDIENCE: Grades K 2

NOTABLE SYSTEM REQUIREMENTS:

Mac: 68030/25 MHz or better, 8 MB RAM with 4 MB available
(5 MB available for Power Macintosh), 2X CD-ROM drive, 256 -
color monitor, System 7.1 or higher.
Win: 486 DX/33 MHz, 8 MB RAM, 2X CD-ROM drive, HoneY whrtg.
Windows 3.1 or higher, Windows-compatible sound card, 256 Verdi(' DCridellen 1 Ice Swirl 1111111
color VGA monitor. For illustrating stories, students can choose
from fun color palettes, such as this selection
DESCRIPTION: Paint, Write & Play! is a program that representing "sunny day" colors.
encourages young children to write and illustrate their own
stories. The main screen opens to The Village. From here Students compose their stories in the Writing House. Students
students can visit three centers: The Travel Center, the Art Studio can use their personal word list and/or illustrations as a beginning
and the Writing House. point, or they can just begin to write. Writers can view the text as
it will appear underneath each illustration, or they can view the
layout of the entire story using a storyboard. They can listen to
their stories being read aloud by the program.

STRENGTHS: The Travel Center environments are stimu-

lating and can help expand students' imaginations. Each environ-
ment provides its own unique vocabulary. The sound effects and
animations are entertaining and engaging without being distract-
ing. The Art Studio provides an extensive choice of 48 "kid
colors," such as grape, sunshine and cotton candy.
The program provides auditory feedback by reading aloud
students' stories. Teachers can customize the program to corre-
spond to classroom assignments by controlling the length of the
story, the vocabulary and the layout.

Students choose backgrounds, such as this Artic Scene,

SUMMARY: Paint, Write & Play! is a fun, easy-to-use
in the Travel Center.
program that taps into children's imaginations to help them create
and illustrate stories. Pick-and-click word lists help early writers
The Travel Center provides story ideas for young writers.
add words to stories without typing, and the text-to-speech
Students can explore ten different places such as home scenes
feature lets students hear their stories read aloud.
(e.g., bedroom, basement, living room, etc.) and environmental
scenes (e.g., the Arctic and Africa). When students come across a
word they do not know, a simple mouse click provides the correct
pronunciation and a definition. If they like, they can add the
word to their "personal word list."
In the Art Studio students can illustrate their stories. They can Lauren R. Golden is a graduate student in the Department of Special
use the clip art provided or create their own illustrations. The Education at The College of New Jersey.

TECH-NJ, Vol. 10, No. 1 Fall 1998 page 16

122
 For non-vocal children, single switch input activates Tucker.
TALKTIME WITH TUCKER This encourages turn-taking and gives them the experience of
by Francine Kartzman participating in conversation.
Five adventure activities accommodate a range of children at
SUBJECT AREA: Expressive Language different functioning levels:
In On Stage, Tucker acts as Master of Ceremonies of the
PUBLISHER: Laureate Learning Systems Amazing Animal Show. Cause and effect and turn-taking are
(800)562-6801 targeted as any sound that children make will make an
www.11sys.com animal perform a stunt.
Children imitate animal sounds in On the Farm. As each
animal makes its sound, children repeat it, and the animal
COST: $125 Mac/Win CD-ROM (available January 1999),
puts something in Tucker's wheelbarrow.
Mac disks, DOS disks
In A Walk in the Woods, children are encouraged to increase
the length of their vocalizations. Children make things
INTENDED AUDIENCE: Children ages 2-6 with change, such as caterpillars, birds' eggs, and tadpoles. The
developmental disabilities, language-learning disabilities, longer the vocalization, the more that happens on screen.
physical and visual impairments, and autism Children experiment with pitch and volume in Fantasy land.
Mystical characters block Tucker's path to the castle.
NOTABLE HARDWARE REQUIREMENTS: Children must speak louder or softer to get by them.
Mac CD-ROM: System 7.5 or later, Power PC (some 68040 Casey the Chameleon asks open-ended questions in Let's
processor models), 8 MB RAM, 4X CD-ROM Talk with Casey the Chameleon. In this activity, which is
Win CD-ROM: Pentium 90 MHz or higher, Win 95 or later, 16 designed to encourage natural communication exchanges,
MB RAM, Windows compatible sound card, 800 x 600 SVGA Casey responds by transforming into the object he is talking
graphics monitor about.
Mac disk version: System 7.5 or later, minimum 68040 proces-
sor, 8 MB RAM STRENGTHS: Talk Time with Tucker can be individualized
DOS disk version: Sound Blaster card (or 100% compatible) for children with a broad range of disabilities. The sensitivity of
All: Microphone, 13" or larger color monitor the microphone can be adjusted, as can the amount of response
time required, the length of time children must speak, and how
OPTIONAL HARDWARE: Touch screen, single switch quickly the program responds when children stop speaking. The
program also contains an invaluable recordkeeping tool that
EDUCATIONAL GOALS: To encourage children to tracks children's progress. This log can be printed or cut and
practice a variety of vocalization skills and to experiment with pasted into a wordprocessing document so that individual notes
the duration, pitch, and volume of their utterances. can be added.

DESCRIPTION: Talk Time with Tucker is a voice activated WEAKNESSES: Some of the speech output may be
software program. Tucker, an animated character, moves and difficult for children with hearing impairments to understand.
talks when children talk or make sounds into a microphone. This
program does not require precise, accurate speech input. Almost SUMMARY: Talk Time with Tucker is visually appealing,
any utterance produces an appropriate response. imaginative and colorful, but at the same time the screen remains
uncluttered. The activities are easy to use and engaging for
young children. The customizable options and recordkeeping
features make this program a good choice for speech/language
specialists to use for encouraging expressive language in young
children.

Tiger's Tale

This new program from Laureate Learning Systems stimulates

language production by encouraging children to talk for a
Tiger who has lost his voice. Preschool and elementary stu-
dents alike will delight in recording their voices to create their
very own movies.
1.

Tucker commands the animals to perform tricks when Francine Kartzman is a Speech/Language Therapist who completed a
children make sounds in the Amazing Animal Show. graduate course in Assistive Technology at The College of New Jersey.

TECH-NJ, Vol. 10, No. 1 Fall 1998 page 17

123
SWITCHIT! SOFTWARE: Scenes promotes turn-taking as users add new elements to
familiar scenes. Completed scenes are rewarded with animated
PICTURES, PATTERNS, sequences. Customized switch colors let each user know whose
turn it is.
SCENES, OPPOSITES
by Theresa R. Lupo

SUBJECT AREA: Switch Training, Cause and Effect,

Early Scanning

PUBLISHER: Inclusive Technology

available from IntelliTools
(800)899-6687
www.intellitools.com
In a shot from Scenes, students take
COST: $49.95 each for disk version or $180.00 for the 4- turns trying to score a goal.
program bundle on CD-ROM
Opposites introduces users to early learning concepts through
simple scanning. The blue monster leads users to explore big/
INTENDED AUDIENCE: Switch users little, up/down, in/out, open/closed and hot/cold through a variety
of scenes. Comical animation rewards correct choices. Two to
EDUCATIONAL GOALS: To develop the concepts of four objects appear on the screen. After several successful
cause and effect, scanning, turn-taking, and switch training. presentations of 2 objects, the program will automatically
introduce 3, then 4. Opposites allows scan speed and repeat rate
NOTABLE HARDWARE REQUIREMENTS: to be customized, as well as allowing auditory, text cuing or both.
Mac: LCIII or better, System 7 or higher, 8MB RAM, CD-ROM
drive for bundle. STRENGTHS: Probably the most exciting feature for
Win: Windows 3.1 or higher, 8 MB RAM, Win compatible teachers is the ease with which these programs can be custom-
sound card/speakers, SVGA monitor, CD-ROM drive for bundle ized. They can change speed and response time, number of
switch clicks, text/speech or both, and which concepts will be
ACCESS OPTIONS: practiced, all from one readily accessible menu. The scene's
mouse operation background color, switch cap color and even scan box color can
single/two switch be customized. The error indicator, an animated "Uh-uh," from
touch screen the blue monster, may also be turned off. Customized settings
Concept Keyboard can be saved for individual users. Clip art is provided so flash
IntelliKeys cards or classroom materials can be created using the characters
and objects in the programs.
DESCRIPTION: This series provides switch users with four Students may enjoy the simple scenes and clear feedback for
lively and colorful programs for entertainment and switch both correct and incorrect responses. Users are prompted to click
training. the appropriate switch, first with a picture of the switch, then an
In Pictures users develop awareness of cause and effect. They animated picture and finally an auditory reminder. Users may
are prompted to press the switch to build common objects one also view a word or picture menu for selecting their activities.
click at a time. Each click is followed by the addition of an item
to the scene. When the task is complete, users are rewarded with WEAKNESSES: Activities from the menu cannot be
a lively and amusing animation. selected with a switch; a mouse click is required.
Patterns builds upon cause and effect awareness by encourag-
ing users to build 10 geometric patterns by pressing the switch. SUMMARY: These four simple programs teach cause and
This activity has three levels of complexity built in. Upon effect, switch use and early scanning through a variety of
completion of the pattern, students are rewarded with vibrant activities. The clear, immediate feedback, prompting schedule
color changes, movement and music. Patterns offers a variety of and amusing animation are sure to motivate students to build
color schemes, including black and white, vivid, metallic, pastel, switch use skills. Teachers will enjoy the ease with which they
and monochrome. Pattern complexity and movement speed may can modify the programs to meet individual user needs.
also be customized. The black and white setting may be particu- Theresa R. Lupo is an alumna of the graduate program in Special
larly helpful for users with low vision. Education at The College of New Jersey.
TECH-NJ, Vol. 10, No. 1 Fall 1998 page 18
124
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