Table 4 AIMSWeb Assessment System
Gary Germann, Edformation, Inc.

AIMSWeb is a formative assessment system that “informs” the teaching and learning process by providing continuous student performance data that can easily be translated to report academic improvement to students, parents, teachers, and administrators. A pen-based data capture system and web-based data management and reporting system will be demonstrated.

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Table 5 Viable Realtime Transcription (VRT)
John Yeh, Viable Technologies, Inc.

Viable Technologies introduces Viable Realtime Transcription (VRT), a remote realtime transcription solution fostering equal communication access for deaf, hard-of-hearing clients, as well as those with other special communication needs. Viable Technologies has provided VRT service for client usage in educational, conference/seminar, and business environments.

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Table 6 ERICA: Eye-Gaze Response Interface Computer Aid
Jon Simkovitz, Solutions for Humans

The ERICA eye-gaze system empowers individuals with disabilities by providing hands-free communication and computer access. By combining the system with ERT's GazeTracker software, companies and researchers can “see” where a person is looking.

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Table 7 Deafness: Ethical Assessment and Service Techniques
Jorge Maldonado, Saint Paul College

This demonstration provides an overview of rehabilitation services available to persons who are deaf, late-deafened, and hard of hearing. Through the use of webcasts or a CD with distance learning follow-up, users can learn about a specialized communication assessment tool, vocational evaluation accommodations, and the role of Occupational Communication Specialists in promoting employment outcomes for persons with hearing impairments.

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Table 8 Assistive Technology and Literacy: Online Training for Early Childhood
Linda Robinson, Patricia Hutinger, & Carol Schneider, Western Illinois University

The Center has developed two websites that provide online training for educators and families: (1) EC-TIIS: Early Childhood Technology Integrated Instructional System contains nine workshops focusing on assistive technology and related topics; and (2) ITLC: Interactive Technology Literacy Curriculum Online contains six workshops focusing on early literacy and related topics.  

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Table 9 Enhancing Academic and Transition Outcomes through Technology
Margo Vreeburg Izzo, Ohio State University

University faculty, teachers and students are developing and piloting a computer-based course that focuses on teaching internet research skills and career development simultaneously within the context of inclusive English classes. Consisting of a new technology called digital learning objects, this course also teaches students strategies on how to effectively use the internet to locate information and conduct research.

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Table 10 A Universally Accessible Electronic Learning
Platform for Children with Disabilities
Matthew Kaplowitz, American Foundation for the Blind (AFB) / Bridge Multimedia

This session demonstrates the broad functionalities possible within universally accessible online educational media. AFB / Bridge Multimedia are building three universally accessible online learning modules based on online developed by DigitalCurriculum for general student populations. For students, each online learning module includes a full-length educational video and additional educational materials. For teachers, each module includes lesson plans, teacher guides, and correlations to national and state standards of learning.

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Table 11 Kentucky Accessible Materials Database (KAMD)

Michael Abell & Karen Ender, University of Louisville; Preston Lewis, Kentucky Department of Education

The state of Kentucky has developed the Kentucky Accessible Materials Consortium (KAMC) and established an enterprise level online digital content management system. KAMC staff provide support and offer accessible digital content to registered users throughout all schools in the commonwealth through KAMD. The demonstration allows the audience to view the online system for searching, requesting, processing and managing accessible digital content offered by publishers to special education students who qualify under the Chafee Amendment.

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Table 12 Online Training of Student Notetakers
Patricia Billies & Josie Durkow, PEPNet (NETAC)

Online training of student note-takers is now available, courtesy of PEPNet. Students learn effective note-taking strategies and complete the training at their convenience. Presented in three modules, the training takes 90 minutes.

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Table 13 Project CARE (Curriculum Access through Reading Electronically)
Preston Lewis, Kentucky Department of Education; Ted Hasselbring, University of Kentucky; and Thomas Simmons, University of Louisville

This presentation exhibits Kentucky’s Accessible Materials Consortium (KAMC) and deployment of an enterprise level online digital content management system. Project CARE is implementing a research initiative of rigorous field-based evaluation in 750 schools, as well as examining the state level systemic issues that support UDL implementation success. Come view this powerful online system for searching, requesting, processing and managing accessible digital content offered by publishers to special education students who qualify under the Chafee Amendment.

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Table 14 Don Johnston Incorporated

Ruth Ziolkowski, Don Johnston Incorporated

Don Johnson Incorporated provides intervention products that help struggling students and students with disabilities improve literacy skills. Software offered includes reading, writing, and word-study products, as well as professional development products and services for educating teachers on using technology in the classroom to teach reading and writing.

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Table 15 Special Connections Project

Sean Smith & Suzanne Robinson, University of Kansas

The Special Connections Project’s primary purpose is the development of a virtual archive to support IDEA’s mandate for educators to provide students with special needs the opportunity for meaningful access to the general education curriculum with appropriate aids and services. The virtual archive of web-based materials being presented can be integrated into both general and special education teacher preparation programs, as well as related services personnel preparation, leadership preparation, and professional development programs.

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Table 16 The Science Writer

Tracey Hall, Elizabeth Murray, & Patricia Ganley, CAST

The Science Writer is a web-based tool and instructional approach designed to help students with disabilities learn to express what they have learned more effectively in writing and produce better science reports. It integrates research-based writing strategies, writing supports, and progress monitoring into a flexible writing environment.

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Table 17 WebAIM: Web Accessibility in Mind

Cyndi Rowland & Jared Smith, Utah State University

WebAIM's goal is to improve accessibility to online learning opportunities for all people – particularly individuals with disabilities who have difficulty accessing to online materials. Initiatives that WebAIM addresses are discussed and demonstrated, as well as other WebAIM accessibility products, tools, and services, including a web accessibility validation tool, real-time captioning tools, and a wide array of information resources.

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Table 18 Signing Science

Judy Vesel, TERC

Signing Science: TERC and Vcom3D have incorporated the SigningAvatar™ technology (developed by Vcom3D) into three EnViSci Network curriculum units, which is developed by TERC, to increase access for students who are deaf or hearing impaired. Designed to serve as a model for signing other web-based science materials, the Avatar characters – 3D figures who appear on the unit website – sign the resources and activities in American Sign Language (ASL) or Signed English (SE) as requested.

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Table 19 IntelliTools Classroom Suite

Arjan Khalsa, IntelliTools Inc.

IntelliTools Classroom Suite is a potential research platform in K-8 reading, writing, and math. The purpose of this demonstration is to generate feedback on its applicability, and to ascertain key features needed in authoring and student-performance data collection and assessment research.

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Table 20 A Digital Reader for Students with Significant Cognitive Disabilities
Bridget Dalton & Peggy Coyne, CAST; and Lu Zeph, University of Maine

In this poster session, presenters demonstrate a prototype that exemplifies a newly designed technology-based approach to literacy that applies research-based reading instruction for students with significant cognitive disabilities. This approach replaces the format of most reading curricula used to teach these children – isolated skill activities and inflexible print-based materials – with materials that exemplify Universal Design for Learning (UDL).

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Table 21 PEGS! For Teachers, and PEGS! For Parents!
Constance Quirk, University of Georgia

PEGS! For Teachers! and PEGS! For Parents! are innovative, interactive, and individualized programs that provide practice for teachers and parents in selecting appropriate and effective management strategies. The CDs, using a simulation game format, teach 12 management strategies proven effective in schools and early childhood programs. Each program contains simulations of child characters involved in various school or home activities.

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Table 22 Teacher Training Project to Improve Quality of Mathematics Instruction for Students Who Use Braille

Gaylen Kapperman & Jodi Sticken, Research and Development Institute

The presenters will describe and demonstrate a project in which materials are being developed for use with pre-service and practicing teachers of visually disabled students to increase their skills and knowledge regarding instruction in mathematics. The materials take the form of a series of interactive, audio-described and closed-captioned DVDs which demonstrate recommended strategies for the provision of high quality instruction in mathematics for blind students, and a website operated in conjunction with Texas Tech University’s Project SLATE.

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Table 23 AT Wheel for Young Children

Susan Mistrett, University at Buffalo, SUNY

The Assistive Technology (AT) Wheel for Young Children provides an innovative means of offering critical information to families and service providers. Eight of the most common activities were selected and lists of supporting AT items for each routine were then identified. Recognizing that some AT items can be used by children across several activities throughout the day, eight general AT categories were also identified and lists of relevant AT items were added as the second side of the wheel.

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Table 24 Using Technology to Impact the Literacy of

Deaf Students

Lana Cook, WGBH National Center for Accessible Media

This presentation demonstrates three projects that are exploring innovative uses of technology to impact the literacy of students who are deaf or hard-of-hearing: Cornerstones Project (web-based curriculum units), Research on Edited Captions (effects of edited captions), and Authoring with Video (write in response to digital video clips with compelling images that correspond to content area units of study).

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Table 25 The Eyegaze Communication System

Nancy Cleveland & David Kelley, LC Technologies, Inc.

The Eyegaze Communication System empowers children with severe motor and speech disabilities to communicate with the world using only the movement of their eyes. Simply by looking at control keys displayed on a screen for a fraction of a second, a child can perform a broad variety of functions including speech generation, environmental control (controlling lights and appliances), typing, and full PC access.

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Table 26 The Talking Tactile Tablet

Steven Landau, Touch Graphics, Inc.

The Talking Tactile Tablet (TTT) is an innovative computer peripheral device that presents interactive audio/tactile interactive materials to people who are blind or visually impaired. Recently, Touch Graphics has partnered with American Thermoform Corporation, a company that has been in the business of creating excellent products for the blind and visually impaired community for 40 years, to manufacture and distribute the TTT.

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Table 27 Thinking Reader

Hedrick Ellis, Tom Snyder Productions

Thinking Reader is an innovative, research-based, and research-validated program that systematically builds reading comprehension skills for students reading below grade level. The program presents core, authentic literature—the books the whole class reads—in a highly motivating and supportive environment. It embeds prompts, hints, model answers, and instant feedback into the text to provide individualized instruction.