Providing Blind Students with21st Century Math Skills

Determining the Extent to Which Two Software Programs Virtual Pencil Arithmetic and Virtual Pencil Algebra Open the Math Gateway for Students Who are Blind

Careers Conference 20082008 Preparing for a Lifetime of ChangePreparing for a Lifetime of Change

Wednesday, January 30, 2008Wednesday, January 30, 2008Madison, WIMadison, WI

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Presentation OutlinePresentation Outline Need/rationale Need/rationale Focus of this project Focus of this project Findings to dateFindings to date

Lessons learnedLessons learned SurprisesSurprises Next stepsNext steps

Additional resourcesAdditional resources Adaptive technologyAdaptive technology SoftwareSoftware Print Print

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Need/RationaleNeed/Rationale Math is the key language in Math and Science careers.Math is the key language in Math and Science careers.

Post secondary educational institutions will not waive the Post secondary educational institutions will not waive the Math/Science graduation requirements.Math/Science graduation requirements.

Blind students report that Text on Tape or note takers Blind students report that Text on Tape or note takers may not work effectively for math intensive subjects. may not work effectively for math intensive subjects.

Many colleges provide accommodations consisting of Many colleges provide accommodations consisting of assistive technology, which the student may never have assistive technology, which the student may never have encountered, nor learned to use proficiently.encountered, nor learned to use proficiently.

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Project’s ApproachProject’s Approach Prepare 10 blind students, their vision (VI) teachers,

other special educators, their math instructors, and their parents/guardians to use software specifically designed for use by blind persons, but totally accessible to a sighted person without modification.

Embed the use of this software within a comprehensive instructional support strategy.

Measure the feasibility and educational impact of this technology-rich approach.

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Sample 1, VP Algebra: Quadratic Formula #5Sample 1, VP Algebra: Quadratic Formula #5

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Sample 2, VP Algebra: Quadratic Formula #5Sample 2, VP Algebra: Quadratic Formula #5

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Sample 1, VP Arithmetic: Intro ScreenSample 1, VP Arithmetic: Intro Screen

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Sample 2, VP Arithmetic Demo: Multiplication Screen, Tutor ModeSample 2, VP Arithmetic Demo: Multiplication Screen, Tutor Mode

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Sample 3, VP Arithmetic: Multiplication Screen, Tutor mode—Sample 3, VP Arithmetic: Multiplication Screen, Tutor mode—Initial Screen to Begin Solving Problem PresentedInitial Screen to Begin Solving Problem Presented

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Key StepsKey Steps Purchased and provided Purchased and provided VP Algebra and VP Arithmetic, and their respective screen VP Algebra and VP Arithmetic, and their respective screen

readers (JAWS and Connect Outloud) to readers (JAWS and Connect Outloud) to participating blind students, their families, participating blind students, their families, and school staff.and school staff.

Established, refined, and supported interdisciplinary Math Skill Development Teams in Established, refined, and supported interdisciplinary Math Skill Development Teams in each participating school district. Each team included the student, a parent or each participating school district. Each team included the student, a parent or guardian, one or more math teachers, and all special education staff supporting the guardian, one or more math teachers, and all special education staff supporting the student’s math learning.student’s math learning.

Trained all team members to use Trained all team members to use VP Algebra, VP Arithmetic, and JAWS or Connect VP Algebra, VP Arithmetic, and JAWS or Connect Outloud effectively.Outloud effectively. Initial training—four hours per team.Initial training—four hours per team.

Established two online “communities of practice,” one for teams with students whose Established two online “communities of practice,” one for teams with students whose pre-project math skills range from 2-6pre-project math skills range from 2-6thth grade levels, the other for teams with students grade levels, the other for teams with students whose pre-project math skills are 7whose pre-project math skills are 7thth grade or above. grade or above.

Collected, analyzed, and interpreted evaluation data.Collected, analyzed, and interpreted evaluation data.

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Surprises Surprises 1 1 VI Teachers’ caseloads varied greatly.VI Teachers’ caseloads varied greatly.

VI teachers varied in the degree to which they focused on VI teachers varied in the degree to which they focused on

Nemeth Code with their students.Nemeth Code with their students.

Some districts assign one special educator [non-VI Some districts assign one special educator [non-VI

instructor] to all special education students in a particular instructor] to all special education students in a particular

building. For example, their assigned 15 students include building. For example, their assigned 15 students include

those with CD, EBD, autism, VI, LD, etc.those with CD, EBD, autism, VI, LD, etc.

Sites using the discussion/discovery approach did not Sites using the discussion/discovery approach did not

emphasize development of students’ computation fluency.emphasize development of students’ computation fluency.

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Surprises Surprises 2 2 Unlike the students, many staff and most parents Unlike the students, many staff and most parents

were not fluent users of technology and common were not fluent users of technology and common software, and found it challenging to begin working software, and found it challenging to begin working with unfamiliar software. with unfamiliar software.

Districts restricted staff and student use of the Districts restricted staff and student use of the Internet and e-mail outside of their own respective Internet and e-mail outside of their own respective school networks. school networks.

District restrictions on technology use, and low District restrictions on technology use, and low technology/software fluency levels exhibited by most technology/software fluency levels exhibited by most adults on Math Skill Development Teams, greatly adults on Math Skill Development Teams, greatly hindered the use and potential value of on-line hindered the use and potential value of on-line communities of practice.communities of practice.

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Surprises Surprises 3 3 Training needed by Math Skill Development Teams Training needed by Math Skill Development Teams

was extensive and complex. Many adult team was extensive and complex. Many adult team

members needed to increase their skills in using members needed to increase their skills in using

web browsers, email, word processing, and web browsers, email, word processing, and

algebra, while learning two new software algebra, while learning two new software

programs: VP Algebra and the JAWS screen programs: VP Algebra and the JAWS screen

reader [if their student used a screen reader.] Staff reader [if their student used a screen reader.] Staff

[other than math instructors] often did not [other than math instructors] often did not

demonstrate fluency in algebra.demonstrate fluency in algebra.1313

Lessons Learned Lessons Learned 1 1 VP Algebra best suits users who:VP Algebra best suits users who:

Thrive using a math approach that emphasizes Thrive using a math approach that emphasizes computational practice.computational practice.

Are enrolled in a pre-algebra course.Are enrolled in a pre-algebra course. Are legally blind, but can use their remaining vision to Are legally blind, but can use their remaining vision to

do school work [vs. using a screen reader].do school work [vs. using a screen reader].

VP Algebra is less suitable for users who:VP Algebra is less suitable for users who: Grasp math quickly, and perform computations Grasp math quickly, and perform computations

mentally.mentally. Need Braille output [VP Algebra works only with the Need Braille output [VP Algebra works only with the

Tiger Embosser—this hardware is quite expensive].Tiger Embosser—this hardware is quite expensive]. Are enrolled in math classes that emphasize group Are enrolled in math classes that emphasize group

discovery, discussion, and problem solving.discovery, discussion, and problem solving.1414

Lessons Learned Lessons Learned 2 2 VP Arithmetic best suits users who:VP Arithmetic best suits users who:

Thrive using a math approach that emphasizes Thrive using a math approach that emphasizes computational practice.computational practice.

Are legally blind, but can use their remaining vision to do Are legally blind, but can use their remaining vision to do school work.school work.

VP Arithmetic is less suitable for users who:VP Arithmetic is less suitable for users who: Grasp math quickly, perform computations mentally, and Grasp math quickly, perform computations mentally, and

compress steps or use “shortcuts” when doing so.compress steps or use “shortcuts” when doing so. Are enrolled in math classes that emphasize group Are enrolled in math classes that emphasize group

discovery, discussion, and problem solving.discovery, discussion, and problem solving.

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Next StepsNext Steps Continue testing VP Arithmetic with middle-school student Continue testing VP Arithmetic with middle-school student

[totally blind], and begin testing VP Algebra with her as she [totally blind], and begin testing VP Algebra with her as she makes an initial foray into algebra, using JAWS, a copy of makes an initial foray into algebra, using JAWS, a copy of which was provided through the project since she had no which was provided through the project since she had no prior experience with it.prior experience with it.

Continue testing VP Arithmetic with three low-income Continue testing VP Arithmetic with three low-income legally blind primary students [semester two, 2007-08 legally blind primary students [semester two, 2007-08 school year].school year].

Recruit additional participants for semester two, 2007-08 Recruit additional participants for semester two, 2007-08 school year.school year.

Prepare final report, disseminate findings.Prepare final report, disseminate findings.

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Additional ResourcesAdditional Resources Assistive Technology/SoftwareAssistive Technology/Software

Microsoft Accessibility Site atMicrosoft Accessibility Site at• http://www.microsoft.com/enable/at/types.aspx

Adobe Accessibility site atAdobe Accessibility site at• http://www.adobe.com/accessibility/

Texas School for the Blind and Visually Impaired Texas School for the Blind and Visually Impaired http://www.tsbvi.edu/math/http://www.tsbvi.edu/math/

Teaching StrategiesTeaching Strategies Project Math AccessProject Math Access Math Education and Nemeth CodeMath Education and Nemeth Code Producing Math Materials in Nemeth Code Producing Math Materials in Nemeth Code  Tactile Math GraphicsTactile Math Graphics Abacus InformationAbacus Information Math Technology Math Technology Math Resources Adaptive Tools and Technology for Accessible MathematicsMath Resources Adaptive Tools and Technology for Accessible Mathematics

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Sample of the Trace Center’s List of Assistive Technology Sample of the Trace Center’s List of Assistive Technology Information Links [http://trace.wisc.edu/resources/]Information Links [http://trace.wisc.edu/resources/]

Assistive Technology Product DatabasesAssistive Technology Product Databases ABLEDATA (http://www.abledata.com/) ABLEDATA (http://www.abledata.com/) is a database of information on assistive technology andis a database of information on assistive technology and rehabilitation equipment rehabilitation equipment

available in the United States. It contains more than 29,000 product listings and covers everything from white canes and adaptive available in the United States. It contains more than 29,000 product listings and covers everything from white canes and adaptive clothing to low vision reading systems and voice output programs.clothing to low vision reading systems and voice output programs.

Assistivetech.net (http://www.assistivetech.net/) Assistivetech.net (http://www.assistivetech.net/) is an online information resource created byis an online information resource created by Georgia Tech's Center for Georgia Tech's Center for Assistive Technology and Environmental Access, under funding by the National Institute on Disability and Rehabilitation Assistive Technology and Environmental Access, under funding by the National Institute on Disability and Rehabilitation Research. It provides information on assistive technologies and related resources.Research. It provides information on assistive technologies and related resources.

Assistive Technology TrainingAssistive Technology Training EASI (http://www.rit.edu/~easi/workshop.htm) EASI (http://www.rit.edu/~easi/workshop.htm) offers online and onsite-training courses about accessible information offers online and onsite-training courses about accessible information

technology, focusing on making software, hardware and online information available to people with various disabilities.technology, focusing on making software, hardware and online information available to people with various disabilities. California State University-Northridge (CSUN) Center on Disabilities Training Program California State University-Northridge (CSUN) Center on Disabilities Training Program

(http://www.csun.edu/cod/training/) provides a series of advanced, one and two-day training (http://www.csun.edu/cod/training/) provides a series of advanced, one and two-day training workshops to offer in-depth workshops to offer in-depth training on specific areas of AT; an Assistive Technology Applications Certificate Program; and customized training courses.training on specific areas of AT; an Assistive Technology Applications Certificate Program; and customized training courses.

Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) (http://www.resna.org/ProfResources/ProfessDevel/Fundamentals.html) has a two-day (http://www.resna.org/ProfResources/ProfessDevel/Fundamentals.html) has a two-day fundamentals course in assistive fundamentals course in assistive technology that is designed for newcomers as well as experienced professionals looking to expand their perspective of AT.technology that is designed for newcomers as well as experienced professionals looking to expand their perspective of AT.

University at Buffalo (http://at-training.com/) has a free Assistive Technology Training Online University at Buffalo (http://at-training.com/) has a free Assistive Technology Training Online Project which provides Project which provides internet-based training in both general and specific areas of adapted computer use. The focus is on AT applications that address internet-based training in both general and specific areas of adapted computer use. The focus is on AT applications that address the needs of students with disabilities, particularly in elementary classrooms.the needs of students with disabilities, particularly in elementary classrooms.

The Alliance For Technology Access (ATA) (http://www.ataccess.org/) The Alliance For Technology Access (ATA) (http://www.ataccess.org/) is a network of community-based Resource Centers, is a network of community-based Resource Centers, Developers and Vendors, Affiliates, and Associates dedicated to providing information and support services to children and adults Developers and Vendors, Affiliates, and Associates dedicated to providing information and support services to children and adults with disabilities, and increasing their use of standard, assistive, and information technologies.with disabilities, and increasing their use of standard, assistive, and information technologies.

Closing the Gap (CTG). (http://www.closingthegap.com/)Newspaper, Resource Directory, and Forums.Closing the Gap (CTG). (http://www.closingthegap.com/)Newspaper, Resource Directory, and Forums. Annual conference Annual conference held in October in Minneapolis, Minnesota.held in October in Minneapolis, Minnesota.

California State University-Northridge (CSUN) Center on Disabilities (http://www.csun.edu/cod/). Annual conference on California State University-Northridge (CSUN) Center on Disabilities (http://www.csun.edu/cod/). Annual conference on "Technology and Persons with Disabilities" held "Technology and Persons with Disabilities" held in March in Los Angeles, California.in March in Los Angeles, California.

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H327A050021 is funded 100% by the U.S. Department of Education, H327A050021 is funded 100% by the U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education and Rehabilitative Services, Steppingstones of Technology Innovation for Students with Steppingstones of Technology Innovation for Students with Disabilities [CFDA 84.327A, Phase One], for the period 01/01/06—Disabilities [CFDA 84.327A, Phase One], for the period 01/01/06—12/31/l07, with a no-cost extension through 09/30/08. 12/31/l07, with a no-cost extension through 09/30/08.

Principal Investigator and Project Director:Principal Investigator and Project Director:John Gugerty, ResearcherJohn Gugerty, Researcher

Center on Education and Work, School of EducationCenter on Education and Work, School of Education

University of WisconsinUniversity of Wisconsin

1025 West Johnson Street, #9641025 West Johnson Street, #964

Madison, WI 53706-1796Madison, WI 53706-1796

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