ERIC - Education Resources Information Center - ED 379 887 … · 2020-05-04 · Education. Special Education Programs (ED/OSERS), Washington, DC. Early Education Program for Children

ED 379 887

AUTHORTITLEINSTITUTION

SPONS AGENCY

PUB DATECONTRACTNOTEAVAILABLE FROM

PUB TYPE

JOURNAL CIT

EDRS PRICEDESCRIPTORS

ABSTRACT

DOCUMENT RESUME

EC 303 761

Hutinger, Patricia L., Ed.; And OthersACTTive Technology, 1994.Western Illinois Univ., Macomb. Coll. ofEducation.Special Education Programs (ED/OSERS), Washington,DC. Early Education Program for Children withDisabilities.94

H024D2004470p.; A product of Project ACTT.Macomb Projects, 27 Horrabin Hall, Western IllinoisUniversity, Macomb, IL 61455 ($16 for a 1-yearsubscription).Collected Works Serials (022) ReportsDescriptive (141)ACTTive Technology; v9 n1-4 Win-Fall 1994

MFOl/PC03 Plus Postage.*Assistive Devices (for Disabled); *ComputerSoftware; *Disabilities; Early Childhood Education;*Educational Technology; Input Output Devices

This document is composed of four issues of aquarterly newsletter on the use of assistive technology applicationsin educating young children with disabilities. Feature articlesinclude: "Study Reveals Assistive Technology Effects, Benefits,Barriers" (Patricia Hutinger and others); "Adapting MacintoshSoftware To Meet Individual Needs" (Linda Robinson and CarolSchneider); a conference keynote address by Charles Frame;"Frolicking Fun with the Fripples" (Lela Cunningham); "Sheboygan SiteHas ACTTive Early Intervention Program" (Linda Robinson); "StudyShows Assistive Technology Produces Positive Effects, MakesRecommendations for Future Efforts" (Patricia Hutinger); "TechnologyProvides Valuable Learning Tools for Children with Disabilities";"The Potential of Assistive Technology" (Patricia L. Hutinger); and"Memory: An Overview" (Carol Schneider). Curriculum activitiesinclude "Controlling Familiar Sounds,". "Sounds around Me," and"Storytime with Bobby and Friends." Brief. descriptive reviews areprovided of several software programs, such as "The Backyard," "PrintShop Deluxe," "Storytime Tales," "Circletime Tales," "Putt Putt Joinsthe Parade," "Thinkin' Things," "Ugly Duckling," "Sammy's ScienceHouse," "Words around Me," "Easy Street," "Big Bug Alphabet Book,""EA*Kids Art Center," "IntelliPics," and "The STACK SHOP." Notesabout switch software, new devices for alternate keyboard input,technical assistance videotapes, and gestural input systemdevelopment are also provided. (JDD)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

***********************************************************************

ACTTive TechnologyVolume 9 Numbers 1-4

1994

Project ACTT

Western Illinois University

Macomb, IL 61455

BEST COPY AVAILABLE

2

U S. OEPANTMENT OF EDUCATIONOfhce 04 Educatronal Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

/Ns document has been reproduced asrecerved from the person or organrzstronoriginatong a

0 Minor changes have been made to improvereproduction quality

Points of view or opinions stated in thisdocrr .merit do not necessarily represent officialOE RI position or policy

ACTTivE TEchNoLo,ciyProject ACTT, Western Illinois University, Macomb, IL 61455

eCopyrfight 1994 Macomb Projects

VOLUME 9, NUMBER 1 Winter 1994

Study Reveals Assistive Technology Effects, Benefits, Barriersby Patricia Hutinger, Sharon Hall, & Brenda Jameson

According so the results of a recentlycompleted study at Western IllinoisUnix zrsity, parents and service provid-ers perceived that assistive technologywas effective in developing social-emo-tional, academic, and correlate skills inchildren with multiple disabilities.Funded by the Technology, EducationalMedia, and Materials for Individualswith Disabilities Program in the U.S.Department of Education, the purposeof the two-year study was to determinethe effects of technology applicationsand barriers on the achievement of

educational goals of children with mul-tiple disabilities.The study examined changes seen in

children as a result of participating in avariety of assistive technology experi-ences carried over into other parts oftheir lives. A modified naturalistic in-quiry approach incorporating qualita-tive data was used. Data collectionprocedures included observations, vid-eotapes of children as they usedassistive technologies, questionnairesand interviews with teachers and par-ents, and other relevant materials.

Adapting Macintosh Software to MeetIndividual Needs

by Linda Robinson and Carol Schneider

Activities can be designed to re-inforce beginning switch skills forchildren who have severe disabili-ties and will eventually be using ascanning mode forcommuni call on.ACTT has defined six levels ofswitch progression to prepare achild for scanning. Levels rangefrom establishing causality withsimple switch input to communi-cating through pictures or words.Through the use of Ke:nx®, anadaptive interface for the Macin-tosh, software can be customizedaccording to different levels ofswitch use.

M an example , ACTT has takenone software program, Millie'sMath House (Edmark), and de-

signed Ke:nx® set-ups to reinforcevarious switch skills. One set-up toreinforce causality or the first levelof switch progression involves theuse of four switches, Ke:nx® andthe Multiple Switch Box. The fourswitches are set up to activate thecow, dog, duck and pig in "HereComes Billie & Boing. ". This por-tion of the program presents thechild with several animal blocks.The child can move the mouse toone of the blocks and click to hearthat animal sound, or a game can beplayed in which the child is re-quired to click one of the animals tocomplete a specific pattern. Tosimplify the program, a Ke:nx®

continued on page_to

ProceduresThree groups of children with mul-

tiple disabilities who began using tech-nology in early intervention programswere studied, together with their fami-lies, teachers, suppor t staff, and admin-istrators. The children were enrolled in11 school districts located in westernIllinois and in ACTT replication sites.Group I consisted of seven children,four girls and three boys, who wererelati-iely new users of assistive tech-nology. These children, originally as-sessed by Project TTAP (TechnologyTeam Assessment Process) for appro-priate assistive technology applicationsand equipment, ranged in age from 4 to10. Seven Group I parents and 19 pro-fessionals, including classroom teach-ers, LD resource teachers, and speechtherapists participated.Group II was composed of seven chil-

dren, 1 girl and 6 boys, who had beenintroduced to assistive technologythrough Project ACTT. They had usedtechnology applications for a numberof years, beginning in preschool orbirth to three programs. Group II chil-dren ranged in age from 8 to 14. SixGroup II parents and 12 professionals,including administrators, classroomand resource teachers, and speech thera-pists participated.Group III, which served as a compari-

son group, included 27 children, 11girls and 16 boys. Their ages rangedfrom 2 to 14. Nine parents, and 17professionals, including a state tech-nology coordinator, were participants.Data were collected over a 20 month

period. An average of 10 hours of inter-views and 13 hours of on-site observa-

continued on page 3

Page 2 ACTTive Technology Winter 1994

From The Editors.by Linda Robinson

It's that time of year again when welook longingly toward an early Spring,and Macomb Projects' staff anxiouslyprepare for the ACTT conference!Every year we feel that we are planningfor the best one yet, and this year we aresure of it. Augmentative communica-tion will be the main focus of ourkeynote speaker on Thursday. We arefortunate to have Chuck Frame, thedeveloper of the prototype for theSpeakEasy communication device,share his expertise with us. Along withhis presentation and workshops, wewill be providing quite a variety oftopics by other presenters.

Participants always leave Macombwith practical ideas that they can imple-ment easily at their own sites. If youhave joined us in the past, you canattest to this fact, and we gladly wel-come you back for a whole new set oftechnology ideas. If you have not at-tended our conference before, we hopethat you will consider ACTT V as yourintroduction to a very specialized earlychildhood technology conference. Toencourage staff at our ACTT sites toattend the conference, we are offeringa $20 discount off of the regular two-day registration fee. If you are part ofan ACTT replication site program andhaven't been to Macomb since train-ing, now is the time to update yourtechnology skills.Further details aboutthe conference are contained in thisissue . (Sec pages 10 and 13.)

Some of the articles in this issue ofACTTive Technology contain bits ofinformation which will be expandedupon during the conference. For ex-ample, the front page article about theeffects, benefits, and barriers of tech-nology includes a sampling of datacollected over the past two years. Stafffrom our Research Project will present

further data and summarize their find-ings during one of the conference ses-sions. The other front page story onMacintosh applications includes de-scriptions of a few of the adaptationsACTT has designed for young chil-dren. You can learn how to designyour own Unicorn overlays and switchset-ups with Ke:nx during a confer-ence workshop.

Several other sessions will featureinformation on developing Macintoshactivities for preschool children. Twoof the presentations will deal specifi-cally with ways to incorporate tech-nology into art activities. Again thisyear we will offer a switch construc-tion workshop in which participantscan choose to make one or moreswitches selected from a variety oftypes.One of the biggest hits of the confer-

ence each year is public domain soft-ware. Besides Apple software, wenow provide information on Macin-tosh programs. One of the better Ma-cintosh public domain programs is re-viewed for you in this issue. Therewill be a conference session focusingon public domain and shareware andways to use a variety of these pro-grams. If you want to review softwareyourself, ACTT V will be a good op-portunity to preview both public do-main and commercial programs. Pub-lic domain software will be availablefor purchase.

As you read through the articles inthis issue and they spur your furtherinterest in these subjects, rememberyou can get first-hand information onalmost any topic related to technologyand early childhood at ACTT V. Ma-comb is a great place to be in March(and that has nothing to do with theweather)! Hope to see you here.

Table of ContentsStudy Reveals Assisdve Technology,

Effects, Benefits, Barriers-- 1Adapting Macintosh Software ...... 1From the Editors ............................ 2Apple Stops Producdun of Re «...« 4Curriculum ACTTivitles ............ 5Resource Books 6NICHCY Address 6Technology Provides Valuable.

Learning Tools............,............Low Cost Technology Resource

Guide 7Software Review: The Backyard.. 8Software Review: Baby Smash ..... 8Ke:nx Set-ups for Millie SSoftware Review: Banner Books « 9Calendar of Conferences 9Software Review: Print Shop

Deluxe ..... 9ACTT V Conference --.......... 10Shareware and Public Domain .....

Resources 11Software from Don Johnston ........ 12Videos Highlight Behavior

Management, Technology, GrantWriting, Inclusion 12

-.Tr Summer Training ..---- 12V Keynote: Augmentative

Communkution 13ACTT V Registration Form 13Macintosh Technology for Young

Children Video ..... 14Professional Competency Lists ..... 14Simple Switch Software ................. 15Product Order Form 15

ACTTive Technology Subscription

Editor-in-chief: Patricia HutingerAssistant Editor: Linda RobinsonContributing Staff: Karen Baird,Carol Bell, Letha Clark, JoyceJohanson, Jennifer Lucie, and CarolSchneiderLayout & Design: Joyce Johanson

Subscription InformationACTTive Technology is published quarterly

by Project ACTT,an Early Eclucati-n Program for Children

with Disabilities Outreach Project#H024D20044

Macomb Projects, 27 Horrabin Hall,Western Illinois University,

Macomb, IL 61455309/298-1634

Subscriptions arc $16 per year

Whiter 1994 ACTTIve Technology Page 3

Assistive Technology Effects continued from page 1

tions were conducted for each child.All children in Groups I and II wereseen at school and home twice monthlyat approximately two week intervals.

Comprehensive case studies werewritten for each child in Groups I andII. Telephone interviews with GroupIII parents and professionals were car-ried out three times during the study. Anational panel of seven experts re-viewed procedures and data, providinginput from the onset of the project.

ResultsBenefits. The parents and school staff

were asked to evaluate the effects ofassistive technology use on the chil-dren across eight skill areas. Theseareas included communication, play.functional activities, academics, socialinteractions, social-emotional develop-ment, environmental control, and emo-tional outcomes. A summary of theirresponses is shown in Table 1.

The staff for Group I reported im-provements in all the children's com-munication, academics, social interac-tions, social-emotional skills, and en-vironmental control. A teacher ex-plained how technology has helpedtwo 12 year-old children gain this con-

=1, "They [two study children in herclass] enjoy it...and on the computer,they can make choices and tell us whatthey want depending on the program."Another Group I teacher characterizedthe changes she saw in a child as aresult of her use of technology. "Sheattends to it [the computer) more thanother toys. She's become more interac-tive with all of us. She gives better eyecontact. She is more personable, moreaffectionate."

Group II staff reported all childrendisplayed little improvement orchangein only two areas, play and functionalactivities.

The parents of all the children inGroups I and II reported improvementsin each skill area. A mother describedthe skill improvements displayed byher young son, "The main thing is, heis more independent. He is getting alongwith the other kids a lot better. Hisbehavior is better when he is on thecomputer..."

All respondents were asked to de-scribe the benefits of assistive technol-ogy applications for the children. GroupI, Group II, and Group III staff mem-bers and Group I parents reported tech-

Report of Effects of Technology. Over TimeGroup I Group II

1war

Skills ImprovedParents

(N=6)Ste

(I15)Puente(16)

Staff(N616)

Communication 83% 93% SI% 67%

Play Activities 75% 40% 100% 80%

Functional Activities 50% 44% 57% 59%

Academics 87% 55% 90% 57%

S )cial Interaction 83% 93% 50% 55%

Social Outcomes 75% 57% 70% 51%

Control overEnvironment

67% 50% 80% 80%

Emotional Outcomes 83% 90% 100% 80%

nology helped most with the develop-ment of social-emotional skills. Thiswas followed in descending order bycognitive development, communica-tion-language development, and mo-tor development.

Group II parents reported their chil-dren showed equal improvements inthe areas of social-emotional develop-ment and cognition, followed by com-munication-language development. AGroup II mother discussed one way herson used assistive technology, a switch-activated communication device, toparticipate in classroom activities. Shesaid, "He's proud of himself when hehas the 'Pledge of Allegiance' on. Ithink he is happier." However, GroupII families did not report benefits inmotor development.Group III parents indicated major skillimprovement as social-emotional, fol-lowed by communication-language,cognition, and motor development.Barriers. All respondents were asked

to describe the barriers they faced whileimplementing assistive technology ei-ther in instructional or home settings.The majority of the families and staff(ranging from 51% to 73%) identifiedbarriers related to financial or lack ofadequate technology training. Finan-cial concerns included inadequateequipment, inadequate classroom staff-ing, and limited educational services.Training concerns involved the lack ofpersonal training and technology sup-port services.Additional problems reported by staff

and parents alike in all three groupswere: (a) malfunctioning equipment,(b) inadequate equipment, and (c) timeconstraints in personal or classroomschedules that precluded adequatepreparation on technology.Parents also found that some vendors

were unreliable when making repairs.Rather than dealing with these ven-dors, parents tended to make their ownequipment adjustments and repairs.One 'her cited an additional barrierconct._ .ing second-hand equipment.She said, "We have just tons of pro-

continued on page 11

Page 4 ACITIve Technology Winter 1994

Adapting Macintosh Sotware continued from page 1

set-up can be made so that a switchpress takes the place of the mouse.The set-up is designed so that a presson one of the four switches producesan animal sound. At the simplestlevel the child is learning that he cancontrol the sound made by a desiredanimal by pressing one of the switches.With other set-ups the child will even-tually learn to press a switch at anappropriate time to get a desired re-sult.At a higher level of switch progres-

sion, the child may be required topress the switch to start action on themonitor, then press again to get adesired result. An example of thistype of switch use is a Ke:nx® set -upwith "Build a Bug" portion of Millie'sMath House. In this part of theprogram the child can build a bug byselecting bug parts and numbers toindicate their quantity by selectingthe items with a mouse click.For a child who needs switch input,

a Ye:nx® set up can be made so thatone switch press starts a scan of thebug parts and numbers and a secondpress activates the selection. The childcreates her own bug on the screen bypressing her switch, watching the ver-tical scan of the bug parts, then press-ing the switch again when the scan isat the desired item. She presses herswitch to start the scan again andwaits until her desired number ishighlighted, then presses to select thatnumber. These steps for making abug help teach important switchpressing skills needed for more so-phisticated zip, lications later, such asword processing or communication.

A program such as Millie's MathHouse can also be adapted for touchtablet use through Ke:nx®. If a childis unable to operate the mouse, over-lays can be inadc for the UnicornExpanded Keyboard so that a press ona picture replaces the mouse move-

ment and click. Also the program canbe simplified for young children bydesigning overlays with a limitednumber of choices. One example isan overlzy for the "Big, Middle,Little"portion of the disk. In this

An overlay in which only the littlecharacter and little shoes can be pre-sented to the child. A second and thirdoverlay can be made for the big andmiddle characters. By customizingthese overlays, a branching function

program three characters, a big one,medium size one, and a little one, arcin need of shoes. The child is pre-sented with a closet full of shoes fromwhich to choose the right pair to fiteach character. There are nine pairsof shoes in the closet. To simplify theprogram and limit the number ofchoices for young children, a Ke:nxsetup and overlay can be made.

e Stops

Production of IleIn January 1983, the Apple He made

its debut. With that debut began the eraof microcomputer technology that hassurpassed imaginations. Now, elevenyear later, the Apple He is dead. Appleofficially dropped the He and theAppleColor Composite Monitor liefrom its product list in November 1993.While the computer itself is no longer

being produced, there is a Ile emulatorcard fo r the Macintosh LC and Perfo rm acomputers. So don't despair, even whenyour personal Apple Ile bites the dust,with the lie card, you will still be ableto use your Apple Ile software on thenewer machines!Apple will continue to sell lie floppy

drives and other accessories. Service toexisting Ile computers will also con-tinue.

can be included so that the interven-tionist can move easily from one over-lay to the next. Through Ke:nx® activi-ties can be customized for any softwareprogram.

The Computer as StorytellerOne activity children of all ages enjoy

is having a book read to them. With theprogram, Storytime Tales (DonJohnston), the computer is used as thestoryteller. Children can take turnsturning the pages with a switch press ortouch on the TouchWindow. Whenoff-computer materials such as a dollwith dirty clothes, and a play washingmachine are added, the children be-come active participants in the story.For a child who is visually impaired,

figures printed from the program canbe felt and explored as the story is beingread on the computer. The sound ef-fects and the tactile figures make thestory more concrete for him. The adultand child can both wear an apron madeof material to which figures can beeasily attached with velcro.

Using Ke:nx® and the Unicorn Ex-panded Keyboard, a communicationactivity can be designed around anysoftware program. For example, anoverlay can be crested to provide ameans for children to talk about Bobby,Molly and Forgetful after usingStorytime Tales. It can be used as anindivi4ual or group activity.


Winter 1994 ACTTive Technology Page 5

F11 Curriculum ACTTivitiesThe following curriculum activity was taken from Building ACTTIve Futures: ACTT's Curriculum Guide for Young Children andTechnology. Part II: Birth to Three Curriculum Activities.

(ontrolling Familiar SoundsContent Area: Cognition, beginning development of causality

Child Objectives:1. Press switch to activate tape recorder.2. Indicate awareness of causality through facial expression.3. Re-activate switch when tape recorder stops.

Materials:Battery-operated tape recorderTape of familiar soundsBattery InterrupterSwitchTimer

Procedures:

Related Activity:Separately record parents and siblings as they whistle, make silly sounds,and sing silly songs. Also record familymembers' normal conversations in which they are speaking the child's name. Record animal sounds, music heard in thehome, or other sounds which are part of the child's environment.

Switch Activity:1. Select appropriate switch and secure it in a stable position for the child.

2. Position the child so that he can activate switch with little effort.

3. Attach a timer to the tape recorder and switch. This will allow the tape to play for several seconds before stopping.

4. Activate the switch for the child to direct his attention to the activity.

5. Draw the child's attention to the switch by pointing to it and verbally encouraging him to make the sounds go again.

6. Establish with the family the words to use for prompting or requesting, such as "make more" or "make it go", and usethose words consistently with the child.

continued on page 6

7


Curriculum Activity continued from page 5

7. If child does not respond to a verbal prompt, physically assist him in activating the switch to make him aware of whatit does.

8. After the tape stops, allow the child time to voluntarily make an effort to activate the switch or indicate a desire to doso before assisting him again.

9. When child activates the switch by himself, verbally reinforce him by describing what he did ("You did that!" "Youniade it go!")

10. Change the tape to different sounds when the child appears to become distracted easily or loses interest in one sound.

Helpful Hints:If the combination of the switch and tape recorder in the child's visual field are distracting or confusing, the tape recordercould be placed out of view so that the child focuses only on the switch. Also adding a visually appealing cover to theswitch may help in directing the wild's attention to it.

Since the focus of this activity is an auditory stimulus, limit other auditory distractions in the environment. Sounds froma radio or television arc common in the home and are often overlooked as distractions to the child. If a large room witha high ceiling is used for this activity, such as at a center location, it may be necessary to confine the sound in a small areaso that the child is able to focus on the origin of the sound.

Variation:After the child becomes familiar with the switch, it may be desirable to use it without the timer. 1 he child would then berequired to hold the switch down to play the tape. When using a tape of a silly song, a family member could sing andperform gestures along with the tape and stop when the tape stops. This would add an extra dimension to the activity andmay keep the child's attention for a longer period of time.

Adaptations:Visual Impairment: Place a tactile cover on the switch to encourage the child to physically explore it and activate it.

Auditory Impairment: Use earphones with the tape recorder to amplify the sound for the child. For more severeimpairments, this activit., may not be appropriate.

Motor Impairment: Select an appropriate switch and placement so that the child is given the opportunity to activate theswitch with the slightest amount of effort.

Resource Books Target FamiliesTwo books available from the Family

Resource Center on Disabilities(FRCD) focus on strategies to helpparents cut through bureaucracy whenseeking services for their children.

How to Get Services by BeingASSERTIVE is a 200+ page manualthat gives information on building self-confidence and positive attitudes; as-serting yourself at IEP meetings anddue process hearings; and developing

advocacy and assertiveness skills.How to Organize an Effective Par-

ent/Advocacy Group and MOVEBUREAUCRACIES, also over 200pages, gives tips on organizing a parentadvocacy group and moving bureau-cratic mountains.

Each book is $10.00 plus $2.00 forpostage and handling. Order fromFRCD, 20 East Jackson Blvd., Room900, Chicago, IL 60604.

I New NICHCY Address

I National InformationCenter for Children andYouth with Disabilities(NICHCY)P.O. Box 1492Washington, DC 20013

I 202/416-0300

Winter 1994 ACTTIve Technology Page 7

Technology Provides Valuable LearningTools for Children with DisabilitiesProject ACTT stresses the importance

of assisting young children with dis-abilities to establish independent be-havior whether those disabilities aremild or severe. We realize that com-puters are not necessary for all chil-dren; however, young children withdisabilities must have opportunities tofunction independently. Computers,adaptive peripherals, developmentallyappropriate software and activities, andother assistive technologies providechildren with disabilities tools that en-courage autonomous behavior in waysthat cannot be matched by other mate-rials and experiences.Assistive technology, including com-

puters and related adaptations, providesa variety of tools to increase the prob-ability that children with disabilitieswill interact with their world. Usingcomputers in educational activities rel-evant to needs and interests, children

Resource FeaturesHigh Tech at Low Cost

Face it, assistive technology can beexpensive. How would you like a re-source that shows how to identify theright technology for a person with dis-abilities, how to build it or where to buyit, and how to use it effective] y? HIGHTECH/LOW COST is designed to dojust that. The 360-page manual andaccompanying videotape cover suchtechnology as switches, communica-tion aids, computer access devices, en-vironmental controller, and comput-ers.

For more information about this re-source, which also includes a build-it-yourself kit and a quarterly newsletter,call TechnoGenesis 602/778-5611 or602/176-4248.

gain self-confidence, social skills, com-munication skills, gross and fine motorskills, problem solving skills, and awide range of abilities and knowledgeneeded to function in society.

Disabled or not, most young childrenare active learners, constructing knowl-edge through experiences within theirenvironment. Play is the vehicle child

adaptive devices for children withphysical disabilities who cannot ac-cess their environment. Children whowill never be able to hold a pencil canuse graphics software for drawing andword processing programs for writing.Children who are unable to speak canuse the computer as a communicationtool. For those with language, the

Computers, adaptive peripherals, developmentallyappropriate software and activities, and other assistivetechnologies provide children with disabilities tools thatencourage autonomous behavior in ways that cannotbe matched by other materials and experiences.

ren use to make sense out of theirworld. While computers do not replacemanipulative, tactile experiences, theydo provide another way for children tointeract with people, objects and theenvironment. The computer is anotherkind of learning material, another cen-ter, a tool of multiple uses and multiplelearning experiences.

Although computers can be used forplay, the computers children use arenot toys. They are the "real thing," thesame equipment that their parents useat work or at home, the same equip-ment their teacher uses to write news-letters and maintain records. Unlikeadults who may be apprehensive abouttechnology, children accept it readily.Technology is no more new to themthan the myriad of other new experi-ences and stimuli that come their wayregularly. Given proper explanation,children learn to operate a softwareprogram as easily as they learn to oper-ate a VCR or zap through TV channelswith the remote control.

Computers are especially successful

9

computer provides topics and incen-tive for conversations. Social interac-tion among children using the com-puter occurs spontaneously and shouldbe encouraged.

Project ACFI' believes in childrenand in providing them opportunities todevelop to their highest potential. Wehave seen how technology applicationshaye contributed to the development ofchildren's skills in many areas over thepast ten years. While some may stillthink of technology as an unnecessary"frill," we see it as a tool for somechildren an essential tool -- that con-tributes positively to a child's life.

The computer, along with adaptiveperipherals which provide alternateaccess for children with physical dis-abilities, is a tool children can use forcommunication, play, social interac-tion, problem solving, and other learning. The variety of potential uses andcapabilities are far beyond repetitivedrill and practice. When technologyactivities are integrated into the pre-


Page 8 AC1"T1ve Technology Winter 1994

WONdERIUL BACkyARd AdVENTURES

FUN-fillEd LEARNINq ENVIRONMENTby Carol Bell

If you are looking for adventure, justlook in The Backyard'' ! The Back-

yard by Broderbund provides familiaradventures found in your own back-yard and some adventures that are notso common. Created for children ages3 - 6, The Backyard's menu designuses icons of familiar objects found inthe backyard to select activities.

When the program begins, childrenmay choose between two charactersnamed Ginger and Pepper to serve asguides through the backyard.The Backyard is full of mysteries

that provide entertainment and educa-tion. Exploration in the backyard re-veals a fence that plays tunes the chil-dren create, ants that play volleyball, aplane that paints clouds and other sur-prises that bring a smile to your face.

Six familiar objects in the backyardwill lead the user to six different activi-ties. Clicking the sandbox will give achild the opportunity to increase map-ping skills while digging for buriedtreasure. The activity offers choices by

Now Available

MACcessories: A Guide toPeripheral Devicesfor the Macintosh

$15.00

-PLUS-

Good Leads for SoftwareNeeds: Suggested

Macintosh Softwarefor Young Children

$15.00

Order Both for $25.0011

Use order form on last page

CREATE

providing different kinds of maps thatincrease with difficulty as the user un-covers the buried treasure. A child cancreate an original buried treasure map.Opportunities abound in the pumpkin

patch where a child can move veg-etables to create a scary pumpkin facewhile increasing pre-math and vocabu-lary skills. Caterpillars come out tohelp a child add, subtract, multiply ordivide vegetables to add to the pump-kin. A printer icon is available on thescreen that offers the child a choice toprint the finished creation.Choosing the scarecrow in the garden

will give a child the freedom to createfaces for the scarecrow illustratingdifferent emotions that a person mayfeel. These faces range from silly toreal feelings that a person experiencesthrough the day.

Delving into the animal cookies en-ables children to build exotic animals.Mixed up animal parts fly out of acookie box and divide for children toput back together. The animal piecesare shades of gray. Once completed,the puzzle turns to vibrant colors

The sticker book shows differenthabitats and the animals that live there.Picking up an animal and placing it inits habitat will enable the children tosee the animal interact in its naturalhabitat. If the animal is placed in anunnatural habitat, it will slide out andclues to its natural habitat are given.Fall through a knothole in the picnic

table to play a rousing board gamewhere with the roll of the die, you 'anstrengthen strategic thinking skillswhile building wild animals.BrOderbund's The Backyard is avail-able for $29.95 from Mac Wami-fouse,PO Box 3013, 1720 Oak Street,Lakewod, NJ 08701-3013; 800855-6227.

10

Shareware Program a"Smashing Success"by Jennifer Lucie

Baby Smash! ®, a shareware programdeveloped for the Macintosh by JustinCohen, is a cause and effect program.The program begins with instructionsto "smash away," and brightly coloredgeometric shapes and sounds flash onthe screen simultaneously when anykey is pushed. The program offersplenty of variety, as the responsechanges even when the same key ispushed repeatedly.

Each of the three attributes, sound,color, and overlapping capabilities, canbe turned off by selecting Preferenceson the Menu bar. Shapes are shades ofgray when the color option is not se-lected. When overlapping capabilitiesare on, the shapes "stack" on top ofanother, but when that option is tinnedoff, the shapes appear and disappear onthe screen randomly.

Public domain and shareware re-sources are found on page 11.

."\Ke:nx® Set-ups for Switchand Alternate KeyboardInput for Millie's Math House

If you have young children whowould enjoy Millie's Math House(Edmark), but need switch or alter-nate keyboard input, this disk is thesolution to your problem. It con-tains 22 set-ups to be used withscanning skills. The other 10 set-ups are for alternate keyboard use.The disk and a copy of ACTT'sLevels of Switch Progression and areduced version of the graphics forUnicorn set-ups are availablethrough Macomb Projects for$15.00. Use the order form on thelast page of ACTTive Technologyor fax a purchase order to Macomb...Projects, 309/298-2305.


Software Prints Children's Stories in Print Shop IDeluxeBanner Format treat Addition to

Software LibraryToucan Educational Software offersBanner Books, software for the AppleH line. Children select a number oflinked backgrounds and watch as theyscroll by on the screen. Text and clipart from a selection of hundreds ofgraphics can be added to create books.

The books print out in a horizontalformat in three printout sizes, fromminiature to a big banner size that canbe displayed as a border around theclassroom. Banner Books can be

printed up to 90 feet long!Five titles are available, each costing

$49.95: Writing Across America ,Onthe Street Where You Live, YourSchool Day, All Along the Alphabet,and Hiking Through Habitats.

A package containing all five titlescosts $225. Titles are available on ei-ther 5.25" or 3.5" disks. Order fromEducational Resources, 1550 Execu-tive Drive, Elgin, IL 60123; 800/624-2926.

( Calendar of Conferences )March 16-19,1994: Technology and Persons with Disabilties Conference at theLos Angeles Airport Marriott Hotel. Contact Dr. Harry Murphy, California StateUniversity, Northridge, 18111 Nordhoff St., DVSS, Northridge, CA 91330;818/885-2578.March 17-18, 1994: ACTT V Technology Conference in Macomb, IL.Contact Project ACTT, 27 Horrabin Hall, Western Illinois University,Macomb, IL 61455; 309/298-1634.March 30,1994: Southwest Missouri Education and Technology Conference atUniversity Plaza, Springfield, MO. Contact the Regional Consortium for Edu-cation and Technology, 13480 South Outer Forty Road, Ste. #101, Chesterfield,MO 63017.April 6- 10,1994: "Achieving Exceptional Outcomes," Council for ExceptionalChildren's 1994 Annual Convention in Denver, CO. Contact CEC, 1920Association Drive, Reston, VA 22091; 800/486-5773.April 8-10, 1994: The New Learning Environment: Serving Diversity ThroughTechnology in Albuquerque, MN. Contact the National Education Association,1277 University of Oregon, Eugene, OR 97403-1277.April 14-16, 1994: Northwest Council for Computer Education Conference1994 in Spokane, WA. Contact NCCE '94, 1277 University of Oregon, Eugene,OR 97403-1277.April 15-17, 1994: Technology, Reading & Learning Difficulties Conferencein Baltimore, MD. Contact Educational Computer Conferences, 1070 CrowsNest Way, Ricnmond, CA 94803; 510/222-1249 or 800/255-2218.April 21- 23,1994: The 35th Annual Conference of the California Transcribersand Educators of the Visually Handicapped in Costa Mesa, CA. ContactCTEVH, 741 North Vermont Avenue, Los Angeles, CA 90029-3594.April 24- 27,1994: National Symposium on Information Technology (NSIT)8th Annual Conference in Myrtle Beach, CA. Contact NSIT, Center forDevelopmental Disabilities, University of South Carolina,' Benson Bldg., FirstFloor, Columbia, SC 29208; 803/777-4435.

11

by Carol Schneider

Creating colorful, interesting news-letters, signs, letterheads, greetingcards, and calendars on your Macin-tosh is easy with The Print Shop De-luxe.

Similar to the Print Shop version forthe Apple IIGS, Print Shop Deluxemakes a great addition to any Macin-tosh software library.

Create monthly classroom calendarsusing graphics as a way to remindchildren of iroportant upcoming events.Text, as well as graphics, can be addedto the individual cells in the calendargrid.Customized fonts is a nice feature of

the program. Twenty-one unique fontshapes are offered as options, such asdouble arch or pennant shapes. Textstyle and fill, shadow style and fill, andcolor can be easily customized.Importing graphics is done easily by

copying and pasting, and objects canbe resized without loss of quality.Graphics include 33 portrait back-drops, 201andscape backdrops, 15 sidefold spread backdrops, 12 top back-drops, 15 horizontal backdrops, 13 tilebackdrops, 116 square graphics, 25row graphics, 23 column graphics, 35mini-borders, and 20 ruled lines.Creations mades with The Print ShopDeluxe can be printed on laser printersor ImageWriter II printers. Print op-tions include a Coloring Book (out-line) mode, which helps save colorribbons.Published by Broderbund, The Print

Shop Deluxe can be purchased fromEducational Resources for $54.95. Itrequires System 7.0 or higher, a harddisk with 6 MB free for installation,and 4 MB RAM.

Page 10 ACTIrlve Technology Winter 1993

ACTT V CONFERENCE PROMISES

INFORMATIVE, PRACTiCAl. SESSIONS

What is the ACTT V Conference?ACTT V is a small, informal technology conference which offers sessions and hands-on opportunitiesto learn about usingcomputers and adaptive peripherals for young children with disabilities. The March 17-18, 1994 conference is the fifthannual technology conference is sponsored by Project ACTT (Activating Children Through Technology).

Who should attend ACTT V?ACTT V is for anyone who desires information and training about assistive technology. Teachers, parents, programassistants, school and program administrators, and State Part H and 619 coordinators who wish to learn more aboutassistive technology applications for children ages birth through eight with disabilities arc welcome to participate. We keepthe conference small to provide personal attention, hands-on opportunities with the software and equipment. and plentyof networking opportunities among participants.

What sessions are being offered?This year's secsions cover topics for parents and professionals who are interested in augmentative communication,integrating technology into the curriculum, and evaluating commercial and public domain programs. Session topicsinclude:Technology Applications In Early InterventionSelecting Software for Technology EvaluationsArt and Technology: A Natural PartnershipWeaving a Rainbow: Weave Technology into Your CurriculumIntroduction to Interactive Media/CD-ROMsAdult Productivity with Aldus PersuasionDeveloping Literacy Skills Using the ComputerUsing Videotechnology in Special EducationConnect Young Children with Ke:nxBenefits and Barriers of Assistive Technology: Results ofa Qualitative StudyUpstairs, Downstairs, AU Around the Town -- discusses how technology can enhance opportunities for youngchildren to grow through experiences in a community-based curriculumThere's A Mouse in My Classroom-- featuring the Macintosh LC and developmentally-appropriate softwareand activities.Public Domain: An Affordable Alternative -- introduces numerous public domain and shareware programsthat are affordable and appropriate for an early childhood program.Switches Under Construction -- allows participants to construct their own switches (many kinds to choosefrom) or fix their broken onesSoftware Preview Labs -- provides participants access to Macomb Projects' extensive library of commercialand public domain software. Programs may not be copied in this lab.... and more!!!

.12 continued on page 13


Adapting Macintosh Sot ware continued from page 4

Newest Software DevelopmentsOne of the newest forms of software

is the Compact Disc-Read OnlyMemory or CD-ROM. Since one disccan hold up to 656 megabytes of in-formation, this type of software canhave seemingless endless options withinteractive features. Just Grandmaand Me (Educational Resources) isone example of an interactive CD-ROM for young children. Based onthe Mercer Mayer book, the software

Assistive Technology Effects continued frompage 3

grams but we don't know exactly whatthey are for and how to use them. Ithink that's kind of a problemwhenyoubuy a second-hand computer with allthe stuff that comes with it...Startingnew with a brand new one, it's just alittle different than buying it second-hand."

SummaryThose participating in the study felt

the children benefited by using assistivetechnologies. While children improvedacross most domains, they exhibitedthe greatest improvement in social-emotion al development. However, bothstaff and families encountered manyobstacles with the use of technology.In particular, financial and training fac-tors affected the quality of technologyservices received by the children. Al-though these barriers exist, the enthu-siasm displayed by staff and parents asthey describe the children's interac-tions with technology demonstrate thevaluable contribution it makes to thelives of children with disabilities.

Patricia Ilutinger, Ed.D. is the Director ofMacomb Projects, Principal Investigator of theProject discussed in this article, and Professorof Early Childhood at Western Illinois Univer-sity. Sharon Hall is the Research CoordinatorandBrendaJamoson is a ResearchAssociate ofthe Project. For more information about theProject and its findings, please write 27Horrabin Hall,W1U , Macomb, IL 61455 or call

3091298-1634.

provides an exploratory format forinteracting with objects and people inthe story. As with other software, thisCD-ROM can be adapted for switchor Unicorn Expanded Keyboard usethrough Ke:nx®.Another exciting application, for the

Macintosh, which is also available forthe Apple IIGS or the Macintosh is anauthoring program known asHyperStudio (Educational Re-sources). This program allows you tocreate your own software specificallyfor a child's needs. Children can helpby providing their drawings and voicefor the software. Future versions ofthis program will include the optionof switch accessibility.

SummaryThe Macintosh LC has many excit-

ing features which make it appealingand adaptable for use with young chil-dren with disabilities. The sound,graphics and speed make it suitablefor the design of many computer ac-tivities. However, no matter whatcomputer system you are using, itthe design of the activity itself thatmakes the technology a truly effec-tive tool for young children. It is yourcreativity in combining the computerwith off-computer materials that willhelp children meet their individual-ized goals. We encourage you toexplore the possibilities that the Ma-cintosh offers.

ResourcesKe:nx®, Multiple Switch Box and

Unicorn Expanded Keyboard areavailable through Don Johnston De-velopmental Equipment, P.O. Box639, 1000 North Rand Road, Build-ing 115, Wauconda, Illinois 60084-0639, 800/999-4660.

Software is aye from Educa-tional Resources, 1550 ExecutiveDrive, Elgin, Illinois 60123, 800/624-2926.

ShareWare and PublicDomain SoftwareResourcesCenter for Adapted TechnologyAttn: Kitty Jones, Colorado Easter Seals5755 West Alameda Ave.Lakewood, CO 80226303-233-1666

Creative Learning Choices1451 Autumn TrailAddison, IL 60101-5710708-250-9745

Lehigh Valley Easter Seals Microcom-puter Project2200 Industrial DriveBethlehem, PA 18087215-866-8092

R.J. Cooper and Associates24843 Del Prado #283Dana Point, CA 92629714-240-1912

Technology for Language and Learn-ing Special Education Public DomainProjectP.O. Box 327East Rockaway, NY 11518-0327516-625-4550Catalog $10

Tell 'em Ware1714 Olson WayMarshaltown, IA 50158515-752-9667

InterNetBEST COPY AVAILABLE


New Macintosh VIDEOS HIGHLIGHT BEHAVIORSoftware Promotes

MANAGEMENT, TECHNOLOGY,Literacy SkillsGRANT WRITING, AND INCLUSIONDon Johnsvn Developmental Equip-

ment has recently published two newMacintosh programs, Storytime Talesand Circletime Tales. Storytime Talesis based on Patty King-DeBaun's book5torytinie. Emergent literacy skills arereinforced through activities that arecommonplace to children: cooking (acharacter bakes a cake in "Forgetful'sSecret"), laundry (children name andwash clothing in "Dirty Duds"), andbody parts (children name body partsin "Bobby, Bobby, What Did YouDo?"). Animated graphics, excitingsounds, repetitive text, and predictablestories make this program an excellentone to encourage students' involve-ment individually or as a group.Circletime Tales is also for pre-read-

ers. The program offers activities thatreinforce concepts involving colors,counting, and directions. Included inthe software are "Eency Weensy Spi-der,""Mary Wore Her Red Dress," and"Five Little Ducks." Once again, thegraphics and sound effects are atten-tion-grabbing and attention-holding,and the content encourages both indi-vidual and group involvement.Both programs can be accessed either

through the standard or an alternatekeyboard,a Mac Touch Window, amouse, or a switch.

System requirements include a Ma-cintosh computer with hard drive, Sys-tem 7.0 or higher, 4 MB RAM, and a256-color monitor. 2.5 MB should beavailable for the program.Each program is $95.00. Order from

Don Johnston Developmental Equip-ment, P.O. Box 639, 1000 N. RandRoad, Building 115, Wauconda, IL60084. Phone 800/999-4660. Fax 708/526-4177.

Helping Children Manage TheirOwn Behavior, Can We TransformEarly Childhood Education ThroughTechnology?, The $ecrets of$uccessful Grant Writing, and TheCovered Wagon Crosses the PrairieOnce Again: A Discussion on Inclu-sion are four of the most recent video-tapes offered by Macomb Projects'Project APPLES/R*TAS Regions I andIII.

Helping Children Manage TheirOwn Behavior features Dr. DanDetwiler, a licensed clinical socialworker who counsels children withemotional and behavioral problems andtheir parents. Dr. Detwiler gives strat-egies for preventing behavioral prob-lems, management techniques forhelp-

ACTT SchedulesSummer TrainingIf one of your New Year's resolu-

tions was a promise to integrateassistive technology into your class-room next fall, let Project ACTThelp you get a good start. ACTT hasscheduled its summer training ses-sions for June 6 10 and July 2529. Each session still has openingsfor participants.Each week-long training event in-

volves opportunities to learn aboutApple II and Macintosh equipment,adaptive peripherals, software, andideas for curriculum integration.

Call ACTT's Coordinator, LindaRobinson for registration informa-tion. 309/298-1634. 14

ing children resolve their own prob-lems, and alternative methods to disci-pline. His approach is geared to chil-dren ages 3 to 7.Dr. Patricia Hutinger, Director of Ma-

comb Projects, with Linda Robinson,Project ACTT Coordinator, and Dr.Robert Stonebu me r, Research Analyst,discuss some results of MacombProjects' research study, The EffectiveUse of Technology to Meet Educa-tional Goals of Children with Disabili-ties. In Can We Transform EarlyChildhood Education Through Tech-nology? these presenters discuss thebarriers to and benefits of effectiveassistive technology use.

In The $ecrets of $ uccessful GrantWriting, Sandra Heinzel Crews, Su-pervisor, Monitoring Unit, Departmentof Special Education, Illinois StateBoard of Education, presents practicaladvice for writing grant proposals andfocuses on the process of completing agrant application.

The Covered Wagon Crosses thePrairie Once Again: A Discussion onInclusion features Anne Shannon, theStatewide Parent Coordinator for theRegional Technical Assistance Sys-tem (R*TAS) and the Illinois Techni-cal Assistance Project (ITAP). She dis-cusses inclusion and what it takes tomake inclusion work in schools.

Each hour-long videotape is avail-ible for $49.95 from Project APPLES/vvrAs Regions I and 111, 27 HorrabinHall, Western Illinois University, Ma-comb, IL 61455. Fax purchase ordersto 309/298-2305. Illinois residentsshould call Project APPLES at 800/227-7537 for Illinois' prices.

Winter 1993 ACI'Tive Technology Page 13

Augmentative Communication Focus ofACTT V Keynote, Presentations

ACTT V, the 1994 annual earlychildhood technology conferencesponsored by Project ACTT willfeature Chuck Frame, a Speech/Language Pathologist in the GreenBay Public Schools and AssistiveTechnology Specialist for 63 schooldistricts in Northeast Wisconsin. Alongtime computer and electronicshobbyist, Mr. Frame designed andbuilt a digital voice record/play-back device which became the pro-totype for Speak Easy, now manu-factured and marketed by Able Net.

Frame's keynote address will dis-cuss the history and future of aug-mentative communication devices.He will also present on two topics:Do Low Cost Voice OutputCommunication Aids Really Ex-ist? and High-End Voice OutputCommunication Aids: Dynamicvs. Static Devices. The first presen-tation will introduce "Voice-in-a-Box," a portable communicationdevice which can be built for under$100 in less than four hours. Onehundred twenty-five non-speaking

children in Northeast Wisconsinare successfully using this device.Frame's second presentation will

compare and contrast the featuresof static and dynamic communica-tion devices (MinSpeak, Liberator,DynaVox) and will discuss whichsystem is most appropriate for agiven user based on his/her accessmode, language level, memory con-straints, and visual scanning abili-ties.

Frame will be available through-out the conference to answer ques-

tions.

ACTT V continued from page 10

When and where will ACTT V be held in 1994?ACTT V will be held on March 17-18, 1994 in Horrabin Hall on the Western Illinois University campus in Macomb, IL.The conference begins each day at 8:30 am with registration and breakfast. Sessions begin at 9:00. Most sessions last anhour and a half; some hands-on sessions are 1/2 day sessions. The conference ends about 4:00 each day. Breakfasts,lunches, and sodas during breaks are included in the registration fee.

How can I be a part of ACTT V?Just fill out the registration form below and send it with your registration fee to ACTT V, 27 Horrabin Hall, Western IllinoisUniversity, Macomb, IL 61455. Join us for a great conference! You'll be glad you came.

ACTT V Registration Form

Name AgenolAddress City State LpPhone where I can most easily be contacted

Registation fees include continental troakfacts and luncheons each day.

Regular ReghOrMion$50 enclosed for the two-day conference$30 enclosed for Thursday, March 17 only

$30 enclosed for Friday, March 18 only

Special Mole:$33 enclosed (per person) for registration of ACTT Replication silo personnel- $40 enclosed per person for a Group Registration (bur or more people from the same agency.)

Send all registration forms together with payment or purchase order.

Registations after March 4, 1994 are $65 for two days; $45 br one day.

Permits of young chNdren (04) whh dlaab8fti» _Chock N you require spell actomadations$30 enclosed for he two-day conference What accornodstions are requested.$15 enclosed for Thursday, March 17 only

$15 enclosed for Friday, March 18 only

Questions? Call 300/298-1634. Ask for Joyce

Your parent or purchase order must accompany re Phone realiStratiODS are not accepted. Make checks and money orders payable to Macomb Projects (U.S. Funds only,please') Send payment and registration form to ACTT/ Conference, 27 Horrabin Nall, Western Minors University, Macomb, L 61455.

13


Videotape Provides Information, Ideas AboutMacintosh Technology for Young Children

Are you thinking about replacing yourclassroom Apple II equipment with aMacintosh LC? You'll find some goodideas to help you integrate Macintoshprograms into your curriculum in TheLatest Technology for Young Chil-dren, a twenty-two minute video tapeproduced by Project ACTT.

Linda Robinson, ACTT's Coordina-tor, and Carol Schneider, CurriculumDevelopment Specialist and Trainerfor the Project, discuss the features andadvantages of the Macintosh LC.

The videotape offers a preview anddemonstration of some popular devel-opmentally-appropriate Macintoshsoftware for young children, showsfootage of young children with dis-abilities using the software and equip-ment, and offers many ideas for off-computer curricular activities relatedto various software programs.

Iowa Company OffersPublic Domain Programsfor Apple, IBM, and Mac

Tell 'ern Ware in Marshalltown, IAoffers public domain/shareware soft-ware for the Apple, IBM, and Macin-tosh computers. The charge per disk is$6.50, which covers copying, shippingand handling. The fee is lowered to$5.00/disk if 10 or more disks are or-dered at the same time. The companyaccepts purchase orders and there is nominimum order required.By April 1994, the company will have

a CD-ROM available with over 250magabytes of Macintosh shareware andpublic domain programs.

For a catalog or further information,contact Bob Kerr, Tell 'em Ware, 1714Olson Way, Marshalltown, IA 50158;515/752-9667.

The Latest Technology for YoungChildren is available for $50. To orderit, use the form on the back page of thisnewsletter or send a purchase order toMacomb Projects, 27 Horrabin HallWIU, Macomb, IL 61455.

ACTT V CONFERENCE

Have you registered yet?

Don't miss out on ourinformative sessions,

creative ideas for technologyIntegration, and opportunities

to share ideas with others!

MARCH 17 - 18, 1994

Learning Took continued from page 7

school curriculum in the same waysthat standard materials are used, thecomputer, peripherals, and softwarebecome a center, just like the writingcenter, the block center, the art center,or the dramatic play center, where chil-dren can play, discover, create, imag-ine, develop concepts and improveskills.

Computers are extremely effectivetools for young children's learning sincethey have endless patience. Qualitysoftware programs with developmen-tally appropriate activities for youngchildren are appearing more frequentlyin the marketplace. Such software var-ies one attribute at a time, allows chil-dren opportunities to discover, presentsconcepts in fun and interesting ways,and offers exciting sounds, graphics,and animation. Even if a particular

16

!ProfessionalCompetency'Lists Availablefrom DEC

Compilation of Professional Com-petencies for Early Intervention Per-sonnel is available from the Divisionfor Early Childhood (DEC). DEC saysit is an "excellent resource for earlyintervention professionals, administra-tors, policy makers, and personnelpreparation programs."

The suggested interdisciplinary andwithin-disciplinary competencies arefor the following professions: audiol-ogy, medicine, nursing, nutrition, oc-cupational therapy, physical therapy,psychology, social work, and speechand language pathology.The complete set of competencies

bound in a vinyl binder are $20 + $4.50shipping and handling for DEC mem-bers and $30 +$4.50 for non-members.Payment must accompany order.

Order from DEC Executive Office,2500 Baldwick Road, Suite 15, Pitts-burgh, PA 15212.

software program that sounded great inthe ad turns out to be a "dud," a creativeteacher can invent interesting ways thatchildren can use the software to meetindividual educational objectives. Withauthoring programs such asHyperStudio, teachers have excitingopportunities to create their own soft-ware to meet children's needs.Technology for young children with

disabilities is a "go for it" opportunity.There may be barriers in your schoolagainst technology integration, but youmustn't give up. Technology is in ourlives to stay, and its benefits for chil-dren with disabilities have been proven.

*This article was based on AC7T' s PhilosophyStatement in Building ACTTive Futures:ACTT's Curriculum Guide for Young Chil-dren and Technology.

Winter 1994 ACITIve Technology Page 15

Simple Switch Software Records Child ProgressMacomb Projects has software avail-

able for Apple II computers and Ma-cintosh computers which use a lieemulator card. Use the order form be-low to order these and other products.A catalog is available upon request.

Switch 'N' SeeThis program helps reinforce under-

standing of cause and effect in acognitively young child. When a switchis pressed, a rag doll appears on themonitor and dances to "Skip to MyLou." The doll dances as long as theswitch is activated.

The program has record-keeping ca-pabilities. Number of seconds betweenswitch presses, number of switch

presses and number of notes playedare recorded. Records may be printed.The program costs $11.95.

Master BlasterThis game for two players reinforces

visual attending with a switch response.A "beep" may be added as an auditorycue for the child.

A rocket ship appears on the screenand the child who presses his/her switchfirst launches the rocket. MasterBlaster keeps track of who pressed theswitch first and how many times eachchild launched the rocket. Aftzr eachlaunch, the children are told wholaunched the rocket.If a child tries to get an "edge" on his

opponent by holding his switch downbefore the rocket appears on the screen,the program says, "(Child's name), re-lease the switch." This is repeated untilthe press is released.Master Blaster ($11.95) is used with

the Echo Speech Synthesizer.Simple Switch Activities

The program ($11.95) includes fouractivities which can be used to trainswitch use for cause-effect relation-ships. The record-keeping informationincludes number of presses, durationof press, and elapsed time betweenpresses. Time is recorded in seconds togive you accurate documentation formeasuring skill acquisition.

MACOMB PROJECTS' COMPUTER PRODUCTS ORDER FORM

Name/AgencyShipping AddressCityPhone

Billing Agency

Billing AddressState/ZipDate of Order

Products Price

MAKE CHECKS PAYABLE TO MACOMB PROJECTS

Quantity Total

Your check or purchase order must accompany ',ire order. Purchase Orders may be faxed to 309/298-2305. No phoneorders accepted. Materials are shipped parcel post unless other arrangements are made. Please allow four to six weeksfor delivery. Prices are subject to change without notice.

Orders from outside the U.S. must be paid in U.S. funds drawn from U.S. banks. Allow additional time for shipment.

17

Acrfive TeOne y'sosc0000 Form

ericy.

Street Addriist

City. State Zip

For a years subscription to ACTTlve Technology, complete this .form and return it with a purchaseorder or chock for $16.00 to Macomb Projects, 27 Horrabln Hall, Western Illinois University,

, IL 61455.Orders from outside the U.S. must be paid for in U.S. funds drawn from U.S. banks.

WesternIllinoisUniversity150Asul of CA reu...qual ltmirusma

COLLIC.E or all;CATIO4-13.4,5,12cuenh,111ino; 51455.1396

Project ACTTWomb Prolocto Caltep altiontke27 lismbls MN Wagons Musk IllversityIploomeb, IL 5145S 10912,01-104

18

ACTTivE TEcIANolpFlyProject ACTT, Western Illinois University, Macomb, IL 61455

CCopyrIght 1994 Macomb Projects

VOLUME 9, NUMBER 2 Spring 1994

ACTT V Keynote Speaker Reviews History,Predicts Future of Assistive TechnologyEditorsNote:CharlesFrame,SpeechltanguagePathologist and Assistive Technology Special-ist for the Green Bay School District, presentedthe Keynote Address at the ACTT V Conferencein March, in which he outlined important peopleand events in the history of assistive technol-ogy. Nwnerous conference participants askedto have copies of his speech. and Chuck gra-ciously gave ACTT permission to print it in thisissue of ACTTlve Technology,

I'd like to thank the staff of ProjectACTT for inviting me to address you atthis fifth annual Activating ChildrenThrough Technology conference."Activating Children Through Tech-

nology"I like that phrase. To me,those words paint a mind-picture ofchildren with disabilities in classroomsall across the United States who arebeing enabled through technology todo things that would have been impos-sible for them just a few short yearsago. Isn't that what assistiveor en-ablingtechnology is all about? Per-haps Dr. Alan Brightman, head of thespecial education division at AppleComputer, said it best. Speaking of theability of the computer to augment thehuman mind, he said, "Computers canassist ordinary people to do extraordi-nary things." And speaking of personswith disabilities, he said, "Computerscan also assist extraordinary persons todo ordinary things."

Someone else described computersas "wheels for the mind." Thinkingback 5000 years in human history tothe invention of the wheel, what thewheel did for transportation, the corn-

puter, a relatively recent innovationwithin our lifetimes, is doing to aug-ment cognition.

The history of the field of specialeducation technology and rehabilita-tion may be divided into two distincterasB.C. or Before Computers, andA.D. or After Digital, that is, after thedigital computer revolution.

Think about the technology that ismaking a difference in the lives ofpersons with disabilities today: speechtechnology, both synthesized speech,and digitized or recorded speech; dedi-cated portable voice-output communi-cation aids; desktop computerstheApple II, Apple IIGS, Macintosh, andIBMhow could we get along with-out them? They are the backbone of

Charles Frame, Assistive Tech/Lobo Spe-cialist for the Green Bay School District andcreator of the "Voice-in-a-Box" augmenta-tive communication device, delivers theACTT V keynote address.

19

what we do; adaptive input devicessuch as the Adaptive Finnware Cardand Ke:nx, paired with expanded key-boards and switches; switch-operatedtoys and environmental control units;optical head pointing devices; readingmachines for the blind; laser canes andother high-tech mobility aids for thevisually impaired; multi-channel co-chlear implants for the deaf; and the listgoes on and on.

But rather than try to enumerate allthe technology that is being used inthe rehabilitation field today, I thoughtit might be interesting to take a lookback at where all this technology camefrom. You may be surprised to knowthat the overwhelming portion of thetechnology that we commonly use withour disabled clients was originally de-veloped for other purposes. In mostcases, the inventors and innovators whoconceived these technologies neverhadthe slightest idea that their innovationswould be used to make life easier forhandicapped persons. And if you couldshow them today how the technologyis being used in rehabilitation, theywould be astounded.

Let's take a trip back to 1975theyear generally considered to be thebeginning of the personal computerrevolutica. It started in Cupertino, CAwith two guys named Steve. SteveWozniak was a junior in college, andSteve Jobs WU a sophomore. Working

continued on page 3

Page 2 ACTTive Technology Spring 1994


As we close the curtain on ACTT V,we once again feel rejuvenated, havingexchanged ideas and technology sto-ries with many participants from sur-rounding states. I have to say on ourbehalf that all of the Macomb Projectsstaff did a great job in making thisyear's conference the most successfulyet. We also attribute part of thatsuccess to our outside presenters, in-cluding our keynote speaker, ChuckFrame. Chuck gave a very insightfulopening address. If you missed theconference, you can still enjoy Chuck'sspeech in written form here. It pro-vides a perspective on how we havegotten to where we are today in tech-nology, and where we are hopefullyheading in the future. It makes yourealize what a valuable part we play inthis revolution!Another big hit at the conference was

a session on Fripple activities. Every-one in ouroffice has gone Fripple crazy!If you don't know what a Fripple is,then you have not seen Thinkin'Things by Edam& After reading aboutall the Fripple possibilities in this is-sue, I'm sure you'll be anxious to seethe program. It's good for many skills,especially problem solving. The ac-tivities with Fripples give you ideas onhow creative you can be with any soft-ware. When you look at a program, letyour imagination go wild. Better yet,brainstorm with a group of people andyou'll find the possibilities areendless.Use the Fripples ideas in thisissue as a starting point; then take yourfavorite program and begin to create.You may be amazed at the number ofoil-computer activities you can designaround one software character or theme.

And think of all the different skills youare helping children achieve throughthis one program.

The Fripples mania actually startedduring our last ACTT training session.Curriculum integration is a major fo-cus during our training. Throughoutthe week individuals or groups planactivities around a software program.Besides learning the basics of com-puter operation, participants learn howto develop off-computer materials us-ing computer graphics if desired. Theyleave Macomb with a set of activitiesand materials which can be used withan individual child or classroom. Ifthis sounds interesting, you may wantto register to join us for June or Julytraining. Spend a week learning every-thing you wanted to know about com-puters and take home materials to usewith your children.

As a follow-up to training, we areinvited to visit our ACTT sites. Thesevisits are one of the most enjoyableparts of our job. The featured site inthis issue is the Early Intervention Pro-gram in Sheboygan, Wisconsin. Wehad the pleasure of visiting them re-cently and we were impressed by theadministrative support for technologyin their program. That support com-bined with computer training is the keyto a program's successful integrationof technology into their curriculum.We are proud to add EIP to our list ofACTT sites. If your program wouldlike to be more successful in technol-ogy, you may want to consider joiningus in Macomb this summer for train-ing. You can learn first-hand what aFripple is, how to make one, and maybeeven how to become one!

Table of Contents'ACTT V Rotate Address .........- .1 ..

From We Editors ....--..... ...... 2 ,.NewThierktyl Maker .............. -3

Inclusion ThroughAT .....-----Putt Putt.SOftware Review ........... 4 :.New HyPeiStudia.Mac.............. $.--

Appkworksteviied....................,Eensy.&.priends Software Review :.-6 - :-

Currieulum-:*C-ItiVidta...«...,,,-.4-..::1SOftwat*ReamirCea.::::..;:-.,..,:..:..:-:_i

IDEA -..- :.......--:...4,..-..Calendar of Confirencei....,,.,;.:-.4:.: .-

Funding Resource »...-----Resouree Directory ......--,.Unicorn Products Sale .....--...Fripple Fun Review » »...... ...» »....10Kcal"( Setup for Frippks ...--- AO.: -,Fripple Curriculum Activity --..- 11...-:..Fun with Fripples ......:». ». ..... »»..».11:;_:

Sing Along With PiipPlet ........-13:ACT!' Summer Training...-- .:.»:13ACTTive Teachers ......---......14.-ClarisWorks Tips ............; 15;Innocomp Switches ..--............ 15MCHCY IDEA Resource............. 17New R..1 Cooper Software . » 17Ems Setups for Millie ............ 17Ugly Duckling Review ............ 18Sammy and Words Reviews.. ........ ISSwitch Software --.......-- 19ACTTive Technology Subscription

Form ..--,... 191Editor-in-chief: Patricia HutingerAssistant Editor: Linda RobinsonContributing Staff: Amy Betz, LetbaClark, Lela Cunningham, JoyceJohanson, Jennifer Lucie, and CarolSchneiderLayout & Design: Joyce Johanson

9


by Project AM,an Early Education Program for Children

with Disabilities Outreach Project#H024D20044


Macomb, IL 61455309/298-1634

Subscriptions are S16 per year

Spring 1994 ACTTive Technology Page 3

ACTT V Keynote continued from page 1

in a garage, they built a home-madecomputer that they mounted in a brief-case they tipped off one of their dads.This computer did something revolu-dollar), for its dayit used an old blackand white TV set to display its data inalphanumeric form on the screen. Be-fore then, home computers built fromkits had only panels of red blinkinglights hat flashed their data in patternsof binary code. If you didn't know howto read the code, you had no idea whatthe computer was telling you. You hadto be ve ry familiar with base 2 math!The two Steves took their computer to

a comiNter user group meeting onenight and demonstrated it. The responsewas c verWhelmingeveryone wantedto bay one. Deluged with orders, thetw Steves decided to put their collegeeducations on hold. They put togethersome venture capital and in 1976, AppleComputer Corporation was born. Inthe past 18 years, we have seen theoriginal Apple give way to the Apple

book Supports

Inclusion Through

Assistive TechnologyA 201 page paperback distributed by

the Special Needs Project, Meetingthe Special Needs of All Students, sup-ports inclusion through assistive tech-nology. This book is actually the sec-ond edition of Mary Male's SpecialMagic, a hands-on guideforusing com-puters in the classroom. An invitedteam of parents, educators and assistivetechnology experts contributed to thenew edition. The book is committed tonondiscriminatory full inclusion. It canbe ordered for $38 from Special NeedsProject, 3463 State Street, Suite 282,Santa Barbara, CA 93105-2603; 805/683-9633; FAX 805/683-2341.

II; II Plus; IIe; the ill-fated Apple III;the Lisa, which was the forerunner ofthe Macintosh; the Macintosh II line,the Macintosh LC line; MacintoshPowerbooks; the Quadras; the AppleNewton line of personal digital assis-tants; and a new line of Power Macin-tosh computers. Any of us who haveused any of these computers, either forour own personal use or with our cli-ents, owe a debt of gratitude to twoguys named Steve working out of agarage in Cupertino, CA.

Back in 1981, Judy MacDonald, anOccupational Therapist in Seattle, WA,was using some of these early AppleII's in rehabilitation with some of herclients. She quickly discovered thatshe needed an alternative keyboard forclients who had poor motor skills. Shealso needed a single switch for scan-ning. So she teamed up with an electri-cal engineer named Paul Schweda, andthey developed the Adaptive FirmwareCard. Along the way, they teamed witha young company, Unicorn Engineer-ing, and the Unicorn Expanded Key-board was developed primarily as analternative keyboard to be used withthe AFC. They added other input modessuch as Morse Code, and kept improv-ing the software. When the Apple IIGScame out in late 1986, they developedthe AFC G-32 and added extensivemouse emulation capabilities.

In 1988, Don Johnston Developmen-tal Equipment, Inc. took over develop-ment and marketing of the AFC. Ridingon the pioneering work of MacDonaldand Schweda, Don Johnston launchedan R & D project that resulted in thedevelopment of the Ke:nx and Ke:nxOn:Board for the Macintosh. Takingadvantage of the advanced capabilitiesof the Macintosh, they added digitalspeech input/output and embeddedgraphics and overlay printing capabil-ity, as well as ASCII input mode fordedicated communication devices and

21.

New Version ofOverlay MakerContains Time-saving Features

Now creating custom overlays forIntelliKeys is even easier with OverlayMaker 2.1. You will be able to print onany size paper you like. You can savean overlay as a pier file and use itwithin a drawing program. You cannow use any size font and put textlabels above or below your pictures.You can enter all of the keys on a 101 -key keyboard including Enter, Homeand Delete. Many special characterscan now be entered directly from thekeyboard. A large selection of sampleoverlays is included to help you startdesigning your own.If you purchased IntelliKeys Overlay

Maker for the Mac, you can upgrade toVersion 2.1 for only $20, plus $4 forshipping and handling.

More information is available fromIntelliTools, Inc., 5221 Central Ave.,Ste. 205, Richmond, CA 94804; 800/899-6687.

the On-Screen Keyboard method. Howcould we get along today without ourMacintosh and our Ke:nx?

Back : early 1960's a musicianand engineer, Raymond Kurzweil, wasbeginning to experiment with electronicmusic. He did the early pioneering workon electronic tone generators and fil-ters which led to the development ofsynthesizer keyboards--such as theYamaha and Casiocapable of dupli-cating the sounds of dozens of musicalinstruments.

Utilizing the technology he devel-oped for generating electronic music,Kurzweil experimented with the gen-eration of the phonemes or speech

continued on page 4



sounds of English using the same tonegenerators and filters. His work led tothe first generation of commerciallyavailable speech synthesizers that werecapable of performing text to speechsynthesis on personal computers, suchas the Echo and Votrax. These gaveway to a much-improved softwarecalled Smooth Talker, which in turngave way to Dec Talk, a highly intelli-gible medley of synthesized voicesoriginally developed for reading ma-chines for the blind. Dec Talk subse-quently became the standard for voice-output communication aids, such asthe TouchTalker, Liberator, andDynaVox.The military also had a hand in devel-

oping what became one of the moreexotic of the enabling technologies. Inthe early 1970's the Air Force wasexperimenting with jet fighter cockpitnavigation systems. The control panelin jet cockpits had proliferated to over200 different controls. However, themost a pilot could operate at one timewas fourone for each hand and onefor each foot. So the Air Force devel-oped a head tracking technology so afighter pilot could operate more con-trols by simply moving his head for-ward and back, and side to side.

In 1986 this technology appeared inthe form of the View Control System(VCS) for the Macintosh. The VCSwas originally intended for secretarieswho were new to using the Macintoshand who had never used a mouse be-fore. Secretaries, it was found, did notlike having to give up a square foot oftheir desk tops for a mouse. The VCSwas developed so secretaries could keeptheir hands on the keyboard at all timesand guide the mouse cursor around thescreen simply by moving their heads.

Secretaries did not especially likethese devices, and not a lot of themwere sold. However, the companywhich manufactured the VCS,

Personics Corporation, noticed that adisproportionate number of their saleswere going to rehabilitation agencies.Now, I suppose they did a little inves-tigation and found that they had unwit-tingly created the most innovative al-ternative input device ever devised forquadriplegics. They pulled the productoff the market and repackaged it, chang-

ing its name to HeadMaster, and beganmarketing it exclusively to the reha-bilitation field. The price increased from$199 to $1000!

After about a year, Prentke-RomichCo. bought out the HeadMaster divi-sion from Personics. Unfortunately,they did not lower the price; today the

continued on page S

Software Review:

Putt Putt 4- Children =Learning and Fun!

By Jennifer Luck

Preparing for a parade is hard work!That's why Putt Putt needs help.Putt Putt Joins the Parade byHumongous Entertainment providesa wonderful opportunity for preschoolaged children to go on a scavengerhunt. The CD-ROM is an interactiveenvironment where children can learnand play games on their way to find-ing the balloon, a pet, and earningenough money for a car wash.

The program begins in Putt Putt'sgarage on a sunny morning when helearns about the annual Cartown PetParade. Putt Putt then gets ready forthe day by brushing his teeth andeating his Tire-O's. His good friend,Smoky the Fire Engine tells him whathe needs to join the parade then sug-gests he try mowing yards and deliv-ering groceries to earn money for hiscarwash. Children engage in prob-lem solving because it's not alwayseasy to get to where you are goingand many times Putt Putt needs help.The items needed for the parade canbe found in any order, but some thingsare needed to achieve others, for ex-ample, money to pay for the carwash.Putt Putt leaves town and can choose

between five streets to find what heneeds. Three of the streets are calledRed, Blue, and Green Streets, and arethe same color as their name. Theother two streets differ in that one is apaved road and one is a dirt road. It ison these streets that children get tomeet other members of the commu-nity as Putt Putt tries to attain what heneeds for the parade. The vehiclecharacters each have different housesand voices, showing the diversityfound in many communities today.When Putt Putt goes to the movietheater, he meets Ms. Airbags wholost her son, Baby Beep, and Putt Puttis glad to help her find him. The childmatches a different Baby Beep eachtime the game is played. When theballoon, the pet, and the carwash aretaken care of, then Putt Putt leads hisother car friends in the Pet Parade.Children can still interact with theprogram during the parade by simplyclicking on different cars and theirPets.

Humongous Entertainment's PuttPutt Joins the Parade is availablefor $44.95 from Educational Re-sources, 800/624-2926.

22



Head Master sells for around $1600.The price is worth it.

A few years ago, a promising youngblack musician named Jimmy Wilderwas in a near-fatal automobile accidentwhich left him a quadriplegic. Within afew months of the accident, JimmyWilder was using a Macintosh and aHead Master and was back composingmusic. In 1989, a 17 year old highschool student in Green Bay, Wiscon-sin, who had muscular dystrophy, wasventilator dependent, and weighed just39 pounds received a Macintosh and aHead Master. Despite needing 24-houra day medical care, he finished highschool a National Honor Society stu-dent and received a four-year scholar-ship to St. Norbert College. He is nowfinishing his junior year at St. Norbertin pre-law, carrying a 4.0 average. Hisgoal in life is to become a legal advo-cate for persons with handicaps. He

says that without his Mac andHead Master, it would not have beenpossible for him to go to college.

In 1983, a young 24 year old pro-grammer on the Macintosh develop-ment team at Apple was given the taskof developing a paint program whichwould be packaged free with everyMacintosh. Bill Atkinson programmedMac Paint, and put in it powerful draw-ing and painting tools the likes of whichhad never been seen on any computereven high-end workstations. He alsoprogrammed a little desk accessory forthe first Macs, a rolodex-like card file.The card file analogy stuck with himand he played around fora couple yearson his own with an idea that wouldintegrate MacPaint with the card filemetaphor. He played around with de-veloping buttons which, when you clickthem with the mouse, would cause apicture or text box to pop up on thescreen or would play a recorded sound

ROGER WACINER PublishiNg RdEASES

HypERSTUdIO MAC VERSION 1.1The new version of Hyper Studio for

the Macintosh has "more than a fewmenu changes," according to RogerWagner. It contains elements that arein the 3.1 GS version along with someadditional features. One significant newfeature is the support of multiple screensizes. Users can adjust the card size tofit their needs. Hyper Logo, a scriptinglanguage, has been updated, and Ani-mator NBA has been included on thenew version.

Other new featuresGroup objectsTransparent text fieldsNo -click buttonsDrop-in buttonsDraggable graphicsLive video support with vdig & digi-

tizerQuicktime options dialog boxAdd Quicktime to card option

Disk based text & graphicsScale & rotate graphicsOption for moving selected graphic

one pixel at a timeText style button in text info dialog

boxLeft/center/right justification in style

dialog boxOption to launch documents & appli-

cationsLaserdisc port chooser extraOptions for converting stack size or

number of colorsBlabberMouth MBATouchWindow supportIf you already have the original

HyperStudio Mac, the upgrade is free.Otherwise, it costs around $125. Onesource for HyperStudio products (clipart, sounds, etc.) for either the Macin-tosh or the JIGS is HyperStudio Net-work, Box 103, Blawenburg, NJ 08504;609/466-3196.

BEST COPY AVAILABLE 23

or speech or go instantly to anothercard in the itack.Bill Atkinson envisioned an easy-to-

use programming environment whichnovice ylacintosh userspersons whohad iro interest in learning a traditionalprogramming languagecould use toquickly develop their own custom pro-grams. He called his tools a "softwareerector set." The name of the programhe created? HyperCard.HyperCard gave birth to the multime-

dia revolution. HyperCard was quicklysuperseded by SuperCard which had afull color environment. Professionaldevelopment tools soon became avail-ableMacromind Director andAuthorWare Professional.HyperStudioappeared for the Apple IIGS and lastsummer became available for the Mac.Eventually, multimedia authoring toolsbecame available for the IBM, such asLinkWay, ToolBook, and Compel.These programs provided a develop-Ment environment for creating educa-tional interactive multimedia software,which soon began to appear in droves.

the size of most multimedia pro-grams soon began to outstrip the capa-bilities of floppy disks, but CD -ROMwhich can store the equivalent of 780800K floppy disks--proved to be theideal medium. Soon, we began to seeentire encyclopedias on one CD, withthousands of color pictures, sound clips,animations, and one hour of live actionvideo with sound tracks. Multimedia,which can engage all the senses anddeliver a high degree of interactivity,promises to revolutionize educationalinstruction.

continued on page 6

(tlbaltigitOMint t '

sz.:%



So, where are we going? We now havethe technology to assist the overwhelm-ing percentage of people with disabili-ties to reach their highest level of po-tential. So why isn't it happening ev-erywhere? The technology-related as-sistance amendments of 1992 to IDEAmandate the provision of assistive tech-nology services by school districts toAI,L handicapped children. But manyschool districts are scared to death ofthe costs. School districts are underheavy taxpayer pressure to hold theline on costs. And many school district

But there is still a minority in thiscountry that is largely being deniedequal rights despite legislation to thecontrary. This minority cuts across allethnic and racial lines, and it cuts acrossall economic strata.

Well, I have a dream, and I know Ispeak for all of you as well. I have adream that someday, all of God's chil-dren who were born with disabilities orwho acquired disabilities through ac-cident or disease, will be judged by thequality of their character, and not bythe outward visual appearance of theirhandicap.

I have a dream that someday, all of God's childrenwho were born with disabilities or who acquireddisabilities through accident or disease, will bejudged by the quality of their character, and not bythe outward visual appearance of their handicap.

superintendents and school boards seethe heavy costs of Special Education asALREADY being partly responsiblefor their financial woes. And so, inspite of the mandates, there is a lot ofstonewalling going on, and handi-capped children are being deniedassistive technology.

You know, about 31 years ago, aminority in this country that had beendenied equal rights and equal accessdecided that they would tolerate it nolonger. And a black preacher address-ing a civil rights rally delivered per-haps the most stirring, moving, inspi-rational speech ever given in history.Dr. Martin Luther King Jr. mobilizedboth black and white to work togetherto end discrimination and strive forcivil rights with his "I have a dream"speech. He said, "I have a dream. I havea dream that someday, all of God'schildren will be judged by the qualityof their character and not by the colorof their skin. I have a dream..." And hisdream changed the course of history.

I have a dream that someday, every-one who needs assistive technology oraugmentative communication will haveaccess to that technology.

I have a dream that someday, everyteacher and every aide in every schoolacross the country will have the neces-sary training to be able to successfullyintegrate children who are usingassistive technology into their class-rooms.I have a dream That someday the cost

of assistive technology and augmenta-tive communication devices will dropto the point where they will be univer-sally affordable to all.I have a dream that all of this is going

to happenand it's going to happenbecause of the efforts and hard work ofdedicated people like you!

May God richly bless you for yourefforts on behalf of his very specialchildren. Thank you.

--Charles FrameMarch 7, 1994

Switch-training Program

Emphasizes Cause and

Effect Activities

Eensy & Friends is a new singleswitch program for the Macintosh thatfeatures fun characters from CireletimeTales. But instead of stories andrhymes, the characters are involvedwith cause-and-effect activities.Use Eensy & Friends for switch train-

ing with the Macintosh Switch Inter-face. A switch press initiates manyactions. Ducks swim and count. Marygets dressed ar. d Eensy climbs out thespout.The program requires Macintosh LC

or higher with System 7; 4 MB RAMand a hard drive with 3 MB free diskspace; and a 256-color monitor.

Available from Don Johnston, Inc.,Eensy & Friends sells for $65. Call800/999-4660 or 708/526-2682. Fax708/526-4177.

ApplEwoRks REVISEd

VERSION 4.0 Now

AVAIIAbLE

Teachers using the Apple Ile will behappy to learn that there is a revisedversion of Appleworks, Appleworks4.0, now on the market. The revisedversion features enhanced integration,a pop-up list of functions in the spread-sheet modules so users don't have toremember codes, symbols for format-ting codes in the word processor, anAuto-Save function, and a built-in paintprogram.

Appleworks 4.0 comes with a freevideo and a 30-day, money back guar-antee from Quality Computers, St. ClairShores, MI; 800/777-3642.

24

Spring 1994 ACFTIve Technology Page 7

JIMIN11111Curriculum ACTTivities

Sounds Around Me

Content Area: Causality, Sound Recognition, Sound Imitation

Child Objectives:1. Press switch to hear sound.2. Identify sound.3. Relate sound to object producing it.4. Imitate sound.

Materials:Macintosh LC series computer with Color Monitor

(4 MB RAM with System 7.0 or 2 MB RAM with System 6.07/6.08)Switch Intro (Don Johnston) - "Make It Sound"Macintosh Switch InterfaceSwitchSwitch Holder (optional)

Off -Computer Activity:Assemble a group of toy objects similar to those which appear as pictures in the program. Design activities around theobjects focusing on the sounds which they produce. Talk about the sounds, relating each sound to the object whichproduces the sound in the environment. Talk about similar sounds the children may hear at home. Encourage the childrento imitate the sound.

A book can be made with pictures printed directly from the program. Each screen can be captured as a "Picture" by pressingCommand-Shift-3. The captured image is saved as a "Picture" on the desktop. The picture must then be placed in a graphicsprogram, such as ClarisWorks (Claris), to be printed. The picture book can be used with a group of children or on anindividual basis, to familiarize the children with the objects they will later see on the computer. A variety of activities canbe designed around the toy objects and the picture book.

Computer Activity:Position the monitor on a low table with the keyboard out of the child's visual field. To limit distractions, cover the piecesof equipment that are not being used by the child. Place a suitable switch in a stable position on the table in front of themonitor (or on the child's wheelchair tray). Have the group of toy objects within easy reach to use during the activity.

Boot the program, Switch Intro, and select "Settings." Set the switch input for one switch use and set other optionsappropriately. Select "Making Sounds" from the picture menu.

Encourage the child to explore the switch and press it to hear a sound. Talk about what the sound is and how it relates tothe picture on the monitor. Offer the child the toy object with which similar sounds can be made. Design the activity tobe exploratory so that the child can play with the toy and press the switch to hear the sound as often as he wants.

continued on page 8

25

Page 3 ACTTIve Technology Spring 1994


To test the child's understanding of causality, ask him how to make the sound (from the computer) again. Observe hisswitch pressing behavior. When he seems to tire of one object, ask him if he wants another picture. To change to a newpicture, press the number 3 on the keyboard. Repeat the activity offering corresponding toys to pictures on the monitor

If the child is hesitant to press the switch provide physical assistance or model switch pressing for him.

Variations:This activity can be designed for choice-making, by selecting the Two Switches option in the program's "Settings." Bypressing one switch the child can hear the sound. With a press on the second switch he can change to a new picture. Inthis way the child controls which sound and picture he wants.

The Two Switches option can also be selected with the adult controlling the switch for the picture change while the childcontrols the switch for sound change. This arrangement insures sufficient time on each picture to talk about the object andsound. Otherwise, with very young children rapid switch pressing may defeat the purpose of the activity. Repeated pictureand sound change which results from rapid switch pressing does not allow sufficient time to focus attention on any onepicture. Also with random switch pressing the child may not understand his own causality of the rapid changes on themonitor.

Adaptations:Motor Impairment: Select an appropriate switch and placement to meet the child's individual needs.

Visual Impairment: Focus attention on the sounds in the program. Since the sounds arc actual recorded sounds from realobjects, most of them will be easy for children to identify. For older children, braille images of the pictures could be usedin the book about sounds.

Auditorylingainnot;Use signs when talking about the pictures on the screens and the toys.

Software ResourcesMicroMedia Publishing Company's

1994 catalog is now available. Priceson academic software are 40-70% offpublishers' retail prices!Videodiscs and CD-ROMs are avail-

able on 30-day approval to schools andcolleges.

Call 800/292-1997 to order a freecatalog.

kidTECH offers five Macintosh soft-ware packages for children: OldMcDonald's Farm, Five Little Ducks;Best of kidTECH; My Action Book;and Make It Go. Access is availablewith mouse, TouchWindow, singleswitch scan; IntelliKeys overlays; andKe:ruc setups.

Call kidTECH for a brochure: 805/872-3800; fax 805/871-9679.

fNNICHCY Document Excellent IDEA Resource

O

The National Information Centerfor Children and Youth with Dis-abilities' (NICHCY) 15-page Sep-tember 1993 NICHCY Digest,which looks closely at the mandatesand requirements of IDEA, is anexcellent source for parents and pro-fessionals who seek to understandthe law supporting special educa-tion and related services for chil-dren and youth with disabilities,The document gives readers a short

history of IDEA and explains howto receive a copy of IDEA and itsregulations. It also explains the pur-poses of IDEA, eligibility for ser-vices, and types of services allowed

the document describes how to ac-cess services and explains the evalu-ation process. The Ind !vidualizedEducation Program (IEF) is dis-cussed in the fourth part, and thefifth part outlines procedural safe-guards. Resources and referencesare listed, as are IDEA' s definitionsof disabilities. All in all, this is avaluable resource for anyone whowants a easy-to-understand expla-nation of IDEA.

A single copy of the SeptemberNICHCY Digest is available freefrom NICHCY, P.O. Box 1492,

a

Washington, DC 20013. Also avail-able is a list of other NICHCY pub-

IL under the law. The third section of lications.1111111111111111111111111111111111111111111111111111111111

26

Spring 1994 ACTTIve Technology Page 9

June 8-10, 1994: Virtual Reality andPersons with Disabilities (CSUN'sSecond Annual Conference) at the SanFrancisco Marriott Hotel. Contact Dr.Harry Murphy, California State Uni-versity, Northridge, CA 91330, 818/885-2578.June 13- 15,1994: National EducationComputing Conference in Boston, MA.Contact NECC '94, International Soci-ety forTechnology in Education, 1787Agate Street, Eugene, OR 97403-1923;503/346-2834.June 17- 22,1994: RESNA '94, "Tun-ing in to the 21st Century ThroughAssistive Technology: Listen to theMusic," in Nashville, TN. ContactRESNA, Suite 1540, 1700 N. MooreSt., Arlington, VA 22209-1903;703/524-6686.June 25-29, 1994: World Conferenceon Educational Multimedia andHypermedia in Vancouver, Canada.Contact Association for the Advance-ment of Computing in Education, P.O.Box 2966, Charlottesville, VA 22902.August 18-19, 1994: Celebrate FirstSteps into the Future in Erlanger, KY.Contact Janet Fugate 502/745-3711 orCarol Schroeder 606/257-1135.September 21, 1994: 2nd AnnualAssistive Technology Expo in WhitePlains, NY. Contact Beth Heyd,

Free Funding Resource

"P,escurces the Disabled Can Use toAcqu4re and Fund Computers" byHelen Hecker is available free by writ-

ing Free Computer Report, Twin PeaksPress, P.O. Box 129, Vancouver, WA98666. Send a self-addressed, stamped

business envelope.The report includes sources for grants,

services, programs, technology-relatedassistance, and discounted computers.

Westchester Institute for Human De-velopment, Cedarwood Hall, Valhalla,NY 10595-1689; 914/285-7364.October 5- 9,1994: 1994 Annual In-ternational Division for Early Child-hood Conference in St. Louis, MO.Contact DEC, 412/937-5430.October 6- 7,1994: Illinois Education& Technology Conference in Peoria,IL. Contact Kathy Bjelland, Governor'sRural Affairs Council; 217/524-6867.October 13- 14,1994: Quincy Confer-ence 22 in Quincy, IL. Contact QuincyConference, 1444 Maine St., Quincy,IL 62301; 217/224-6770.October 18-22,1994: Closing the GapConference in Minneapolis, MN. Con-tact Closing the Gap, P.O. Box 68,Henderson, MN 56044; 612/248-3294.November 17-21, 1994: 1994 ASHAAnnual Convention in New Orleans.Contact American Speech-Language-Hearing Association, 10801 RockvillePike, Rockville, MD 20852.November 19-22, 1994: The GreatTechnology Get Together in Minne-apolis, MN. Contact Dean Kephart,MECC, at 612/569-1572; or ConnieFeil, TIES, at 612/638-8782.December 8-10, 1994: 1994 TASHConference in Atlanta, GA. ContactRobin Tincha, TASH Conference Co-ordinator, 206/361-8870.

Resource DirectoryThe 1994 Closing the Gap Re-

source Directory is ready for deliv-ery. The 200+page directory is fullof information on hardware, soft-ware, ompanies, and organizations.The directory sells for $14.95 andcan be ordered from Closing theGap, P.O. Box 68, Henderson, MN56044. A -year subscription (6 is-sues) to the organization's magazineis $26.

Spring SalePrices Attractiveto Unicorn Users

Save from $9.95 to $29.95 on threepopular products when you take ad-vantage of IntelliTools' Unicorn UsersSpring Sale! Mousing Aroundm ,

regularly priced at $49.95, is now onsale for $20. Available for ExpandedKeyboards only, it opens the world ofmouse-driven software to Unicorn Key-board users. Using Adaptive FirmwareCard® technology of mouse macros toturn complex software sequences intoone-step processes, Mousing Aroundallows children to easily color pictures,design stories, and play games.

Up and RunningTh , available forExpanded Keyboards and Model 510,saves the time of customizing overlaysand setups for different software suchas Print Shoptm and Stickybearn,programs. An easy-to-use menu letsyou choose a selection and place thecorresponding overlay on your Uni-corn Keyboard. The sale price is $20, asavings of $19.95.The third sale product is Start Talk-

ingTm , on sale for $20. The program isa fun, creative way for children withdisabilities to play games, learn con-cepts, compose stories, and communi-cate. It contains 23 talking word boardactivities including farm animals, di-nosaurs, letter writing, and 12 days ofChristmas. It is available for ExpandedKeyboards and Model 510. The regu-lar price is $29.95.All of these products require an Apple

Ile or IIGS and an Adaptive FirmwareCant.

Contact Intellitools (previously Uni-corn Engineering), 5221 Central Ave.,Suite 205, Richmond, CA 94804. Call800/899-6687, ext. 94 to place yourorder. Supplies are limited.

Page 10 ACTrive Technology Spring 1994

Software Review

Time Now For SomeFripple Fun!.Thinkin' Things (Edmark) contains

a Fripple Store program that both youand your children will love. Fripplesare amazing little critters that comedecked out in a variety of outfits, pat-terns, and hairstyles. Click a Fripple,and you will hear a description, "ThisFripple has purple stripes, straight hair,and sunglasses.""'Ibis Fripple is purple,has blue polka dots and curly hair."Children are able to sharpen their logicskills by comparing and contrastingthese crazy-looking critters! (Of course,the children have no idea that's what'shappening--they' re just having a greattime!)

Click the telephone or fax machineand the store receives a Fripple order.The caller may say, "I want a Fripplewith green stripes, sunglasses, and curlyhair." The child then looks at theFripples on the shelf, finds the one thatmatches what the caller wants, andclicks that Fripple. If he has made thechoice that matches, the Fripple hap-pily hops from his shelf and out thedoor into the waiting delivery truck.And off he goes to his new home!The Fripples are adorable; the anima-

tion is great; and the sound effects areawesome! Children love this program.Teachers will find it easy to createcurriculum activities involving match-ing and understanding of common con-cepts. Children with disabilities whoare unable to use the mouse can stillhave fun with this program when theirteachers make a Ke:nx setup such asthe one described elsewhere on thispage.

The Fripple art activity described inthis issue is just one of many creativeactivities teachers may use to integratethis program into other parts of theirpreschool curriculum.

Creating a Ke:nx Setup for Fripplesby Carol Schneider

Select Hot S ts:Place a clear transparency over the

computer's monitor. Open Thinkin'Things. Select the "Fripple Store" pro-gram. Play around in the Fripple storefor a while, familiarizing yourself withthe program and its activities.

Select up to eight hot spots (thosespots where you place your cursor andclick to activate an object) and markthem with the overhead pen. Markingsmay be either X's or numbers. Onceyou have marked the selected hot spots,close the program and open Ke:nxCreate. Select "new" for AlternateKeyboard.Set Markers:Select "Set Marker" in the Ke:nx menuor use Open Apple M. Place the markerwhere you want it on the screen, click,and name the marker with a number.Continue doing this until all selected"hot spots" have been given a number(1-8).define Keys;Next you will need to define eight keysto correspond to the eight switches onthe Multiple Switch Box. Select (byclicking on the square) the following:square 11, square J2, square K3, squareL4, square M5, square N6, square 07,and square P8.Go back to square 11 and double click.

After you double click, you will see abox with these choices: User Sees, UserHears, Computer Receives. Click in-side the box under "Computer Re-ceives" and enter<marker>l<click><retummarker 1 >.

Then continue defining keys by doubleclicking square J2 and entering<marker>2<click><retum marker 2>.in the box under"ComputerReceives."Each of the squares is defined that way.Instructions for the remaining squaresare given below.For K3 enter:<marker>3<click><return marker 3>.For IA enter:<marker>4<click><return marker 4>.For M5 enter:<marker>5<click><retuni marker 5>.For N6 enter:<marker>6<click><retuni marker 6>.For 07 enter:<marker>7<clicic><return marker 7>.For P8 enter:<marker>8<click><rettini marker 8>.

Save the setup and give it a name suchas "8 Fripples." Under the Ke:nx Menuload this setup. Attach a MultipleSwitch Box to Ke:nx. Place eight

file Cdit Lobel Special DO Ke:rniX 11:20 (7)


2

3

4

5

6

5)

a

1 iitcif.,I I

.

..

,

I

i I I

.

I

ii I

i i

i;

! i?

Pliir:II Ilk

i

i1

iII

A sample ofthe screenshowing thegrid for defin-ing keys Insquare:, II,J2, K3, L4,MS, N6, 07,and P8.


ICe:nx Setup continued from page 10

switches in the Multiple Switch Box.Boot Thinkin' Things. Select theFripple Store program. Test the setupby randomly activating the switches.

An activity using this setup, such asBonding with Fripples, described onthis page, will help children under-stand the concept of causality. Later,the Ke:nx setup may be modified whenyou want to introduce higher levels ofswitch activation.

Fripple Curriculum Activity

Frolicking Funby Lela Cunningham

During January ACTT training , AmyBetz and I were given the opportunityto evaluate different computer soft-ware programs. We really enjoyedEdmark's Thinkin' Things FrippleShop. We felt that it would be a goodprogram to use as a key experience in athematic educational unit. According

Bonding with FrippLsContent Area: Causality, cooperative play, turn taking, and attending

Child Objectives:1. Press switch to activate a Fri pple character on the monitor.2. Participate in a group computer activity.3. Takes turns pressing a switch.4. Attend to the monitor while activating a switch.5. Attend to the monitor while other children are activating their switches.

Materials:Macintosh Computer with System 7.0 and Color MonitorThinkin' Things (Edi. rk)Ke:nx® (Don Johnston Developmental Equipment, Inc.)Multiple Switch BoxEight (8) switches

Procedures1. Set up the program ahead of time by loading the Fripples setup, attaching the

Multiple Switch Box to Ke:nx, inserting eight switches, booting Thinkin'Things, and selecting the Fripple Store program.

2. Arrange the computer center so that four children can participate in thisactivity. If needed, demonstrate switch pressing to the children so theyunderstand how the animation on the screen is related to the switch activation.

3. Present each child with two switches and encourage them to explore andactivate one of their switches. Observe the children's behavior to determineif they understand that they are activating a Fripple by pressing their switches.Further demonstration or assistance may be needed.

4. Encourage children to take turns. While one child is activating a switch,encourage others to attend to the monitor. Talk about the Fripples as they areactivated and how each child is causing a Fripple to animple.

4 0

ith the Frippies

to the documentation for the program,the Fripples program encourages chil-dren to develop skills such as colorrecognition, visual scanning , andvisual discrimination of attributes. Theprogram is also useful in helping thechildren to learn to use the conceptualrelationships of AND, OR, and NOT.We felt that the program could beutilized to teach a variety of otherconcepts as well as those described bythe manufacturer. We spent time dur-ing the week to learn to make a Ke:nxset-up for a Fripple group activity (theKe:nx set-up has been written up byCarol Schneider and is included in thisedition of ACTTive Technology); wedeveloped off -computer activites suchas a Fripple workshop to produceFripples (an art project), a Fripple dra-matic play area which could be used foreither unstructured dramatic play orstructured dramatic play, a felt boardgroup activity, a book for group activi-ties, and various discrimination foldergames.

The goal of our off -computer artproject was to provide the childrenwith a positive sharing and socializingopportunity to learn that each Fripplecreated is unique and different just aseach child is unique and different. Wefelt that the use of a variety of differentcollage materials as well as paint andglue would offer tactile and visualstimulation for all children. The use ofadaptive equipment such as paintbrushes with adaptive handles wouldmake this project a fun group activityfor an inclusive environment. The ma-terials used included: brown paperbags in a variety of sizes, shreddedpaper for filling the bags, yam to tie thebags, watercolormarkers, posterpaint,foam brushes, white glue, feathers,

continued on pee 12

Page 12 ACTflve Technology Spring 1994

Frippks continued from page 11

yarn, styrfoam half balls for eyes, vari-ous scrap pieces of paper, material,ribbon, suing, and pom poms. Weprovided porn poms and fat yarn for thespots and stripes for those students withvisual impairments who wished to beable to feel the spots and stripes on theirFripple. We encouraged participantsin our art activity to pick out the size ofbag that they liked, fill it with shreddedpaper, tie the top, and to decorate theirFripple however they wished.Once the Fripples were dry, they were

ready to use in the dramatic play area.The backdrop for the dramatic playarea was assembled from storage boxes.The boxes were cut open down a verti-cal side; the boxes were taped togetherto form an L-shaped back-drop. Wepainted the backdrop a color similar tothat in the Fripple Shop on the com-puter program. A window and a doorwere painted on and the door was cutopen. We used clear package tape tohinge the door so that the children couldopen it up to come into the shop. Ourstage props were simple: a small child'stable, a play telephone, a play cashregister, and the Fripples which hadbeen manufactured.

Free dramatic play allows children toexperiment with the roles of consumerand shop owner. They can pretend tobuy, sell, or order the Fripples. Struc-tured play can be used to teach con-sumer economic skills, constunerm an-nem, and phone skills.Children in a group activity might be

encouraged to pretend that they are theFripples that they created in the artproject; they can be the Fripples in theshop. Other children could take turnsbeing the customers who call in andorder a Fripple or go to the door of theshop to buy a Fripple. The "customer"would have to describe the Fripple thathe/she wished to purchase and the au-dience would have to identify the cor-rect Fripple. The audience memberwith the correct answer then takes theplace in the shop of the "sold" Fripple.Using the Fripples, Amy Betz created

new song lyrics (see next page)adaptedto old and familiar tunes. One songwhich is effective foropening the struc-tured dramatic play activity is "HowMuch is That Fripple in the Window?"(adapted to the tune of "How Much isThat Doggie in the Window?").

One session at the ACTT V Conference was a Fripples Workshop. Participants were able toexperiment with the software and create their own Fripple characters from papers sacks,yarn, paint, and other art materials. The Fripple shop was on display, and participants Joinedin singing Fripple songs.

30

dren enjoy singing songs which arebased on the characters from the com-puter program. Music can serve as asocial integration activity in an inclu-sive classroom environment. Whenchildren see teachers adapting new lyr-ics to old and familiar songs, it encour-ages them to use their creative capa-bilities. (See the songs on page 13)One of the related activities which we

designed to go with the Fripple pro-gram was a felt board small groupactivity. Felt was used to cut out shapessimilar to the different found objects,chenille wire, and Styrofoam balls.Children in the group can be encour-aged to describe what attributes theFripple should have. This is beneficialin encouraging children to use descrip-tive and expressive language. We alsodeveloped a Fripple book to be used ina group activity. We used the screendump technique of taking a picture ofthe computer screen. The picture wasthen put in a ClarisWorks file wherewe could change it in any way wewished before we printed it. We beganour book by showing examples of thedifferent characters coming to the shopdoor to buy a Fripple. In a group activ-ity, the children could be encouragedto identify the correct Fripple. Later inour book, we deleted the descriptionsof the Fripples; the children in thegroup could now take turns describingthe Fripple they wished to buy whilethe others tried to identify it. Addi-tional visual discrimination or colormatching activity folders could be madeusing the screen dump technique andresizing or coloring the Fripples.As educators, we are only limited by

our imaginations when we use com-puter programs as a key experience fora thematic unit. Computer programscan serve as a catalyst for creating newand different ways to reach the chil-dren that we teach.


Sing Along With Fripp lesFripple songs created by Amy Betz

How Much is That Fripple This old Fripple has big eyes,in the Window? it loves to eat blueberry pies.

(to the time of How Much Is That Doggie With a great big jump it hops down toin the Window?) the floor,

Refrain: And rolls its way right out the door.How much is that Fripplein thewindow?The one with the curly hair. I'm A Little FrippleHow much is that Fripple in the win- (to the tune I'm A Little Teapot)dow? I'm a little Fripple with great big eyes.I do hope that Ripple's for sale. (form circles around eyes with fingers)

I've got stripes that go side to side.I don't want a parakeet or puppy. (use thumb and forefinger to show stripes)

I don't want a big kitty cat. I get very happy when people shop,I don't want a little brown hamster. (use fingers to indicate smile)

I want a big Fripple with a hat. I leave my shelf and hop, hop, hop!(hop in place)

Repeat Refrain

Fripples may wear a pair of sunglasses.I've seen some with spots on theirknees.I want to buy and take home a Fripple.Oh, give me a yellow oneplease.

Repeat Refrain

A Fripple can be yellow or green;some can be purple or red.Fripples can be plain, striped or spot-ted.My Fripple will sleep in my bed.

Repeat Refrain

This Old Fripple(to the tune of This Old Man)

This old Fripple - it has spots,it wears its hair tied up in knots.With a great big jump it hops downto the floor,And rolls its way right out the door.

This old Fripple - it is red,I think that I will name it Fred.With a great big jump it hops downto the floor,And rolls its way right out the door.

Fripple, Fripple(to the tune Twinkle, Twinkle Little Star)

Fripple, Fripple on the shelf,how I want you for myself.Hove your long and curly hair,You're better than a teddy bear.Fripple, Fripple on the shelf,how I want you for myself.

Note: Lela Cunningham and Amy Betz,creators of these Fripple activities andsongs, are Art Curriculum Specialists onthe staff of Macomb Projects' ExpressiveArts for Young Children with DisabilitiesTechnology Project. The project is fundedby USDE's Technology, Educational Me-dia, and Materials Program for Individu-als with Disabilities. PR, '1180D20019.

r Need A Switch?

BUILD YOUR OWN!

It's easy when you follow thestep-by-step instructions in

A Switch To Turn Kids On

$11.95

Order from Macomb ProjectsUse order form on page 19 j

31

Ke:nx WorkshopsAvailable DuringACTT SummerTraining SessionsDoes this sound familiar? You have a

Macintosh computer in your classroomor home and you recently purchased aKe:nx to use with your children withspecial needs. You would like to knowhow to use this device without spend-ing your evenings reading the manual.You wish someone would show youstep by step how to create your ownset-ups in one day, so you can custom-ize activities for your children.Well, wish no more! Instead, REGIS-

TER for ACTT's Ke:nx Workshop!!ACTT staff will conduct one-day

Ke:nx workshops during its regularlyscheduled training weeks this summer.The workshops will be held on June9th and July 28th. These are theThursdays of ACTT training. Comejoin us for the whole week of trainingor just attend the Thursday workshopon Ke:nx.The week long training is free to per-

sons interested in adopting the ACTTmodel and becoming ACTT replica-tion sites. If you plan only to attend theKe:nx workshop, there is a $100 fee.Participation will be limited to 15people, so register today by callingLinda Robinson or Carol Schneider at309/298-1634. Start the new schoolyear with Ke:nx set-ups you have per-sonally created and customized for yourchildren!Openings are still available in ACTT's

summer training, June 6-10 and July25-29. Find out how to participate inthis training free of charge by callingLinda Robinson, 309/298-1634.

Page 14 ACI'Tive Technology Spring 1994=1 1AC'TTive Teachers

SHEBOYGAN SHE HAS ACITIVE EARLY INTERVENTION PROGRAMby Linda Robinson

On a recent visit to an ACTT site, theEarly Intervention Program inSheboygan, Wisconsin, CarolSchneider and I had the pleasure ofobserving several children and theirfamilies using technology. The pro-gram became interested in attendingAM training after their director at-tended an ACTT wolicshop sponsoredby WIS-TECH, Wisconsin's AssistiveTechnology Project, in the Fall of 1992.

Consequently, two EIP staff, LoriSchad and Stella Kaas, spent one weekin Macomb, Illinois with Project AM'staff in January 1993, learning how tointegrate technology into their birth tothree services. They then returned toWisconsin and adapted the ACTT

model to meet the needs of some oftheir 100 children.Lori reports thattechnology has helped

children with skills which includeproblem solving,understanding causal-ity, visual tracking, attending, and com-

munication. The computer is used of-ten during speech therapy as a tool toincrease vocabulary, identify pictures,and select requested picture from twochoices.

Although an Apple IIGS and aTouchWindow® or switch are usedmost often right now, a Macintosh LCIII has recently been purchased, and isgaining popularity with the staff andchildren. The recent addition of aKe:nx® has made staff even more ex-

The TouchWlndow makes activating a program easy for young children as they respond totheir natural inclination to touch what they see on the monitor screen. This two-year old girlat Sheboygan's Early Intervention Program enjoys animating an object by touching theTouch Window.

3°4

cited about adapting programs to thechanging needs of their children.

The program has a good family in-volvement component. Since parentsbring their children into the center forintervention and therapy sessions, theyhave learned first-hand how technol-ogy can be a benefit. Parents are oftenamazed that children in this age groupcan use computers. Some parents vid-eotape computer sessions themselvesto show friends and relatives at home.One parent was so pleased her daugh-ter was using technology that she ex-pressed her appreciation in a letter to us

during our recent visit "We feel ex-hilarated at having our daughter havethis opportunity...her first of many steps

upward! (At least in the computerworld!)"The' Early Intervention Program has

made tremendous strides during thepast year in acquiring new equipment,

training staff members and integratingtechnology into their program. Theirnext goal is to become more proficientat designing overlays for the Unicorn"'

Expanded Keyboard throughthe use ofKe:nx. Their first effort is reported tobe an overlay which contains picturesfrom one child's family. Staff mem-bers are anxious to see whether thisactivity will elicit a happy responsefrom a child who rarely interacts withothers. ACTT staff are betting that itwill be an instant winner!


CictRisWoRks Tips and ShoRrcursEditors Note: The following Information isfrom a Project TIP training module designedby Letha Clark, Assistive Technology Trainerwith Project TIP. The Technology InservlceProject Is funded by the Early EducationProgram for Children with Disabilities.PR#H024P10077.

Cut, Copy and Paste1.Select a line or paragraph of text.2.Choose Cut or Copy from the Editmenu. Cut removes the selected para-graph or text from its location in yourdocument and copies it to the clip-board, which is a temporary storageplace in the computer's memory. Copyleaves the text where it is and a copy isalso placed on the clipboard.3.Select the spot in your documentwhere you want the copy to go. Movethe I-beam pointer to the desired loca-tion in the text and click. The insertionpoint blinks where you clicked in thetext.4.Choose Paste from the Edit menu.

Move Text1.Select the text you want to move.2.Choose Cut from the Edit menu.3.Click the location in the document(set the insertion point) where you wantto insert the text.4.Choose Paste from the Edit menu.

Move Graphics1.Click on the graphic. Your I-beamwill change to the pointer.2.Press and hold the mouse buttondown. Reposition the graphic to itsnew location.

Resize Graphicsl.Click on the graphic.2.Place the pointer in a handle in onecorner of the graphic.3.Press and hold the mouse buttondown. Drag the mouse right or left tochange the width, up or down to adjustthe height and diagonally to equallyadjust the height and width.

Copy Text1.Select the text you want to copy.2.Choose Copy from the Edit menu.3.Click the location in the documentwhere you want to insert the text.4.Choose Paste from the Edit menu.

IndoThis command "undoes" the last thing

you did. If you accidentally delete, cut,or change the wrong word or line oftext you can cancel the action. After themistaken action and BEFORE you doanything else - choose Undo from theEdit menu. The original text is restored.The keyboard command is "8B and Z."This may be one of the most importantthings to know and can certainly re-duce your level of anxiety.

Check Spellingl.Choose Check Document from theSpelling submenu of the Edit menu.Check Document checks the wholedocument. A Spelling dialog box willappear on the screen.2.Replace the word by typing the cor-rect word in the Word box OR selectthe correct word from the list of re-placement possibilities. If the word isspelled correctly (the dictionary maynot recognize the word), click Skip toaccept the word as it is.3.When the end of the document isreached and the check is complete,click Done to return to the document.

Find Synonyms1.Select (highlight) the word you wantto change.2.Choose Thesauf us from the Spellingsubmenu of the Edit menu.3.When you find a word you like, clickthe word, then click Replace.4.If you don't see a word you like,select a word from the list and clickLook-up to see more words.

Correct mistakes1.To correct a mistake as you type,

3,3

press the Delete key removing as manycharacters as necessary to make thecorrection.2.Retype correct characters.OR1.To correct a mistake after you havemoved on, position the I-beam pointernext to the text you want to select anddrag through it, highlighting the text tobe changed.2.The incorrect text is replaced withthe correct text as you type the changes.

Select Text1. To select a word, double-click on theword.2. To select an entire line, click threetimes anywhere in the line.3. To select a complete paragraph, clickfour times anywhere in the paragraph.4. To select an entire document, chooseSelect All from the Edit menu.5. To select a block of text, click toplace the insertion point in front of orbehind the desired text, hold down theShift key , and click at the opposite endof the text you want to select. Move thetext up or down by using the up anddown arrows in the scroll bar on theright side of the screen.

Just Say No!!Did you think you wanted to print

then changed your mind. Cancel yourprint command by pressing and hold-ing down the command/open apple key( ) and tapping the period (. ) key.

Did you double click on an applica-tion icon (you double-clicked onKidPixand really wanted ClarisWorks) bymistake. Immediately press and holddown the command key ( le- ) and theperiod (. ) keys at the same time andyou may be able to cancel the com-mand to launch the program.

Group ObjectsSelect objects you want to group to-



Claris Works continued from page 15

gether as a single object. First choosethe "pointer" from the graphics menubar on the left side of the screen. Clickon "ne object, then depress the shiftkey, hold it down, and click on theother objects you wantto include in thegroup. If all objects are displayed on apage (and your document is only onepage), use the Select All command andselect all the objects. Open Arrangefrom the menu bar and arrow down toGroup (Command "G"). All objectsare now grouped as one and can bemoved and placed in your documentmuch easier.

Other TipsPut it ALL away!!

You are all done and want to put allthe windows away with one quick click.Hold down the "Option" key and clickin the "put away" box of the activewindow (the one with lines on eitherside of the document title). With oneclick you cleaned up your desktop andare now ready to "Shutdown." Openthe Special menu from the menu barand arrow down to "Shutdown".

Getting out of KID DESKIf you have designated KidDesk as thestart-up, the start-up screen you see isnot the desktop but KidDesk. If youneed to find the desktop, complete thefollowing steps:1.Press and hold down the Optionand Fe keys and tap the "A" (for Adultsection).2.Open the File menu from the menubar and arrow down to Quit to Finder.

Wait a few seconds. This is going tolook like the "right place" because itis!!

Copy graphics from Print Shopto the Scrapbook

To get those graphics from PrintShopfor the Macintosh to the Scrapbookwhere you can use them in other docu-ments follow these steps:1.0pen PrintShop.2.Choose the greeting card or signoption.3.Open the Graphics menu from themenu bar.4.Choose "Select Graphics ".5.Pick either Large or Small graphics.

Switches From InnocompInnocompTN , Innovative Computer

Applications, sells switches that meeta variety of needs. The Round Padiwitgh, operated by pressing the topsurface, has an active area of 3.25" andrequires a force of 200 grams to oper-ate. The switch provides both auditoryand tactile feedbackit costs $70.The Micro Light Switch is very small

(active area is only .5 x .75") and ex-tremely pressure sensitive (10 gramoperating force). It can be mountedusing a standard '4-40' screw. The costis $55.The Soft Red Switch is covered with

a red velvet bag, which can be removedand washed. Velcro tape can be sewnto the fabric to make mounting conve-nient. An operating force of 800 grams

is needed. This round switch has anactive area of 3.5" in diameter. It costs$75.The Cup Switch is a tiny switch (ac-

tive area is only 1.8" diameter) cuppedin a plastic case providing a surface foreasy mounting. Supplied with five col-ored adhesive dots, the switch is oper-ated by pressure (250 grams) on the topsurface. The switch costs $50.The plate Switch is a small (2"), low

profile single membrane switch. Oper-ating force is 50 grams. The switchmay be ordered in four colors: red,green, blue, or yellow. It sells for $60.

For more information, contactInnocomp at Suite 302, 26210 EmeryRoad, Warrensville Heights, OH44128; 216/464-3636, 800/382-8622.

3 4

6.Select graphics by clicking on theones you want.7.Click "OK".8.Open the Graphics menu from themenu bar and select "Graphic Editor".9.Click on the desired graphic. It willappear in the box at the upper left ofyour screen under the words GraphicEditor.10.Click on "Copy" (it will show up onthe clipboard in the lower right of thescreen), then click "OK".11.You will return to the "Untitled"greeting card or sign screen. Open theApple (t) Menu and select Scrapbook.12.Open the Edit menu from the menubar and choose "Paste" (Command"V"). The graphic will be displayed inthe Scrapbook.13.Repeat steps 6 -12 for each graphicto be added to the Scrapbook.

Command shortcutsReference to the Command key can

be confusing until you realize that that' sthe key with the in one corner and the( ) in the other.

Save Command "S"Print Command "P"Copy Command "C"Paste Command "V"Select All Command "A"Bold face Command "B"Italicize Command "I"Underline Command "U"Undo Command "Z"New Command "N"Frequently used symbols

To get this Use this keysymbol: combination:

O Option/Shiftt'8"(Hold down option and shift and tap 8)

TM Option/"2"Option/"R"Option/"8"Option/"4"Option/" ?"Option/"K"Option/"G"Option/ "1"Option/"V"


NICHCY Resource Uses Understandable Terms, ExplainsLaw Regarding Assistive TechnologyThe following information is quoted from the

September 1993 NICHCY Digest, volume 3,number 2, and is reprinted with permission. Toorder the entire document, refer to orderinginformadon or. page 8 of this issue.

Your child's need for assistive tech-nology devices or services, or both,may be included in the IEP. Assistivetechnology devices are defined as anyitem, piece of equipment, or productsystem that is used to increase, main-tain, or improve the functional capa-bilities of individuals with disabilities( §300.5). Assistive technology devicescan be acquired commercially off theshelf, modified, or customized. Sincethe explosion of technology in our coun-try, assistive technology devices havebecome more widely available and havebeen shown to dramatically improvethe functional capabilities of individu-als with disabilities in terms of mobil-ity, communication, employment, andlearning. Many of the devices havebeen instrumental in allowing studentswith disabilities to be educated in regu-lar classrooms, working and learningalongside of their nondisabled peers.Some examples of these devices are:electronic communication aids, devicesthat enlarge printed words on a com-puter screen, devices that facilitate com-munication for individuals with hear-ing impairments, prosthetic devices,braille writers, and keyboards adaptedfor fist or foot use.Assistive technology services are any

services that directly assist an indi-vidual with a disability to select, ac-quire, or use an assistive technologydevice. This includes evaluating theneeds of the child, including a func-tional evaluation in the child's custom-ary environment. The term also in-cludes such services as:

purchasing, leasing, or otherwise pro-viding for the acquisition of assistivetechnology devices;

selecting, designing, fitting, custom-izing, adapting, applying, retaining, re-pairing, or replacing assistive technol-ogy devices;

coordinating and using other thera-pies, interventions, or services withassistive technology devices (such asthose associated with existing educa-tional and rehabilitation plans and pro-grams);

providing training and technical as-sistance to the individual with disabili-ties and his or her family, if appropri-ate;

providing training and technical as-sistance to professionals, employers,or others who provide services to, em-ploy, or are substantially involved inthe major life functions of childrenwith disabilities. ( §300.6)

Regulations for the IDEA state thatschools must make assistive technol-ogy devices and/or services available

RJ Cooper AnnouncesRelease of CrossScanner

ICJ Cooper & Associates have an-nounced CrossScanner, the "easy wayto run any software by single switch."

According to the company,CrossScanner is simple to h stall andhas modules for almost all aspects ofcomputer integration, such as mousemoves and clicks, double clicks, drags;text entry and menu bar option.

The software sells for $199 and isavailable for both Macintosh and Win-dows. Hardware is required ($50 forPC and $80 for Mac).More information is available at 800/

RJCooper, 714240-4853 (voice); 714/240-9785 (fax).

35

to a child with a disability, if requiredas part of that child's special educa-tion, related services, or supplemen-tary aids and services ( §300,308). Arecent letter of policy for the Office ofSpecial Education Programs (OSEP)states that "consideration of a child'sneed for assistive technology must oc-cur on a case-by-case basis in connec-tion with the development of a child'sIndividualized Education Program(IEP)" (Goodman, 16 Education oftheHandicapped) aw Report 1317, OSEP1990). Thus, when the IEP of a studentis being developed, reviewed, or re-vised, the school district must assess, ifappropriate, the student's need for anassistive technology device or service,determine those devices or servicesthat will facilitate the student's specialeducation (particularly those that willfacilitate his or her education in theregular educational environment), listthem in the IEP, and then provide themto the student.

Ke:nx Setups Availablefor Millie's Math House

Do you have young children whowould enjoy Edmark's Millie's MathHouse but need switch or alternatekeyboard input? Project ACTT's set-ups to use with Millie's Math Housemay be the solution to your problem.The disk contains 22 setups to be usedwith scanning and 10 setups for alter-nate keyboard use. The disk, a reducedversion of the graphics for Unicornsetups, and a copy of ACrf's Levels ofSwitch Progression are availablethrough Macomb Projects for $15. Usethe order form onpage x of this issue ofACTTive Technology or fax a pur-chase order to 309298-2305.

Page 18 ACTTIve Technology Spring 1994

Ugly DuckliNg Edmark's Sammy Does For Science What MillieSOFTWARE PROMOTES Does For Math and Bailey for Reading

DIVERSITY, ANTI-BIASby 'Atha Clark

ACTTive Technology provides this column asa regular feature for helping teachers use tech-nology to expand their anti-bias curriculum.

The creative minds that developsoftware have been busy putting a newtwist on an old favorite. The UglyDuckling, a recent software release inCD-ROM format, retells the timelessHans Christian Andersen tale.

There is something different aboutthe biggest hatchling in the nest. He'sUGLY. He's a giant and he's UGLY.He's the wrong color and he's UGLY.He's funny looking and he's UGLY. Inspite of all that seems to be wrong, hedoes have one redeeming attribute.Hecan swim. Even that ability is tem-pered by the lucky fact that he's not aturkey! He's kicked around and shovedabout and finally pushed out of thebarnyard society. Winter is hard andtimes are tough but spring comes andtime works a miracle of beauty. Thatugly, giant, funny looking duckling isnot a duck but a beautiful swan. Usethis software in a classroom to cel-ebrate again the difference and"specialness" of each child and em-phasize that each child's differencesare that child's strengths.

Produced by Morgan Interactive,Inc., The Ugly Duckling is a CD-ROM that recognizes both Macintoshand IBM platforms (now that's diver-sity in action! !) and has a street price inthe neighborhood of $50. Packagedwith the software is a small stuffed andnot-so-ugly gray duckling.Resources

For more information and resourcesto help you help children understandthe value of diversity, subscribe toTeaching Tolerance, a magazinemailed twice a year at no charge to

Edm ark announces two new Macin-tosh software programs for grades PreK and up. Sammy's Science House isbased on the same successful teachingmethodology as Edmark's award-win-ning Millie's Math House and Bailey'sBook House. Sammy and his friendsprovide youngsters, preschool throughgrade 2, hours of fun as they explorefundamental scientific processes. Stu-.dents practice observing, sorting, com-paring and sequencing as they solveproblems and learn to see things in newways.

The program requires a MacintoshPlus or later; hard disk; System 6.0.7 orhigher (requires 1MB RAM for mono-chrome and 2 MB RAM for color); forSystem 7.0 or higher (requires 2 MBRAM for monochrome and 4 MB RAMfor color). The price is $59.95. Theprogram also comes in an MS-DOSversion.Words Around Me can be used with

students from preschool and up. Thisexciting program uses on-screen pic-tures, animated graphics, and humanvoices to teach vocabulary importantto students' daily lives. Students learnnew words and understand meaningsas they associate written and spokenwords with visual images.

Special options allow you to recordprogress and customize the pace and

level of difficulty for individual needs.Edmaik call it a program that is "idealfor ESL students and students withspecial needs."

The Words Around Me CompletePackage includes the Words AroundMe program; My Collection I, a datadisk of 40 vocabulary words and pic-tures for basic foods, utensils, cloth-ing, and body parts; Home; Neighbor-hood; School; Community; and KeyConcepts Word Collections (about 250words) for $399.95. Some of the wordcollections are available in Spanish.You can buy a starter Words Around

Me Basic Package for $199.95. It in-cludes the Words Around Me pro-gram and My Collection I. The otherprograms (Home, Neighborhood, etc.)can be purchased separately for $49.95each.

Words Around Me requires a colorMacintosh (256 colors recommended);hard disk; System 6.0.7 or higher. ForSystem 6.0.x, 2 MB RAM; for System7, 4 MB RAM.Sam ny's Science House and Words

Around Me provide built-in scanningfor single switch users and areTouchWindow compatible. Both pro-grams are scheduled for release in July.Fo r mo re information, contact Edm ark,P.O. Box 3218, Redmond, WA 98073-3218; phone orders 800/362-2890.

educators. It is published by theSouthern Poverty Law Center andwas designed "to provide teacherswith resources and ideas to help pro-mote harmony in the classroom."Write to Editor, Teaching Tolerance,400 Washington Avenue, Montgom-ery, AL 36104.

The National Early ChildhoodTechnical Assistance System(NEC*TAS) has resources related to

diversity. Among them are Culturalcompetence in screening and assess-ment: Implications for services to youngchildren with special needs ages birththrough five, a 30-age paper by Ander-son and Goldberg; Planning for a cul-turally sensitive program (24 pages)by Cooper; and Serving preschoolhandicapped children of various cul-tures: An annotated bibliography (28

Urpages) by Hicks. Phone 919/962-2001.

Spring 1994 ACrTlvt: Technology Page 19

Simple Switch Software Records Child ProgressMacomb Projects has software avail-

able for Apple II computers and Ma-cintosh computers which use a IIeemulator card. Use the order form be-low to order these and other products.A catalog is available upon request.

Switch 'N' SeeThis program helps reinforce under-

standing of cause and effect in acognitively young child. When a switchis pressed, a rag doll appears on themonitor and dances to "Skip to MyLou." The doll dances as long as theswitch is activated.The program has record-keeping ca-

pabilities. Number of seconds betweenswitch presses, number of switch

presses, and number of notes playedare recorded. Records may be printed.The program costs $11.95.

Master BlasterThis game for two players reinforces

visual attending with a switch response.A "beep" may be added as an auditorycue for the child.

A rocket ship appears on the screenand the child who presses his/her switchfirst launches the rocket. MasterBlaster keeps track of who pressed theswitch first and how many times eachchild launched the rocket. After eachlaunch, the children are told wholaunched the rocket.If a child tries to get an "edge" on his

opponent by holding his switch downbefore the rocket appears on the screen,the program says, "(Child's name), re-lease the switch." This, is repeated untilthe press is rtleased.Master Blaster ($11.95) is used with

the Echo Speech Synthesizer.Simple Switch Activities

The program ($11.95) includes fouractivities which can be used to trainswitch use for cause-effect relation-ships. The record-keeping informationincludes number of presses, durationof press, and elapsed time betweenpresses. Time is recorded in seconds togive you accurate documentation formeasuring skill acquisition.


Name/AgencyShipping AddressCityPhone ( )

Billing Agency

Billing Address

State/ZipDate of Order

Products Price Quantity Total

MAKE CHECKS PAYABLE TO MACOMB PROJECTSSHIPPING

TOTAL

Your check or purchase order must accompany the order. Purchase Orders may be faxed to 309/298-2305. No phoneorders accepted. Materials are shipped parcel past unless other arrangements are made. Please allow four to six weeksfor delivery. Prices are subject to change without notice.


37

ACTTive Technology Subscription Form

Name

Agency

Street Address

City State Zip

1114..110.1.11.....11010.110MINMet

For :6 yoriiSobircotion:to Acrnve:recoology, completethlefOnit and return it with a porches.or or check': to Macomb Projects, 27 Hortablek.14.:1Yetite0 IIIMOISUrthiertitlic

. Macomb;. IG 61455.i:':OttIsisItoni outside the US: must be paid tor:th U.S. funds bum U.S. benks.

WesternIllinoisUniversityClaw" ye G revi...uas (Nrvijurrus

COtUCE Cyr [DUCAT:ON-1MWwvents, ISIwIou 41131119E

38

Project ACTTMecovab Project' Cottage errlocaltot27 Horreblo Hall %Altera Illinois UnlvereltyWomb, IL WP2IL1M

A CT T

IVE E RProject ACTT, Western Illinois University, Macomb, IL 61455

eCopyright 1994 Macomb Projects

VOLUME 9, NUMBER 3 Summer 1994

Study Shows Assistive Technology Produces Positive Effects,Makes Recommendations for Future Effortsby Patricia Hutinger

The Winter 1994 issue of ACTT: ye Technol-ogy reported on a two-year study) which de-scribed and explained how assistive t.-:hnolo-gies2 were used in educational programs forchildren who have significant multiple disabili-ties which hinder their interactions with people,objects, and events in their environment.Changes seen in the study's 14 children, whoparticipated M a variety of assist ive technologyexperiences as they moved through school, aswell as the effects of technology applicationsand bo Irs to the achievement of the children' seducational goals were examined using a modi-fied longitudinal approach. Based on the study'sfindings, recommendations for improving thepotential benefits of assistive technology forchildren with disabilities are discussed in the

following article.

Benefits of AssistiveTechnology Use

One of the most powerful and encour-aging findings of the entire study wasthat children with severe disabilities doevidence positive social and emotionalchanges over time when they use thetools of assistive technology. This find-ing confirms the claims of many pro-fessionals and families who have beenreporting for some time that when chil-dren use switches, electronic toys, com-puters, the accompanying peripherals,software, and electronic communica-tion devices, the effects are positive.

Benefits related to improvement incognition and communication were alsofound, Across the case studies, the chil-dren were able to do things at the end ofthe study that they had been unable todo when they began using technologyapplications, although changes in be-havior came very slowly for some.

Slow changes were expected since thechildren who participated in this studywere selected because they were sig-nificantly disabled and needed tech-nology tools to function in their every-day settings. The results support thecontention that assistive technologyprovides the tools to do some thingsindependently for children who are notable to access the people, objects, andevents of their world.Although rural, midwestem commu-

nities provided the settings forthe study,the strength of the findings across caseswould suggest that other children withsignificant disabilities and their fami-lies across the country might makesimilar gains and face similar barriers.Technology is not a frill for these chil-dren, rather it represents useful toolsand ways to learn. Staff and familiesagreed that children made progress.Observations over time revealed posi-tive changes even though services wereoften inconsistent as children movedthrough school.

Inside this Issue:Information about the March16 -17 ACTT VI Conferenceon page 3

Directions for an InexpensiveCommunication Device onpage 6

A New Curriculum Activity forthe Macintosh on page 7

39

Recommendations ResultingFrom the Study

A paradigm shift among staff andadministrators is needed if the schoolsare to make use of the potential oftechnology for children with disabili-ties. Rather than using the availabletechnologies for traditional purposes,new avenues must be explored.

New concepts of appropriate adapta-tions and activities for children withdisabilities are needed as well as re-sources to support the staff who planthose activities. Before this occurs, it islikely that carrying out massive aware-ness and training efforts which willreach both the organizational level andthe classroom level is essential. Theseactivities can be carried out by parentand professional organizations, insti-tutions of higher education, publicschools, and agencies if they lave anunderlying foundation in technologyapplications. Unfortunately, at thepresent time, some organizations haveyet to recognize the importance of tech-nology. Family organizations nation-wide seem to underscore the impor-tance of technology applications to agreater extent, and with greater under-standing, than some professional edu-cational organizations. Administrativeemphasis on and support of effectiveongoing staff development as well asproviding adequate funding for equip-ment and materials are necessary ifchildren are to benefit.

continued on page 3

Page 2 ACTTive Technology Summer 1994


Anyone who has used technology witha young child has, more than likely,comtemplated the effects that technol-ogy will have on this individual overtime. When children are successfullyusing the computer to help with indi-vidualized goals, we may not think aboutthe factors which contribute to the suc-cess. However, when a child is unableto progress with the use of technology,we may blame the equipment itself ormany other factors. These factors, bothpositive and negative, have been a fo-cus of research for Macomb Projectsduring the past two years. We includedfindings from the research in the ourSpring edition. Our resulting recom-mendations are included in this issue.

One interesting research finding wasthat even if teachers had newer soft-ware orcomputers, they were oftentimesusing technology in traditional ways,as electronic workbooks or for drill andpractice on a particular skill. Ten yearsago many educators were taught to usetechnology in these ways. Howeverthere are so many exciting applicationswith computers today that families andeducators need to become aware of therecent possibilities. This awarenesscan only come from ongoing trainingsupport. Without period' c training, thesame software and activities are usedday after day, and children's enthusi-asm for using computers diminishes.One of our recommendations is thateducators explore new avenues withtechnology. This takes team effort andadministrative support for training;,however, in the long run it helps chil-dren be more successful.When we look at the possibilities that

computers hold today, it truly is a shamethat we do not take full advantage of thetechnology in creating activities forchildren and making our own jobseasier. One of the Macintosh's capa-

bilities that we find especially appeal-ing in early childhood is the ability tosave and print screens from computerprograms. This is a wonderful tool forcreating off-computer materials, suchas those described in the curriculumactivity. However, we must cautionyou if you are creating materials withcomputer graphics. Computer screensfrom software are copyrighted materi-als. They can be used only within thecontext for which they were intended.Copyright laws cover the fair use ofcomputer graphics. Unauthorized copyand use of computer graphics puts youat risk of copyright violations. For fur-ther information on copyright issues,contact Software Publishers Associa-tion at 202-452-1600. Our advice is tocontact the publisher of the program ifyou are unsure of the legality of yourgraphics use. Most companies will grantpermission when they know it is forclassroom or individual child use only.This is also a good way to let develop-ers know how their program is beingused. Our staff are constantly creatingnew activities and materials using thescreen dump capability; however, wealways make sure we have thepublisher's permission ahead of time.As we look ahead to the Fall, we are

excited about several things in our of-fice - three newly funded projects whichwill each meet a definite need in theearly childhood technology field, andthe planning of ACTT VI. Our keynotespeaker, Patrick Meckley, has exten-sive experience in switch constructionand low and high tech adaptations.Since switch making is always a popu-lar topic at the conference, he will be avaluable addition for past attendees aswell as newcomers. Don't forget tomark your calendar now, ..-d look formore conference details in the nextissue.

40

1

Table of ContentsRecommendations for Future Assistive

Technology Efforts 1

2ACTT VI Speaker 3Prentke Romich Products S

New Study Concerns Technology andEmergent Literacy ---........

Technical Support NumbersSimple Communication Device ..... 6CD-ROM Preview Software .......... 6Curriculum 7Calendar of ConferencesEasy Street Review 9Big Bug Alphabet Book Review 10

NAEYC Technology Videos 10

Milliken Software 10Technology Assessment Software . 11Software Purchasing Program 11

Safari Software 11

Putt-Putt Software 12

Surplus Software ........ 12TTAP Project Funded ........ 12

Mac is Not A Typewriter 13

New Laureate Software ..... 13

F,A*Kids Art Center Review 14

Terrapin Software 14

Marblesoft Software 14

Observational Technology 14

Stationery Pad Option .....--. 1SProduct Order Form 15

ACTTive Technology SubscriptionForm

Editor-in-chief: Patricia HutingerAssistant Editor: Linda RobinsonContributing Staff: Karen Baird,Letha Clark, Joyce Johanson, JenniferLucie, and Carol SchneiderLayout & Design: Joyce Johanson


by Project ACTT,an Early Education Program for Children

with Disabilities Outreach Project#I-1024D20044


Macomb, IL 61455309/298-1634

Subscriptions arc S16 per yr

Summer 1994 ACTTive Technology Page 3

Recommendations continued from page 1

Technology applications must be in-tegrated into children's daily lives ratherthan being treated as a means of devel-oping isolated academic skills. Teach-ing plans, strategies and technologymanagement must be changed in orderto provide full use of various applica-tions. Changes such as these are un-likely unless massive staff develop-ment activities and changes inpreservice education are undertaken.Software that helps teachers, families,and children to integrate technology isscarce. Too much software targets drilland practice, encouraging the develop-ment of isolated skills.

Since the technologies described inthis study were powerful enough toproduce positive effects in social, emo-tional, cognitive, and communicativedevelopment for children with severeand multiple disabilities, other chil-dren with similar needs should haveconsistent access to computers, alter-native input and output devices, andappropriate software in their educa-tional programs. Even small gains areimportant and improve the quality oflife for children and their families.Technology plans for children, devel-

oped by a team of professionals and thefamilies, updated at regular intervals,must be in place for each child with

0

ACTT VI Speaker Emphasizes

Affordable Assistive TechnologyCircle March 16 and 17, 1995 on your calendar and plan to attend the Sixth

Annual Assistive Technology Conference sponsored by Project ACTT.ACTT VI will provide you with two days of valuable workshops and a varietyof choices so appealing that we commonly hear, "I don't know which tochoose. I want to go to them all!"

The ACTT VI featured speaker and presenter is Patrick Meckley, thedirector of the Assistive Technology Program at the Wm. W. Fox Develop-mental Center in Dwight, Illinois. Patrick is often referred to as "Illinois' Mr.Switchman" and has given workshops and presentations across the country.

The parent of a child with disabilities and a long time computer andelectronics hobbyist, Patrick has had many years experience making afford-able assistive technology a reality. (See one of Patrick's ideas on page 6.) Hewill give a keynote presentation at ACTT VI on Thursday morning and willprovide a hands-on switch-making workshop each afternoon of the confer-ence.

A variety of switch kits will be available for conference participants topurchase and make under Patrick's direction.As in the past, the majority of the ACTT conference sessions will be given

by the Macomb Projects' assistive technology staff. Topics will includetechnology assessment, expressive arts and technology, public domain soft-ware, software to promote literacy, understanding and using Kc:nx, integrat-

theing computers into e early childhood curriculum, and more. As before, apreview lab will be open each session so participants can preview MacombProjects' vast library of commercial and public domain software.Plan to join us in March for two informative days! Registration information

is available from Project ACTT, Joyce Johanson, ACTT VI Coordinator, 27Horrabir Hall, Western Illinois University, Macomb, IL 61455; 309/298-1634; fax 309/298-2305.

So

41

disabilities and written into the TEPs.Initial plans should evolve from a team-based technology assessment. Re-sources to implement the assessmentrecommendations must be available.When children move from place toplace, a policy procedure must be inplace so that equipment either moveswith them or that similar equipment isavailable in the receiving setting. Fur-ther, receiving staff should be compe-tent in technology use and have accessto ongoing staff development activi-ties.

Computers and other assistive tech-nology equipment need to be in theclassroom with the child, not in a re-source room down the hall. In additionto individual activities, group activi-ties need to be planned so all the chil-dren in the classroom use the equip-ment. The targeted child will probablybenefit even more when s/he is in-cluded in group activities.

A concerted effort to provide a sys-tem and procedures to support collabo-rative efforts among staff and familiesis essential, not only during early child-hood but as children progress throughschool. Planning, although important,is not enough. Action is needed. Dis-crepancies between the families' pur-poses for technology use and the schoolstaff's purposes should be minimal.Families should have opportunities toprovide input into their children's useof technology whether or not they areable to provide similar technology athome.

A staff and family team approach isneeded. A team approach to assess-ment and planning as well as imple-menting adaptations and activities isnecessary because no one person canbe expected to know how to assessfactors such as positioning, placement,and adaptations and then suggest andcarry out strategies for implementa-tion. Family input into the entire pro-cess is necessary if applications are tosucceed over time.

continued on page 4

Page 4 ACTTIve Technology Summer 1994


Families need assistance in acquiringinformation about purchasing comput-ers, communication devices, their ac-companying peripherals and software,and training. Assistance might comefrom the school district, the specialeducation cooperative, or a public ser-vice agency. However, the pathwaysfor securing such assistance should beclear and available to all.

case approach used in business and lawschools to provide learners with con-crete examples, issues, and problems.Faculty and training teams must betrained to use the approach. Videotapesof children, families and staff usingequipment and discussing the applica-tions in use, and benefits and barriersshould be part of this training. Hands-on activities should be a major part oftraining events.

Ychod diatic,6 and aye/mica need aware Mat&xi-mawdiamyea, date rifrnwni mad 4e afrlated, and

iliaaatir&need to allowrotnew etriAmendfraciemea an

a terziat 4a46.

Inclusion plans made by school sys-tems need to recognize the importanceof the assistive technology tools usedby children with multiple and severedisabilities and include the equipment,software, and staff training. Schoolsneed to go beyond planning, insuringthat procedures to serve these childrenare in place. While children with mildto moderate disabilities can use tech-nology applications to enhance theirlives, children with severe disabilitiesmust use them to speak, to write, and toaccomplish other tasks. Staff responsi-bilities to assist in providing servicesmust be accompanied by resources toprovide needed technology training onan ongoing basis.Policies at the district and state level

that provide opportunities for system-atic staff and family development intechnology applications, ranging fromsimple applications such as adaptingtoys for switch use to more complexcontent such as designing adaptationsfor word processing are needed. Ongo-ing technology training at the preserviceand inservice level is needed for theentire team of professionals who work,or intend to work, with children withdi sabilities.Thi s training should includecase study approaches similar to the

Administrators need to endorse andallow training time directly related totechnology during school time or staffshould be compensated for spendingout of school time. If administrativesupport is not evident, non-technologyteachers are likely to attend other train-ing because of their fear of technology,their attitude that technology is notneeded for the children they teach, ortheir concern that they cannot take timeto learn one more thing.A system for staff and family support

in using applications and trouble shoot-ing should be part of the school system.Support resources might include ongo-ing formal and informal training, writ-ter materials and articles which areeasily available, networking groups or"user" groups for families and stafflocally, and access to a telecommuni-cation link to national resources. Atechnology specialist and trouble-shooter on staff would be helpful, es-pecially if they were knowledgeableabout the needs of children with dis-abilities.School districts and agencies that serve

children with disabilities must have asystem for maintaining and repairingequipment in a timely fashion. Col-laborative strategies that call for corn-

bining resources among several dis-tricts to obtain repairs is one way toaccomplish this. Repair services callfor knowledgeable equipment servicepersons and available parts. Sharingthese resources with families for homeequipment repair while at the sametime determining reasonable costs forrepair services would alleviate some ofthe families' concerns.School districts and agencies need to

be aware that technology changes, thatequipment must be updated, and thatbudgets need to allow for new equip-ment purchases on a regular basis.Newer equipment is faster and morepowerful and is likely to alleviate thetime constraints referred to by teachersin this study.A policy should be in place and in use

for updating equipment and software.This may mean setting up a lendinglibrary. If agencies collaborate, the re-source could be used by families aswell as staff. Perhaps joining forceswith the state library system wouldenhance this effort. Families should bepermitted to take equipment used bychildren home during the summer andat other times.Designers of equipment need to con-

sider their products carefully to deter-mine whether or not the devices can beused easily by child audiences, althoughthe market may be small. A survey ofparents of young children with dis-abilities who use technology is needed,not a survey of adult consumers. Needsdiffer.

Software designers need to developinteractive software targeted on prob-lem solving and integrating technol-ogy into daily life rather than depend-ing on drill and practice software re-lated to academic skills. Softwareshould be designed so that it can beused by children with and without dis-abilities alike.Companies that provide health insur-

ance for families of children with dis-continued on page 6

4

Summer 1994 ACTTIve Technology Page 5

Prentke RomichIntroduces NewProducts

Prentke Romich Co. announces theavailability of two new products,Alpha Talker and the Unicorn Key-board Adapter.Alpha Talker, a speech-output com-

munication device for people with lim-ited communication needs, allows vo-cabulary to be saved to a com puter diskand also performs limited computeremulations. It c-n store 3 minutes ofhigh-quality digitized speech or morethan 5 minutes of extended qualityspeech in memory. Alpha Talker canbe accessed by pressing a keyboardusing an optical pointer or by switch-activated scanning.

The Unicorn Keyboard Adapter al-lows people who use the model I or HUnicorn Expanded Keyboards to oper-ate a Liberator communication device

For more information about eitherproduct, contact Prentke Romich Co.,800262-1984.

Macomb Projects 1994-95 Catalogcontains new resource products for theMac from the Technology InserviceProject (TIP).Call 309/298-1634 to re-quest your copy or write to 27 HorrabinHall, WIU, Macomb, IL 61455.

New Research Project to Study Effects ofInteractive Technology Curriculum onChildren's Emergent LiteracyMacomb Projects, under the direction

of Dr. Patricia L. Hutinger, EarlyChildhood Professor at Western Illi-nois University, has received $200,000funding from the U.S. Department ofEducation's Technology, EducationalMedia, and Materials Program for In-dividuals with Disabilities for the firstyear of a new research project, TheEarly Childhood Emergent LiteracyTechnology Project.' The Project be-gan August 1.The Early Childh000d Emergent Lit-

eracy Technology Project is a threeyear study which will describe andexplain the effects of an interactivetechnology literacy curriculum on theemergent literacy knowledge andabilities of 3,4, and 5 year old childrenwho demonstrate mild to moderatedisabilities. Based on rigorous natural-istic inquiry, the study will incorporatea case study approach, studying indepth over the three project years fourdifferent types of classrooms catego-rized on their technology use for com-parison purposes. For the purposes ofthis study, "technology" is defined asthe use of computers, printers,TouchWindows and other peripherals,

Technical Support and Sales Numbers

Company Technical Support Saks.Apple 800/767-2775 800/795-1000

Broderbund 415/382-4700 800/521-6263Claris 408(727-9054 800/544-8554

Davidson 800/556-6141 800/545-7677

Edmark 800/426-0856 800/426-0856

MECC 612/569-1678 800/685-6322

Microsoft Word 206/635-7200 800/426-9400

4,3

tape recorders, and video cameras.The four classroom categories range

from those not using technology at allto those having a great deal of experi-ence using technology. The Project'sinteractive technology literacy curricu-lum will be presented differentially tothe classrooms during the variousphases of the Project.

The interactive technology literacycurriculum is based on an emergentliteracy approach and includes soft-ware selected via an analysis of thequality and interactivity levels of thesoftware, its appropriateness, and itsappeal to children. The four sections ofthe curriculum are 1) interactive com-mercial software, 2\ software class-rooms produce selves usingHyperStudio for thei, .cintosh, 3) soft-wax produced by other early child-hood classrooms using HyperStudiofor the Macintosh, and 4) tool functionsoftware such as graphics and story-making software. Each section of thecurriculum contains on-computer andoff-computer activities which containimportant elements of emerging lit-eracy.Three early childhood classrooms in

Good Hope, Industry, and Jackson-ville, IL, will participate in the firstphase of the study. Other classes fromJacksonville will be added as the studyprogresses. The interactive technologycurriculum is expected to have positivebenefits on the emergent literacy de-velopment of the children in those class-rooms.

The research will be directed by Dr.Hutinger. Carol Bell will coordinatethe Project.

1PR #H180G40078. Federal share for the totalproject costs equals 100%.


SIMPLE COMMUNICATION DEVICE IS

EffECTIVE ANd INEXPENSIVEThe following article ftrst appeared in the "TenDollar Tech" column, a feature in the April1954 issue of TECHTALK, the bimonthly pub-lication of the Illinois Assistive TechnologyProject (IATP). It is reprinted herewith permis-sion from IATP. The idea for this low-costcommunication device came from PatrickMeckley, Director of the Assistive TechnologyCenter in Dwight, IL. TECHTALK refers toPat as "Illinois' Mr. Switchman!" If you likethis idea and are interested in a list of confer-ences where Pat will be presenting, contact him

at 8151584-3347.

Chipcorder Technology, a registeredtrademark of Information Storage De-vices and Hallmark Cards, has madedigital recorded communication afford-able to everyone. The recordable greet-ing card advertised on television can beeasily modified to operate by an exter-nal switch, giving people withoutspeech a simple, but affordable, com-munication device.The card is available in any Hallmark

store for $7.95 plus tax. The only otherpart necessary is one 1/8" open-framejack from Radio Shack (catalog #274-251) at 3/$1.98.

To modify the card, first remove therecording device from the back panelof the card. Turn it over and remove thecardboard cover from the switch area.From the front side,carefully drill a 1/4"hole 2 1/2" down and 3/8" from the topleft corner. Install the jack and solderthe green and black wires from theswitch to the jack.

Plug in any external switch and fol-low the instructions included with the

Address Change:

Dunamis, Inc.3580 Hwy. 317Suwanee, GA 30174

card for recording your message. Ac-tivate your switch for playback.This device gives you up to ten sec-

onds of digital recorded communica-tion with almost unbelievable clarityand volume for the price.

For a copy of the schematic, callIATP. 217/522-7985.Variations:

Once you have tried this modifica-tion, you'll want to try othe,s. It can beeasily disassembled and put into a moreconvenient closure. You will also wantto try multi-messages. You can use onedevice and switch for say, a "Yes"response...and a second for a "No."But with 10 seconds of recording time,you can make entire sentences out ofthe responses.

Note: On March 16-17, 1995, Mr. Meckleywill be the featured speaker at the ACTT VIConference where he will also be presentingtwo half-day switch workshops. Call 309/298-1634 for registration information.

Educational ResourcesOffers Preview CD-ROM

What a great idea! Educational Re-sources' K 12 Preview CD allowsyou to save both time and money.Available this fall, this new CD-ROMwill let you preview Educational Re-sources' top-selling educational titles.This unique "try before you buy" CD-ROM contains more than 75 softwaredemonstrations, trial versions, and in-formation on a variety of products.

Let Educational Resources knowyou'd like to see theirpreview product.Write to them at 1550 Executive Drive,Elgin, IL 60123; call toll free outsideof Illinois 800/624-2926 (Illinois resi-dents call 708/888-8300.); or fax 708/888-8499 or 8689. L4


abilities need to expand their views ofallowable services, providing funds fortechnology tools needed so the chil-dren can participate in activities nor-mally unavailable to them. Togetherwith equipment, insurance should fundtherapies such as speech therapy whena child acquires an augmentative com-munication device or occupationaltherapy when, for example, a childneeds to develop a reliable movementto control input.

SummaryAssistive technologies represent both

a symbolic and a real way of providingfamilies and professionals with oppor-tunities, equipment, and materials toencourage children's social and emo-tional development, autonomy, and in-dependent behavior, in effect to "headlearned helplessness off at the pass" aschildren grow older. But can we saythat these benefits actually occur in"real life" with real children and fami-lies? The answer is "yes," but it de-pends on the resources of the educa-tional program, belief in technologybenefits, the technology competenceof his or her educational staff, the child,and the interest, resources and persis-tence of families.

1The study reported on was funded by a grantfrom the U.S. Department of Education's Tech-nology, Educational Media, and Materials forIndividuals with Disabilities Program. PR#H180R10020. The Principal Investigator wasPatricia L. Hutinger, Ed.D., Director of Ma-comb Projects at Western Illinois University.

2For the purposes of this study, assistive tech-nology included those devices and applicationswhich increased, maintained, or improved thefunctional capabilities of the children with dis-abilities participating in the study. The studyespecially emphasized computers, switches,alternative input and output, software, and dedi-cated augmentative communication devices.

(Did You Remember To Mark March"16 and 17 on Your Calendar?

ACTT VI Conference!


Curriculum ACTTivities

Storytime with Bobby and FriendsContent Area: Group interaction, listening, causality, cooperative play, turn taking, attending, andcommunication

Child Objectives:I. Press switch to turn a page from the computer story.2. Participate in a group computer storytime activity.3. Take turn pressing a switch.4. Attend to the monitor while activating the switch.5. Attend to the monitor while the ( ther children are activating their switch.6. Communicate by activating the augmentative communication board.

Materials:Macintosh Computer with System 7.0, 4 MB RAM, and Color MonitorMacintosh MicrophoneStorytime Tales (Don Johnston Incorporated) "Bobby, Bobby What Did You Do?" iKe:nx® (Don Johnston Incorporated.)Unicorn Tm Expanded Keyboard, Key LargoTm , or Unicorn'''"' Model 510One Switch

Ahead of Time:Create a communication Ke:nx Overlay:Open Ke:nx Create (DJD). Select "new" for Alternate Keyboard. Under the Options Menu select "Sounds for Untitled- .

I." Click on "Add Sound." Record the following responses: dirty; wash, wash, wash; clean; my turn; thank you; andmore by clicking on record to start and stop to finish. This can be your voice or a child's. Check your recorded soundby clicking on the speaker to hear your sound. When satisfied, click "Save" and give the sound a name. Your sounds havebeen placed in the Digitized Sound Library for this specific overlay.

Next create 6 squares for the overlay (See sample). Click and drag mouse pointer to the desired size. Double click on thefirst square. Under "User Hears" select "Digitized" and then click on "Sounds." Select the desired sound that waspreviously recorded and click "OK." Continue doing this until all selected squares have been given a sound.

Create the overlay for the communication board by drawing or using the screen dump (see Create a "Bobby" storybook).

ti

DIRTY WASII, WASH, WASH CLEAN

si\

MY TURN

45

MORE

continued on page 8

Page S ACTTive Technology Summer 1994


Under "User Sees" no graphics or labels will be created or selected for Liis particular setup. Save the setup and give it aname. Under the Ke:nx Menu load this setup. Attach a Unicorn Expanded Keyboard and a switch to Jack #3 on the Ke:nxinput box. Since Jack #3 is designated as a click, this will allow you to use the Unicorn Board and a switch simultaneously.Boot Storvtime Tales. Under the User Level select "Press to turn page." Test the setup by randomly activating the boardand switch.

Computer Activity:1. Set up the program ahead of time by loading the communication setup. Attach the switch and Unicorn ExpandedKeyboard to Ke:nx. Boot Storytime Tales, and select the story "Bobby, Bobby What Did You Do?"

2. Arrange the computer center so that children can participate in this group story activity. If needed demonstrate switchpressing to the children so that they understand how and when to activate the switch. For example: when they hear thebell, press the switch or when they see the green triangle on the screen, it's time to press the switch.

3. Arrange the communication board for the child or children who need it.

4. Encourage the children to take turns. When one child is activating the switch, encourage the others to attend to themonitor. Talk about Bobby getting dirty and clean. Ask the child with the communication board questions suchas, "Whathappened to Bobby?" "Is Bobby dirty or clean?", "Who's turn is it?", "What does Bobby need to do?", "Can you showme your hand?", or "What is Bobby?"

Create a "Bobby" storybook.You can capture any image on the screen of a Macintosh LC, System 7.1 or higher, by simply pressing Command-Shift-3. You will actually hear a "click" similar to the sound a camera makes when it takes a picture. The image captured issaved as a "Picture" onto the desktop. Each graphic file is named as "Picture 1", "Picture 2," and so on. The number ofgraphics you can capture depends on the memory availability of your computer. The graphic can then be opened in aprogram that handles graphics such as Claris Works 2.0 (Claris Corporation).

Capture each image of the story, "Bobby, Bobby." Print out the pages with a color printer or if using just black ink, coloreach page. Construct your own "Bobby" storybook. Place this book in the children's book area.

Create a communication apron or board for "Bobby."Construct a simple story apron from a low pile material such as "Tempo."2 Or create a story board from foam core boardwith the low pile material glued to it. Follow the storybook directions above to print images from the screen. Cut simpleimages from the story and make them sturdy by gluing cardboard or felt to the backs. Then, glue small pieces of femaleVelcro to the backs of each image. For the dirty "Bobby," color the Velcro and glue to the front of Bobby to representdirt. As a character is being introduced from the computer story, take the image off the apron or board and present the imageto the child.

RelatedStaAciyity:Provide each child with a washcloth so when the story says, "wash, wash, wash", each child can pretend to wash duringthis episode of the story.

Adaptations:Motor Impairment: Select an appropriate switch or touch tablet and placement to meet the child's individual needs.

Visual Impairment: Focus attention on the "beep" sound to turn the page. Use the tactile Bobby characters when readingthe story. For older children, Braille tape could be placed over the words in the printed book of "Bobby." As the storyis being read on the computer, have the child follow along in the book.

Auditory Impairment: Use signs when the story is being read from the computer.

I Don Johnston Incorporated. (1993). Storytime tales: Bobby, bobby what didyou do? (computer program). Wauconda, IL. Based on the booktorytIme Tales by Pati King-DeBaun

4 Tempo Material. Lockfast, Inc., 10904 Deerfield Road, P.O. Box 42488, Cincinnati, Ohio 45242. 8001543-7157.

Summer 1994 A2TTIve Technology Page 9

Calendar of Conferences pSeptember 20-21, 1994: 5th AnnualEmphasis on Technology Conferencein Westmont, IL. Contact EducationalResources, 1550 Executive Drive,Elgin, IL 60123.September 21, 1994: 2nd AnnualAssistive Technology Expo in WhitePlains, NY. Contact Beth Heyd,Cedarwood Hall, Valhalla, NY 10595-1689; 914285-7364.September 21-22, 1994: Pennsylva-nia Association of Rehabilitation Fa-cilities 25th Anniversary Conferenceand Expo in Lake Harmony, PA. Con-tact PARF, 2400 Park Drive, Harris-burg, PA 17110; 717/657-7608.September 25-26, 1994: 2nd AnnualMidwest Educational Technology Con-ference in Wichita, KS. Contact MaryAnn Claypool at 316/689-3726.October 5-9, 1994: 1994 Annual In-ternational Division for Early Child-hood Conference in St. Louis, MO.Contact DEC, 412/937-5430.October 6-7, 1994: Illinois Education& Technology Conference in Peoria,IL. Contact Kathy Bjelland, Governor'sRural Affairs Council; 217/524-6867.October 13- 14,1994: Quincy Confer-ence 22 in Quincy, IL. Contact QuincyConference, 1444 Maine St., Quincy,IL 62301; 217224-6770.October 18-22,1994: Closing the GapConference in Minneapolis, MN. Con-tact Closing the Gap, P.O. Box 68,Henderson, MN 56044; 612/248-3294.November 3-5, 1994: Learning Dis-abilities of Minnesota (LDM) SilverAnniversary Conference in St. Paul,MN. Contact LDM, 400 Selby Av-enue, Suite D, St. Paul, MN 55102;800/488-4395; 612222-2696.November 10-13, 1994: 3rd Interna-tional Conference on Telecommunica-tions in Education in Albuquerque, NM.Contact ISTE, 1787 Agate Street, Eu-gene, OR 97403.

November 17-21, 1994: 1994 ASHAAnnual Convention in New Orleans.Contact American Speech-Language-Hearing Association, 10801 RockvillePike, Rockville, MD 20852.November 19-22, 1994: The GreatTechnology Get Together in Minne-apolis, MN. Contact Dean Kephart,MECC, at 612/569-1572; or ConnieFeil, TIES, at 612/638-8782.November 30 - December 3, 1994:NAEYC Annual Conference in At-lanta, GA. Contact NAEYC at 202/328-2602.December 8-10, 1994: 1994 TASHConference in Atlanta, GA. ContactRobin Tincha, 206/361-8870.January 19-21, 1995: Technology,Reading & Learning Difficulties 13thAnnual International Conference in SanFrancisco, CA. Contact Diane Frost,1070 Crows Nest Way, Richmond, CA94803; 510222-1249.March 2-4, 1995: FATIC/TAM '95,sponsored by The Florida AssistiveTechnology Impact Conference(FATIC) and the Division of Technol-ogy and Media (TAM) of the Councilfor Exceptional Children, in Orlando,FL. Contact Jeffrey Fitterman, 813/872-5281.March 16-17, 1995: ACTT VIConference, sixth annual confer-ence sponsored by Project ACTT,at Western Illinois University inMacomb, IL. Contact JoyceJohanson, 309/298-1634.June 16-19, 1995: National Educa-tional Computing Conference (NECC'95) in Baltimore, MD. Contact DorisLidtke, 1705 East West Highway #611,Silver Spring, MD 20910.July 10-14, 1995: ConnSENSE '95 inCromwell, CT. Contact ChauncyRucker, A. J. Pappanikou CenterTechnology Lab, U-64, 249 GlenbrookRoad, Storrs, CT 06269; 203/486-0165.

47

Software Rev lex

Award-Winning SoftwareBuilds, Enhances Skills

Easy StreetTm software fromMindplay can be used to build or en-hance reading, math, and problem solv-ing skills for young children from pre-school age through age 8. Using digi-tized speech, Easy Street introducesclassification and labeling, builds vi-sual memory skills, introduces match-ing, reinforces discrimination skills,and teaches counting basics. It can beused with a mouse or a

TouchWindown4The Challenge Upgrade feature al-

lows the program to be customized forindividual students. Among the styleoptions are sound settings, word set-tings, speed settings, speech settings,m istake-proof options, and build-your-own options.

Winner of the Parents' Choice GoldAward, CCL's Award of Excellence,and the Media & Methods Award, theprogram is available for Apple, AppleIIGS, MS-DOS, and Macintosh. TheApple version, on either 3.5" or 5.25"disks, sells for $49.99. MS-DOS ver-sion, on either 3.5" or 5.25" disks, sellsfor $59.99 (English or Spanish ver-sions). The Macintosh version is $69.99(English) or $99.99 (Spanish).Contact Mindplay, 800221-7911 for

a catalog or ordering information.

pCall for presentations:If you are interested in presentingat the FATIC/TAM '95 Confer-ence, to be held in Orlando, FL,on March 2-4, 1995, contact Jef-frey Fitterman for a proposal form.

Proposal deadline is September30, 1994. Fitterman may bereached by phone at 813/872-

111411111111101M.

Page 10

Software Review

ACTTive Technology Summer 1994

Electronic WorkbookApproach Disappointingby Jennifer Lucie

"Come one, come all to the Big BugAlphabet Circus!" Buzzy, a little bugwho wants to learn the ABC's, will bethe guide through the alphabet. TheBig Bug Alphabet Book begins with achoice; you can hear the story read orplay in the story. The option mode evenallows the you to load a selected pageright away.

Animated bugs and the letters per-form circus tricks. There are trapezeartists with flying "u's" that turn intoflying "n's". Many of the letters arefound "hiding" on top other letters andthe big bug clowns, acrobats, and con-tortionists help find them. While thebugs are doing their tricks, the narrator,with a life-like voice, reads the storyand sings songs.Like its ABC predecessors, this CD-

ROM developed by Milliken, focuseson letters and the sounds they make.The biggest disappointments in thisprogram are three "games" that areessentially electronic worksheets withneat sound effects. The "games" con-sist of matching letters with picturesthat have the same beginning sounds,finding and identifying letters, andmatching capital and lowercase. Thatportion of the software is inappropriatefor the 3-7 year age range given in theadvertisement.

The program does have some goodpoints. Voices used are life-like. Chil-dren and adult voices are used, andsome of them have different dialectsand accents. A hide and seek game withBuzzy is enjoyable. Buzzy hides be-hind one of the letters, and it is your jobto find him by clicking the letters. Whenfound, he jumps out and says, "You're

doing a really good job! I bet you're thebest ABC'er in the WHOLE world!"When a young boy using the programheard that, he looked at me with a biggrin. He then sang the alphabet songagain, to prove his ABC'er status onemore time.While The Big Bug Alphabet Book isnot the worst early childhood softwareon the market, its electronic workbookapproach leaves a lot to be desired.Consider buying other CD -ROM's thatare more developmentally appropriatefor the age group listed. Then, Al-TERall the "good stuff" has been acquired,if you have extra money in the budget,buy this program.The Big Bug Alphabet Book is pub-

lished by Milliken Publishing Com-pany, 1100 Research Blvd., St. Louis,MO 63132. It's available for $29.95from Educational Resources, 1550 Ex-ecutive Drive, Elgin, IL 60123; 800/624-2926.

r Free CurriculumResource Guide

The Curriculum Courseware Re-source Guide is available free toeducators from Educational Soft-ware Institute in Omaha, NE. Over6,600 titles from 357 publishers areincluded in this 620 page resourceguide for curriculum products forApple II, DOS, and Macintosh com-puters.Subject areas are ESL, special edu-

cation, and at-risk programs. Com-parisons, descriptions, and support-ing details are provided.

For your free copy, call 800/955-V:70.

4.

I

NAM Offers TwoTechnology Videos

Two videotapes discussingtechnology's place in early childhoodprograms are now available from theNational Association for the Educa-tion of Young Children (NAEYC).ComputersandYoung Children fea-tures Barbara Bowman discussing howcomputers should be used in an earlychildhood program. This tape runs 17minutes and sells for $39.The newest video is The Adventure

Begins: Preschool and Technology.Co- sponsored by Apple Computer, Inc.and NAEYC, this video shows howchildren and teachers in early child-hood programs across America are us-ing computers to enhance learning indevelopmentally appropriate ways. The10 minute tape sells for $20.

The tapes may be ordered fromNAEYC, 1509 16th Street,NW, Wash-ington, DC 20036-1426. Shipping isfree on all prepaid orders. Make checkspayable to NAEYC.

Milliken Soon toRelease New CD-ROM for 4 - 8 YearOlds

Milliken Publishing Company willsoon have available Animal Tales, itsnewest CD-ROM title in the MillikenInteractive Learning series. Six origi-nal stories, each featuring an unusualcharacter, use repetition and rhythm.The stories, targeted for children ages4 to 8, illustrate concepts such as self-acceptance, overcoming fear, and ex-pressing feelings. Contact MillikenPublishing at 1100 Research Blvd.,P.O. Box 21579, St. Louis, MO 63132.

Summer 1994 ACTTive Technology Page: 11

Technology Assessment Software ProjectReceives FeCeral Fundingby Patrkla Hutinger

Unquestionably, the advent ofassistive technologies such as morepowerful and relatively inexpensivecomputers, together with alternativeinput and output devices, offers chil-dren and adults with disabilities themeans to do things they have not beenable to do before this time in history.However, without an appropriate as-sessment, determining what technol-ogy applicaitons a child could best useis like traveling in the American westwithout a road map.While many computer application op-

tions exist, not all are appropriate forthe individual characteristics of eachchild's disabilities and developmentallevel. The applications must be indi-vidualized depending on a number ofconditions, including the child's pref-erences and skills, the nature of thedisability, the child's developmentallevel, the family's wishes and expecta-tions, available hardware and software,and many other factors. A team-basedtechnology assessment helps sort outthese factors, yet such assessments forchildren are few and far between.

Even if a technology assessment iscarried out, those clinicians doing theassessment do not have the softwarethey need to evaluate young children'sability to use the devices. MacombProjects in the College of Educationand Human Services at Western Illi-nois University has recently receivedfundingl from the U.S. Department ofEducation's National Institute on Dis-abilities and Rehabilitation Researchfor a three-year project to develop de-velopmentally appropriate technologyassessment software for children from18 months through 8 years of age whohave moderate to severe disabilities.

The software, Something's Fishy,will be designed in three sections: Part1) Splish! Splash! is a series of activi-ties to assess levels of alternative inputprogression; Part 2) Anchors Aweigh!is a series of activities to assess com-plexity of task; and Part 3) Oh Buoy! isa series of activities which provideindicators of children's preferences fora variety of stimuli.The purpose of F art 1 is to determine

the child's present level of input abil-ity, beginning with single switch input.The purpose of Part 2 is to determinethe child's ability to use more complextasks, ranging from direct select to scan-ning. Part 3 is designed to determinethe child's preferences for color (huesand intensity), size, sounds (mechani-cal, animal, human, synthesizedspeech), volume, movement (animateddrawings, video), image types (pat-

Money-Saving SoftwarePurchasing ProgramEducational Resources is introducing

the Partnership Plus Program, a money-saving software-purchasing programfor schools. The program allows indi-vidual schools and districts to purchasehundreds of popular software titles un-der a site license at substantially re-duced prices.

Schools pay only $10 per computerper software title and $15 per comm.' rper CD-ROM title. Hundreds of titlesfrom over 50 leading educational pub-lishers are available through this pro-gram and are indicated in the Educa-tional Resources' catalog as "Partner-ship Plus Selection."

Call Educational Resources at 800/624-2926 for complete details.

48

tems, drawings, photographs), and na-ture of stimuli (visual, auditory, com-bination).Something's Fishy will be based on

a developmentally appropriate ap-proach, with humor and surprise builtin, to make the procedure one wherethe child is likely to attend to the activi-ties clinicians need to observe in orderto gain information necessary for mak-ing recommendations about appropri-ate technology applications. It will beproduced on a CD-ROM and will runon a Macintosh, accessed by switches,the Ke:nx, a TouchWindow, andadapted keyboards. A three-year de-velopment period is projected; the soft-ware should be ready for marketing byfall 1997.'PR #H133G40141. Year 1 Project costs total$167,244. Federal shareof first year funding forsoftware development is $125,000, 75% of to-tal costs.

Award-Winning ProgramFeatures African Safari

Available for both Macintosh andDOS computers, Zurk's LearningSafari, for children 3 to 7 years old,introduces children to math, science,and reading concepts. The AfricanSerengeti is used as a unifying themethroughout the program. This award-winning program is now offered in aschool version that contains a numberof activities for cooperative learning.Contact Soleil Software at 415/494-0114 if you'd like more information.

Switch Makingwith Patrick Meckley

at the ACTT VI Conferenceon March 16 - 17,1995

Plan to Attend!

Page 12 ACTTI ve Technology Summer 1994

A Great Resource forSoftware Needs!

Surplus Software International, Inc.is a clearinghouse for publishers, dis-tributors, and retailers of their over-stocked, over-produced, or distressedinventories. The company offers manycurrent version, previous version, andpromotional packages at tremendousvalues!

Call them today to be put on theirmailing list to receive catalogs of theirvalue-priced software. Surplus Soft-ware International, Inc., 489 North 8thStreet, Hood River, OR 97031; 800/753-7877 or 503/386-1375; fax 503/386-4227.

Children Visit Moonwith Putt-Putt

Children ages 3 to 8 will enjoy thelatest Putt-Putt adventure, Putt-PugGoes to the Moon. Putt-Putt arrives onthe moon and meets Rover, a vehicleleft behind by the astronauts. Theiradventures together include helping theMoon People, meeting the Man in theMoon, building a rocket, and returningto Earth.

Friendship, cooperation, and team-work are the themes for this new Putt -Putt program, which is presented incartoon-style animation. The programhas digitized speech and an originalsoundtrack.Further information is available from

Humongous Entertainment. Call 206/485-1212.

Tap nto TecAssessment

One of the most important compo-nents of technology planning for youngchildren is a technology assessmentconducted by a team of people, includ-ing family members, therapists, andteachers. Macomb Projects realizesthe value of having team memberstrained on the assessment process sothat each child will benefit from appro-priate equipment and applications.Without a technology assessment basedon a team approach which closely in-volves families as full partners, deter-mining assistive technology recom-mendations for an individual child ar,:'"hit and miss" at best. The promise oftechnology then falls short of its fullpotential for children and their fami-lies.

Between 1989 and 1992, ProjectTTAP: Technology Team AssessmentProcess was funded by the Early Edu-cation Program for Children with Dis-abilities (EEPCD) to develop a modelto guide technology assessment teammembers in conducting teohnologyassessments at their si;es. From t;.-latmodel came two products availablefrom Macomb Projects, The Technol-ogy Team Assessment Process andTECH ACCESS.The Technology Team Assessment

Process, contains over 190 pages whichdescribe the TTAP process, explainthe procedures to use before, during,

If

Program Assists IEP WritingIf you have ClarisWorks on your Macintosh and if you'd like help with your

IEPs, consider IEP Works. This package, which contains a database of morethan 10,%0 goals and objectives, features pull down menus, and auto cut andpaste functions, among others.IEP Works costs $150 and is available in K-8 and 7-12 versions from K-12

Micromedia Publishing, 6 Arrow Rd., Ramsey, NJ 07446; 800292-1997.

:NagyTraining

50

and after a technology assessment, in-clude forms to use during each phase ofthe process, and give resources for soft-ware and hardware. TECH ACCESS,which stands for "Technology Assess-ment for Computer Capability for theEducation of Special Students," is anobservation tool for assessing inputmethods (switch, touch tablet, or key -board).

Macomb Projects is pleased to an-nounce that the U.S. Department ofEducation's EEPCD has awardedTTAP Outreach funding,1 , which willbegin October 1, to provide replicationtraining on our technology assessmentmodel to teams of early childhood per-sonnel and families. Three-day train-ing sessions will be conducted in Ma-comb several times during the year.Training materials will consist of writ-ten modules and multimedia materials,including an interactive CD-ROM, Tapinto TTAP, and videodiscs containingcase studies of children and actual as-sessment situations. If you are inter-ested in more information on TTAPservices or a schedule of training dates,pluse contact Linda Robinson, TTAPCoordinator, 27 Horrabin Hall, WIU,Macomb, IL 61455; 309/298-1634.

I TTAP receivvi $132,500 from EEPCD for thefirst year of a three year project. Total first yearcosts ne $148,150; the federal share is 89%. PR4H024D40023.

0

TTAP Products referred to in the pre-ceding article are available from Ma-comb Projects. The manual is $69.95and TECH ACCESS is $19.95. Orderusing the order form on the last page ofthis issue or fax a purchase order to309298-2305.


The Mac is not a Typewriterby Karen Baird

If you are transitioning from a type-

writer to a computer there are somefundamental "rules" you learned intyping 101 that that need revision andothers that need to be totally rewrittenthat differentiate the "typist" from the"keyboardist". The Mac is Not a Type-writer, by Robin Williams, is a stylemanual available at most bookstoresand is a great reference book for any"would be" desktop publisher.

Most computer users pick up ratherquickly on the concept of "text wrap."The computer actually moves the texton to the next line without activatingthe return key. Other differences be-tween using the typewriter and thecomputer may not be so obvious. Forexample, with the typewriter, youwould normally leave two spaces aftera period that ends a sentence; when youuse the computer, you only leave one.

Here are a few more useful tips fromthe book:

Don't use any more than two fonts perpage (italics and bold forms of the fontare not considered different fonts).

Don't underline. Underlining makesthe characters more difficult to readespecially when the letter has a de-scender (like j, g, q, y or p). Use italicsor bold instead. If you must underline,draw a line under the text and positionit lower than the underline option inthe style menu.

Use italic and bold type sparingly.If a word needs an accent mark, use it.

For example, instead of using"Broderbund," use "Broderbund."Look in the Apple menu for KeyCaps and use the shirt and option keysfor symbols. Try this with differentfonts, too. Each font has its own set ofKey Caps.

NEVER USE ALL CAPITAL LET-TERS IN BODY TEXT, and rarely inheadings. It is too difficult to read.When printing on a LaserWriter, never

use city-named fonts like Chicago orMonaco.

Never use the space bar to align text.It might look alright on the screen, butit won't when it comes out of thepiinter. Set the tabs and use the tab key.

Use a decimal or right aligned tab forthe numbers in numbered paragraphs.

Either indent the first line of para-graphs or add extra space between them,but don't do both.Use serif type for body text unless you

are going to allow for the lower read-ability of sans serif. This is serif text.This is sans serif text.

Never combine two serif fonts on onepage. Therefore, if you are using twofonts, one should be serif and the othershould be sans serif.

Encourage white space.Use some sort of bullet when listing

items. Don't use a hyphen.Set the space before an italicized

word also in italic.Reduce the size of punctuation marks

in headlines.Space the lines closer together (lead-

ing) in headlines.For a clear understanding of the new

rules and why the rules of the gamehave changed, The Mac is Not a Type-writer, published by Peachpit Press,Berkeley, California is an investmentyou will not regret making.

New Software Titles Now Availablefrom Laureate

Laureate Learning Systems' 1994catalog includes brand new titles. Ex-ploring First Words, Exploring FirstWords H, and Exploring First Verbsencourage users to explore and interactwith vocabulary items in natural set-tings. The programs, which use full-screen scenes and lively animation, areappropriate for a wide range of uses.The programs are available for theApple He ($90), The Apple IIGS, IBM,and Macintosh ($100).My Paint requires no reading and is a

simple, versatile paint program foryoung children. Each of the four Talk-ing Coloring Books has 20 pictures ofearly vocabulary words and says thewords aloud. These programs are avail-able in Apple IIGS and IBM versionsfor $80.

Creature Magic offers four enter-taining games for individuals with se-

51

vere/profound disabilities. Access isthrough the keyboard, TouchWindow,or single switch. Each game introducesa language or cognitive concept andoffers language enrichment along withentertainment. The program is avail-able for the Apple He ($65), the AppleIIGS ($75) or the IBM ($75).

Older children might also enjoyLaureate's Simple Sentence Structure,which is intended to help children withlanguage impairments understand theimportance of Subject-Verb-Objectorder in simple sentences. The pro-gram uses high-quality speech, optionaltext, colorful graphics, and amusinganimation. It is available for the AppleHe ($150), the Apple IIGS ($175) andthe IBM ($175).

For a copy of the catalog, contactLaureate Learning Systems at 800/562-6801 or 802/655-4755.


SupporrrK clAssRoom divERsiry

Chi WREN'S ART SOfTWARE INCORPORATES CU1TURA[

ThEMES, MOWS EXplORATION Of DIffERENCESby Letha Clark

AC7TiveTechnology provides this column as a

regular feature for helping teachers use technol-ogy to expand their anti-bias curriculum.

Children bring influences of theirown cultures and traditions to everycircumstance. A tum at the computer isno different. Values of home, family,and community affect the way everychild sees a situation. What if there wasa software program that allowed forthose differences? EA*Kids Art Cen-ter, by Electronic Arts, has two activities (of the five available) that incorpo-rate "people" and "articles" from vari-ous cultures and themes.

The sticker activity has backgroundsto which a child can add people, ani-mals and objects of her choosing. Bythe very design of the software, indi-vidualized representations are assured.The downtown area designed by a childfrom the inner city is guaranteed to bedifferent from the downtown designedby the child from rural Illinois, buteach will be reflective of what is knownand important to the child. In all, thereare 12 different backgrounds fromwhich a child can choose and each hasits own collection of stickers. In addi-tion to Downtown, some of the otherenvironments included are: Zoo, Car-nival, Haunted House, Playhouse, andFun House.

The costume feature provides "paperdolls" to dress using various articles ofclothing, head gear (the head gear in-cludes hair pieces too) and footwearfrom different cultures. Each item iscolored before it is added to the picture.The paper dolls and costumes of Holly-wood may be meaningless to somechildren but the chance to dress Play-mates might be significant. Imagine

being able to dress a paper doll thatlooks just like your best friend or onethat looks like your grandmother.

The opportunity to explore encour-ages children to experiment with ar-ticles from different cultures and be-come familiar with those items. Famil-iarity increases the level of toleranceand acceptance of the differences foundin and among the young children inearly childhood programs. IncludingEA*Kids Art Center in the softwarechoices available and offering childrentime to explore and experiment sup-ports their quest for information aboutothers.

Information about this software isavailable from Electronic Arts, P.O.Box 7578, San Mateo, CA 94403-7578.

800-KID-XPRT.

Award Winning LearningAdventure Featured in1994 Terrapin Catalog

Terrapin Software's free 1994 catalogintroduces new Terrapin products, inparticular Crystal Rain Forest, a learn-ing adventure which was the winner ofthe U.K.'s Gold Award for Best Pri-mary Software.The catalog also contains curriculum

materials for kindergarten through sec-ondary, the Logo language for eitherschool or home use for all major com-puter brands, and robotics kits, startingat $270, for the Macintosh, Apple II, orPCs.

To order your free catalog, contactTerrapin Software, 400 RiversideStreet, Portland, ME 04103-1068; 800/972-8200 or 207/878-8200; fax 207/797-9235. r-

4,

Teachers RecordObservations withHand-held TechnologyLearner Profile is a new asssessment

tool from Sunburst/Wings for Learn-ing that allows teachers to use hand-held technology to instantly record theirobservations of students, whether thestudents are in the classroom or on theplayground.

Learner Profile can be used witheither a Newton Message Pad or a barcode reader. Either method makes useof teacher-created lists of skills to beobserved. Both methods transfer theinformation to a computer where itbecomes part of a database. Using thedatabase teachers can chose from vari-ous report options to print reports bystudent, by class, or by observationalcategory.For more information about this time-

saving observational technology andabout a 45-day preview period, contactSunburst/Wing for Learning at 800/321-7511.

SOFTWARE Allows YOUNG

0-111.dREN TO VISIT ANd

EXPLORE ZooChildren from two to six years old

will enjoy exploring a zoo withMarblesoft's A Trip to The Zoo, aprogram comprised of an integratedseries of HyperStudio stacks.Children may explore the zoo on their

own using a mouse or aTouchWindow,A single switch may also be used. Inthat case, the program takes the chil-dren on a guided tour of the zoo.The program is available for the AppleIIGS for $35 and for the Macintosh for$60. The Mac version requires a CD-ROM drive. A version of the programis available for those who do not haveHyperStudio.

Contact Marblesoft at 612/755-1402for more information.

Summer 1994 ACTTIve Technology Page 15

Stationery Pad Option A Real Time SaverHave you ever wished you had a

letterhead right on your computer fileso you didn't have to type a headingeverytime you typed a letter: cave youdiscovered that once you typed theletterhead and saved the document youcould do a Save As next time youwanted the letterhead, but still thought,"isn't there an easier way?"Well, there is an easier way, and be-

lieve it or not, you can read all about itin your Macintosh documentation.(You know, that little book that says"User's Guide"on it, the one you flippedthrough a couple times before you putit on your bookshelf next to the "eatmore, lose more" diet manual someonegave you three birthdays ago.) The

User's Guide contains all kinds of in-teresting information to help you getthe most from your Macintosh.

Your Macintosh User's Guide willexplain how to create a template for aStationery Pad that -.:an be used overand over as a master fur all your letters.Most applications will allow you toselect a stationery pad option when youfirst save a document. If not, you cancreate a Stationery Pad by followingthese easy steps:'click to select the icon of the docu-ment you want to use as a template.'choose Get Info from the File menu.'click the "Stationery Pad" box in thelower right corner. An X should appearin the box.

Your document :row a stationarypad! Whenever you open it, an untitledwindow appears showing you a blanksheet of your stationery. You will ,easked to name your new document.If you ever move and need to change

the address on your letterhead, youhave to turn the stationery pad aocu-ment back into a regular document.Just reverse the procedures you fol-lowed to make a stationery pad. Thenmake your corrections, open Get Infoand click the box next to "StationeryPad." You're back in business with anew template for your stationery! It'sthat quick and easy!Isn't it amazing what you can learn by

reading documentation?


Name/AgencyShipping AddressCityPhone ( )

Billing Agency

Billing AddressState /Zip

Date of Order


MAKE CHECKS PAYABLE TO MACOMB PROJECTSSHIPPING

TOTAL

Your check or purchase order must accompany the order. Shipping free with prepaid orders. Purchase Orders may befaxed to 309/298-2305. No phone orders accepted. Materials are shipped parcel post unless other arrangements are made.Please allow four to six weeks for delivery. Prices are subject to change without notice.

Orders from outside the U.S. must be paid in U.S. funds drawn froto mU.S. banks. Allow additional time for shipment.

ACTTive Technology Subscription Form

Name

Agency

Street Address

City State Zip

For a year's subscription to ACTTIve Technology, complete this form and return it witha purchaseorder or check for $16.00 to Macomb Projects, 27 Horrabin Hall, Western Illinois University,Macomb, IL 61455.Orders from outside the U.S. must be paid for in U.S. funds drawn from U.S. banks.

0 Westernwyam Illinois

UniversityIM ,AKI) 11/ l,t1Vt'MN

Project ACTTMacomb Project' Co Ike of Glocation21 **Tahiti' 1.11 Wooten' lithe* Um hankyMacomb, U. 6165 :411/211111-1134

ACT-I'VE TEChNolo,gyProject ACTT, Western Illinois University, Macomb, IL 61455

ecopyright 1994 Macomb Projects

VOLUME 9, NUMBER 4 Fall 1994

The Potential of Assistive Technologyby Patricia L. Hutinger

The abbreviated case study that fol-lows tells the story of Jimmy, a childwho first participated in an ACTT siteclassroom when he was 4 years old. Heis now 15. Although Jimmy has cere-bral palsy with severe physical in-volvement, visual impairment, and apast history of illnesses and surgeries,he has oral communication skills. Con-fined to a motorized wheelchair, helikes watching baseball and enjoyswriting poetry. Jimmy and his parentshave continually faced many problemsand small successes to ensure hisprogress. Very likely his problems arenot entirely unique and are encoun-tered by other children and familiesthroughout the country.

During the past 11 years, Jimmy hasused five different computers, begin-ning with an Apple II+. Now he has aMacintosh LC at school and a Macin-tosh Power PC at home, but the road toconsistent technology use has beenrocky with many ups and downs forhim and his family. His actual access totechnology and resulting success orlack of success have, for a variety ofreasons, sometimes been limited .Jimmy was in mainstreamed settings

from kindergarten through junior high.Because of this placement, sometimeshe did not receive necessary specialeducation and related services such asresource placement, speech, or occu-pational or physical therapy. Adminis-

trative policies and the parents' wisheswere and continue to sometimes be atodds. As teachers and aides changedover time, the emphasis on computeruse changed. Jimmy's experiencesclearly demonstrate the importance ofongoing follow-up support for familyand staff and for continual training andassessment.Jimmy's experiences with other chil-

dren (who acknowledge him and"watch out" for him); with his teachers(who have passed him from one gradeto another in spite of his inability toread at grade level and to acquire thecontent his peers acquired), and withthe many professionals who work withhim provides a pattern to weave hisexperience into the whole tapestry oftechnology use.History of Jimmy's Computer UseWhen Project ACTT first initiated

computer activities into Jimmy's pre-school classroom, his teacher and fam-ily acquired computer skills. Then heused a Koala pad and an Apple II+computer to operate a remote robotnamed Topo throughout the classroom.During his preschool years IEP goalsfor Jimmy's computer use were relatedto increasing various skills, includingproblem solving and other areas ofcognition, communication, fine motor,and social skills. Jimmy was adept atusing a switch or small touch tablet todirect a robot's movement in his class-

When ACTT began in 1983 as amodel demonstration project, weworked with well over 30 young-sters with disabilities from birthto six in a rural area of Illinois.Now we have expanded to over68 replication sites across thecountry which serve approxi-mately 6,000 children. We havebeen able to follow some of theoriginal ACIT children as theyprogressed through school andhave been aware both of the ben-efits computers and other assistivetechnologies offer them and ofthe problems their families andteachers often face concerningfinding the right equipment, pur-chasing the equipment, integrat-ing the technology into the homeactivities or classroom curricu-lum , procuring funding, and find-ing training. Then in 1991 Ma-comb Projects was fortunate tosecure funding to carry on a quali-tative research studyl to find outwhat happened to some of thosechildren, staff, and families as theymoved through school. As part ofthat study, a series of case studieswas developed. Jimmy's (not hisreal name) story is one of 14 casestudies th:1 resulted from the

I study.

1

room during an exploratory or problemsolving activity. He gained fine motorskills and representational abilitiesthrough keyboard use with play com-puter activities on a make-believe card-

continued on page 3

Page 2 ACTTive Technology Fall 1994


Do you know Jimmy? I'm sure you do.

You may be his mother, father, teacher,

therapist, psychologist, social workeror administrator. If you don't knowhim personally, then you at least haveseen him in your area, or you haveheard others talk about him. Yes, I'msure you know him or know of him.

The reason I am so sure that you allknow him is that we have receivedoverwhelming feedback recently when

we have talked about Jimmy during apresentation or workshop. People be-gin nodding their heads and offering to

talk about the Jimmy they know.Jimmy's mother didn't think peoplewould be interested in hearing abouthim. She was wrong. Our staff haveeven been surprised at the positive re-sponse. Jimmy's story contains manyissues for special education and tech-

nology. We all like to hearabout Jimmy,

because we can relate to him, his fam-

ily, and his team of professionals, andtheir struggles over the years.

We title our presentations aboutJimmy, a "journey from preschool tohigh school." Journey implies ups anddowns, and his story is certainly full of

both. We discuss his case, not as acriticism of his situation, rather as avehicle for discussing common prob-lems involving administrative support,

school personnel, training, equipment,and financial issues. The more we dis-

cuss these issues as a group, the closerwe will come to finding some solu-tion: which will be useful for similarchildren and similar situations.

Look at the children around you. Isthere a child who could be benefitingfrom technology, but has not beengiven the opportunity? Is there a childwho has access to a computer, but is not

taking full advantage of it? Althoughthe reasons aren't always obvious, ifyou look hard enough you can prob-ably identify the obstacles to a child'ssuccessful use of technology. The so-lutions will, more than likely, depend

on a team approach. Hopefully Jimmy'sstory will provide you with "food forthought" to apply to your own situa-tion. In future issues we may considerpublishing other case stories, since eachone provides a different perspectiveand a slightly different set of problems.

Along with our story about Jimmy,we have provided information on thelatest software, including Macintoshsoftware, now available from familiarcompanies, and various tips for usingequipment and programs. If you arc aPowerPad user, you will be happy tolearn about the new developments insoftware and equipment for using yourPowerPad with the Macintosh. It isgreat to see the lists of appropriateMacintosh software and peripheralsfor young children getting longer andlonger. There are not many places you

can go to see and try out these newestearly childhood options, except, ofcourse, at the ACTT VI Conference.Check out the details in this issue, andstart making plans to spend two daysin Macomb next March. We guarantee

you won't regret it!

56

Table of ContentsThe Potential of Assistive Technology

1

From the. Editors 2

Gestural Input System 4

Reading Circus 4

Picture-Perfect 4

ACTT VI Speaker 4

KID-FUN 4

Blasting off with Technology 5

PowerPad Meet the Mac 5

Memory: An Overview 6

Headphone Option 6

Public Domain for the Mac 6

Outreach Training 7

ClarisWorks Tip 7

Half-price Laureate Software 7

Let's Go to the Circus 7

STACK SHOP 8Creature Miagic/Creature Cartoons

.10 OM 8Voice-in-aBox II 8Software for IntelliKeys 10

Talk: About 10

ACTT VI 11

ACTT VI Registration Form 12Calendar of Conferences 13

BiGmackFree Internet Access 13

Reduced Prices for ClarisWorks 13

Supporting Classroom Diversity 14

Public Domain Switch Software 14

Mac Versions of RJ Cooper Software14

Apple Public Domain Package 15

Product Order Form 15

ACTTive Technology SubscriptionForm 16

Editor-in-chief: Patricia L. HutingerAssistant Editor: Linda RobinsonContributing Staff: Karen Baird,Letha Clark, Joyce Johanson, andCarol SchneiderLayout & Design: Joyce Johanson


Project At. I I,an Early Education Program for Children

with Disabilities Outreach Project#11024 D20044


Macomb, 11.61455309/298-1634

Subscriptions are SI 6 per yearL

Fall 1994 ACTTive Technology Page 3

Potential continued from page 1

board model computer and disk drive,and talking word processing programson a real computer.

Through the efforts of MacombProjects, whose staff have also pro-vided continuous consultation, assess-ment, and training to his family andschool staff over the years, a nationalfoundation gave Jimmy an Apple II touse at home when he was 5. At varioustimes a Macomb Projects staff mem-ber has also been included in staffingsand IEP development. Ensuring thatequipment is used and maintained hasrequired ongoing attention.

and moving his motorized wheelchair.Therefore, it was not clear to his teach-ers that Jimmy was unable to read, sohe was promoted to the next grade leveleach year.

Some of his teachers were not con-vinced that technology was appropri-ate or useful for him. In early 1992,when the research' project began ob-servations in Jimmy's classroom, hewas using only a calculator and a taperecorder. The tape recorder was with-drawn because a teacher wanted Jimmyto "get it on his own," giving credenceto the old saying "two steps ahead and

One day, when he was 10, we heard Jimmy, sitting in hiswheel chair, say to us in his slow and halting speech, "OnFridays, Igo down to the handicapped room and helpthem... learn computers. . . they need it"

ACTT loaned an Apple He computerto the school for Jimmy to use when heleft the preschool program. During sum-mer sessions with ACTT staff and hisparents, Jimmy started to enter wordsand sentences into the computer. It wasa slow process and not altogethersuccessful, but he was patient and de-termined. At this time he continued towork on scanning skills through switchuse, since ACTT staff believed thatswitch input might be more efficientfor _him as his academic work pro-gressed.Both assistive technology access and

applications were consistent and ap-propriate in preschool and kindergar-ten, but when Jimmy entered first gradethe technology transition was weak.During his elementary and junior highschool years he had an aide who didmost of his work for him, enteringinformation on the computer (althoughthe adaptive equipment was right there)

one back." However, ACTT staff con-tinued to lend the family technologysupport through participation in IEPstaffings, phone consultations, and soft-ware loans.

In March of 1992, an IEP meetingwas held for Jimmy. Everyone at themeeting agreed that they wanted Jimmyto be as independent as possible. Thestaff realized that his WISC-R scoresindicated that his potential was aver-age to low average. Yet, he had beenreceiving straight A's on his reportcard! Even though his parents wereconcerned about his inability to read,Jimmy was promoted from seventh toeighth grade. Jimmy's mother wantedhim to have a different aide, one whowould allow him to be independent andnot do the work for him. The principalwas aware of the problem and indi-cated that he would provide more di-rection for the aide. It was at this meet-ing that the school district decided to

57

look into outside funds to secure acontemporary computer system forJimmy to replace the IIGS he had beensharing with another student. AC 1 istaff provided input on both a systemand on funding sources. A public ser-vice organization in his communityraised funds to purchase a MacintoshLC II computer with appropriate adap-tive devices for him to use at school.His new Macintosh LC withStyleWriter Printer, Ke:nx® interface,Apple He card, Universal MountSwitch, and Jelly Bean Switch weredelivered in June of 1992.Initially when school staff used a com-

puter with him, they entered words intothe program for him, instead of allow-ing him to enter words himself, eitherthrough keyboard or switch use. Jimmyhad acquired the technology he needed,but without adequate training, schoolstaff were not able to adapt the soft-ware to meet his needs.With help, his program assistant was

eventually able to customize some ofhis homework assignments for switchuse. By the end of the study's observa-tions i:n the Spring of 1993, Jimmy wasbeginning to use a word proceSsingprogram with a Big Red Switch andKe:nx to answer test questions.In the Fall of 1993 Jimmy started high

school with a new program assistantand a special education teacher. Bothparticipated in five days of ACTT tech-nology training during the summer. Asa result of training his teacher orderednew software and equipment for him.The software included a word predic-tion program, so that Jimmy can enterwords into the computer more quickly.He writes in his journal on his com-puter using letters on the Unicorn Ex-panded Keyboard to enter words. Al-

continued on page 6

Page 4 ACTT1ve Technology Fall 1994

UCPA Project Develops GesturalInput System for Computers

The United Cerebral PalsyAssociation's Power Art Project hasdeveloped a gestural input system forthe computer so that children with dis-abilities can participate in a variety ofart and creative activities. The gesturalinput system, called ShortHand©, al-lows the user (with or without disc` i-

des) to move his/her hand along thesurface of a PowerPad and cause some-thing to happen on the screen. Thecomputer understands these gesture-driven actions the same way it under-stands keyboard and mouse actions.Power Art has also developed a mas-

cot puppet, a parrot named ERGO, that

Reading Circus HelpsReinforce LiteracyConceptsChildren learning reading skills might

hone those skills with Jo-Jo Joins theReading Circus, anew Macintosh pro-gram from Mindplay. As Jo-Jo, chil-dren discover the circus, meet and as-sist a variety of circus performers (ajuggler, an acrobat, a clown, an animaltrainer), and at the same time matchupper and lower case letters and sounds,learn sight words, match body parts,and investigate concepts of classifica-tion and comparison.

This program contains Mindplay'snew "challenge upgrade" feature whichallows the teacher to tailor the programto fit an individual child's needs byselecting an appropriate level of diffi-culty from a menu of choices. Thus oneprogram can serve children from kin-dergarten through grade 2.Order this Macintosh program on ei-

ther 3.5" disk or CD-ROM for $79.95.Call Mindplay (800/221-7911) for acatalog and ordering information.

turns his head and moves his mouth asdirected by the child's gestures on thePowerPad and by the software. ERGOmay help the child navigate his/herway through the software and theShortHand system. ERGO asks thechild questions, responds to events thathave been chosen, and performs ac-tions requested by the child.

The project has developed softwareusing HyperStudio. More informationabout the Power Art Project and itsproducts is available by contactingPower Art/UCPA, 992 HearthstonePlace, Stone Mountain, GA 30083.

Software PromotesSelf-ExpressionMindplay's Picture Perfect, self-ex-

pression, art, and story-writing soft-ware for youngsters preschool to grade6, contains colorful picture menus fornon-readers, an 84 graphic library,freehand drawing capability, five brushsizes, five color choices, and a libraryof drawing tools.Graphics can be moved, stretched , or

flipped to fit a picture or story. Textcan be added to the graphics, and theprint features allow children to makeoriginal story books.

The Apple version (5.25") sells for$49.99. Contact 800-221-7911 for in-formation or for a catalog.

ACTT VI Featured Speaker to PromoteAffordable AssiNstive Technology

Project AC 1T will host its sixth an-nual early childhood assistive technol-ogy conference on March 16-17. Thefeatured speaker, Patrick Meckley, isthe director of the Wm. W. Fox Devel-opmental Center in Dwight, IL. Patrick,the parent of a child with disabilitiesand a long-time electronics hobbyist,has long been a proponent of "afford-able assistive technology."

Patrick will open ACTI VI with akeynote address and will hold make-itand take-it workshops on both after-noons of the conference.

Thursday's workshop will featurethree switches: the sandwich switch, KID-FUN from Mindplay , featuresthe video cassette storage box switch, songs for children from preschool toand the sip/puff or air pillow switch. Grade 3. The songs, designed to en-Prices for switch kits range from $2.00 hance self-esteem and stimulate cre-to $20.00. ativity, are performed by children'sFriday's workshop focuses on the con- recording artist, Cindy the Songlady.

struction or modification of three KID-FUN is available in both audioswitch-operated devices: an AM/FM tape ($10.95) and Windows CD-ROMradio, an RC 20(X) re ante control, and ($69.95).a greeting card communicator. (See For ordering information call 800/page 6 of ACTTive Technology's 221-7911.

Summer issue for more informationabout the communicator.) Kit pricesrange from $10.00 to $20.00.

ACTT VI will also feature MacombProjects' own early childhood com-puter specialists.Fill out the registration form on page

12, and join us for two days of fun,networking, and learning!

Children's SongsStimulate Self-Esteem,Creativity

53


Curriculum IntegrationPowerPad, Meet

Blasting Off with Technology the Macintosh!by Linda Robinson

During a recent week-long trainingsession conducted by ACTT, partici-pants developed many exciting cur-riculum activities and focused on thephilosophy of "curriculum integration."By the end of the training each partici-pant had written an average of 15 ac-tivities for using one software pro-gram. They had also developed a vari-ety of off-computer activities withprinted materials to match their se-lected software.

A rocket theme came from the Ma-comb Projects' program, MasterBlaster. One or two children presstheir switches to launch a rocketappearing on the monitor. Skills whichmay be enhanced with the programinclude causality, attending, social in-teraction, communication, fine motorand gross motor skills.

Janet Macejak, COTA, from OrlandHills, IL took this very simple switchprogram and designed a space envi-ronment for a classroom, includingceiling and wall decorations and manyoff -computer activities. Since the soft-ware is made for the Apple computer ora Macintosh with a He Card, a screendump, such as the FingerPrint Card forApple, or Macintosh's built-in screendump, is needed to print various sizerockets from the screen. Janet thoughtof every possible way to use that print-out as part of an off -computer activityfor the classroom.

To encourage fine motor develop-ment, Janet designed customized ma-terials which included space shippuzzles in various sizes, a game boardwith matching rocket shapes, and a starshape for bubble-blowing. Gross mo-tor skills could be enhanced with ac-tivities centering around specially de-signed moon shoes made out of dryer

duct material, a space ship built fromlarge blocks, or balloon rocketslaunched across a long string.Another activity involved a group of

children riding in a large cardboardspace ship with one child pressing aswitch to control sound effects from atape recorder. Janet even had a man-in-the-moon snack for the children madewith a banana body and raisin eyes.After listening to the book, Mooneake,by Frank Asch, the children could eatmoon cakes made from ice or snow.Moondust made from cornstarch, wa-ter and green food coloring added aninteresting effect to the room decora-tions and could be used for anotheractivity.For children who may have difficulty

pressing a small switch to activate thesoftware, the Unicorn Expanded Key-board or Key Largo could be set up forswitch input. A rocket printout fromthe software placed on the touch tabletmay help young children associate theirhand press with the action on the moni-tor.

Besides designing computer activi-ties from screen printouts, training par-ticipants had the opportunity to designtheir own rocket ship usingHyperStudio. Together they used thepaint tools in the program to make aunique rocket, then used the animationoption to make it launch. Sound effectswere recorded and added to the screen.With a mouse click or press on theTouchWindow, the children now haveanother rocket to' ast off into space.

Using this one simple switch-oper-ated program, Master Blaster, manycurriculum activities were designed tohelp children with a variety of skills.

Participants also created curriuclumactivities for tl jJ pther programs. In

5J

by Letha Clark

The PowerPadTM has long been afavorite in classrooms that serve chil-dren with a wide range of abilities.The device allows all children to par-ticipate in the same activity. Since theMacintosh made its way into the class-room, the PowerPad has often made itsway to the storage shelf! Teachers andclassroom staff who love the PowerPad,have asked about PowerPad softwarefor the Macintosh.

Which leads me to ask. . . Do youhave a PowerPad left over from theApple computer days? Do you wishyou could use that PowerPad with yourMacintosh? Are you familiar withHyperStudio? If your answers areYes, Yes, and Yes, then investigate thenew STACK SHOP from Dunamis.This program requires HyperStudioand enables you to create new softwarefor your classroom based on the inter-ests of your group. Use The STACKSHOP "add on" to create programsthat accept switch input, utilize thePowerPad, and activate battery-oper-ated toys. Used with all the regularfeatures of HyperStudio it becomesthe power that makes good ideas real-ity. You can develop a program thatshows a QuickTimeTm movie, incor-porates animation, makes use ofscanned images, integrates speech andmusic, and uses the PowerPad to acti-vate battery-operated toys.The STACK SHOP really is a great

program! Once you start using it, it

becomes adicting!See page 9 for more information and

prices.

upcoming ACTTive Technology is-sues, activities developed by otherAC1'1' trainees for these programswill be described.

Page 6 ACTTIve Technology Fall 1994

Potential continued from page 3

though the Macintosh LC he now usesat school is for his use alone, it stays inone room while Jimmy moves fromclass to class, so it is not always avail-able to him.In August, 1994, the Illinois Assistive

Technology Project was instrumentalin Jimmy's acquiring a MacintoshPower PC with appropriate adaptiveperipherals for his home use. Until thattime Jimmy had used an Apple Ilecomputer, a printer, an Echo SpeechSynthesizer, a Big Red Switch, and ahands free telephone at home. Hefinally has equipment that is compat-ible with the system and peripherals hehas at school.

Although Jimmy's technology storyhas been one of many struggles, he stillsees a computer as an important part ofhis life, an area in which he has experi-enced success and has gained some selfconfidence. He has commented that hewould like to make computer technol-ogy his career choice upon completinghis public school experiences.

lEffective Use of Technology to Meet Educa-tional Goals of Children with Disabilities was aMacomb Projects research study funded byUSDE's Technology, Educational Media, andMaterials for Individuals with Disabilities Pro-gram, PR#180R10020. Copies of the Project'sFinal Report are available. Call 309/298-1634.

Discountson

ACTT VI Registrationsfor

P'arents'Group Registrations'PresentersEarly_RegistrationsPast Participants

See page 12or call309/298 -1634 for details

apftware Appeals to Sense of Humor

IntelliPics Software Contains Sure-to-Please Graphics and AnimationIntelliPiesTm from IntelliTools is ex-

citing software that contains six fun,interesting, and clever activities sure toplease and fascinate a young child.Each activity comes with an overlayfor IntelliKeys. The activities includethe following:

Animals contains graphics ofchildren's favorite creatures. Childrencan make them bounce, grow, or melt!They can listen to the funny animalsounds, count the animals, color them,and change their sizes.

Make It Move lets children move aball in lots of funny ways. The ball cancrash, bounce, wiggle, and wobble.

Nursery Rhymes includes HumptyDumpty, London Bridge, Hey DiddleDiddle, and Little Miss Muffet. Thechild is in control as these nurseryfavorites play in "living" animation.

Funny Noises is a simple cause andeffect activity. The child presses aswitch to see fun colors and hear crazynoises.Adults can have a great time creating

activities with IntelliPics. Choose apicture from among the 300 imagesthat come with IntelliPics or paste inany Mac picture, Photo CD image, orQuickTimeTm movie. Then add soundsusing the Mac's microphone or type intext for the computer to pronounce.Animate your picture by selecting amotion from the 35 motions that comewith the program. Or use the Move-ment Editor and create your own mo-tions.

IntelliPics automatically makes anoverlay for your pictures and activity.Select Make Overlay from the Filemenu and use Overlay Maker to editand print the overlay. Whenever youuse the IntelliPics activity, the pro-gram automatically sends the appro-

6 6

priate overlay to the IntelliKeys. Allyou have to do is slide the paper over-lay in place.It is also possible for you to customize

the screen. You can choose palettes(pictures, movements, numbers, col-ors, sizes) and select all, none, or anycom binati on.The range of numbers andcolors can be selected; the sizes ofitems on the screen car he customized.You can even create yo' own border.

IntelliPics is $99.95 plus $5.00 forshipping and handling. It can be or-dered from IntelliTools, 521 CentralAvenue, Suite 205F, Richmond, CA94804; 800/899-6687. In addition, toIntelliPics, IntelliTools has introduced14 other new products which are fea-tured in the company's latest catalog.

New Products EaseDifficulties for NoviceMac UsersMacomb Projects has two new prod-

ucts available for the novice Macin-tosh user. The Wizardry of Your Macis full of tips for helping new Macin-tosh owners understand and get themost from their new computer. Thebooklet offers shortcuts for getting ajob done quicker, gives tips and point-ers for making life in the "work zone"easier, and provides clues for makingthe Mac snazzier! The 15-page book-let sells for $11.95.The Macintosh - Where To Begin?

is a 30-minute videotape to help newMacintosh owners set up and operatetheir computers. Viewers will be takenstep-by-step through setting up thecomputer, turning it on, and using it.The tape sells for $39.95. Both prod-ucts can be ordered using the form onthe last page of this issue.


RA ft.

by Carol Schneider.

RAM (Random Access or working-- Memory) is temporary storage forprograms and data that can be easilyaltered or deleted. When the computeris turned off, this information is erased.Think of RAM in these terms: My desksize is 90" X 30" and has four filedrawers. My co-worker's desk is 45" X30" and has two file drawers. BecauseI have a larger surface, I can place twocomputers on top of my desk and storeup to 100 files in my drawers (ROM -or storage -- memory). In terms ofcomputer applications, this means Ihave more working "surface." I canhave more than one application open ata time. My co-worker can only haveone computer on top of her desk andstore only 50 files in her drawers. There-fore, her potential for using more thanone program at a time is limited.

To find out how much RAM yourMacintosh computer has, first activatethe Finder. It can be found in the upperright hand corner of the desktop.

Move the cursor to the upper lefthand corner to the multi-color Apple.Select "About this Macintosh." Thetotal memory,including virtual memory(additional memory on the hard disk),will be displayed. For example, if yourc-,mputc'r shows 10,240 K totalmemory, that means your computerhas 10 mg of RAM. If your computerdisplays 8,192 K total memory, your

Parent Registration Feesare REDUCED for theACTT VI Conference onMarch 16 -17!!

See pages 11-12 for conferencedetails and registration form.

computer has 8 mg of RAM.Below the total memory, open pro-

grams will be displayed. The darkenedbar indicates how much memory aprogram reserves for its own use.Why is the RAM important? In order

to work efficiently with large programssuch as a drawing programs, Ke:nxwith recorded voices, real time video,QuickTime, or HyperStudio, largeramounts of RAM are recommended.

To increase your memory in yourcomputer without buying additionalRAM chips, you can do the following:1. Quit all programs that are not in use.2. After all programs and windows areclosed, restart your computer.3.If you're on a network, turn offAppleTalk in the Chooser and restartyour computer .4. Remove unnecessary extensions. Forexample, remove the CD extension ifyou are not using a CD- ROM player.5.Open the Control Panel; select"Memory," and reduce the size of thedisk cache.6.Change the amount of memory aprogram uses. (Click on the program'sicon.Select Open Apple I. In the lowerright hand corner, decrease the mini-mum size.)

Headphone Option BeneficialIf you have Apple's new Macintosh

PowerPC with CD-ROM (external orbuilt-in), you can easily attach head-phones to the computer. The head-phones allow you to listen to an audioCD or audio track in the backgroundwhile you do other work on your com-puter. Your co-workers won't be able

to tell the difference!This feature also allows you to record

music for your HyperStudio musiclibrary.

61

Pub /ic Domain andShareware for theMacintoshIf you teach young children and have

had trouble trying to locate Macintoshpublic domain and shareware softwareprograms for your students. The sevendisks (14 programs) in MacombProjects' Macintosh Public Domainand Shareware Software collectionwill provide an opportunity for you tobegin a public domain and sharewarecollection .

When using String Art, leave easygrip pegs and yam next to the computerso the children can use the concreteobject to help develop an understand-ing for the symbolic two dimensionalsymbol on the screen. Connect Fourand MacTuberling can be used in thesame manner.KeyWack and Baby Smash are great

programs to use to introduce the key-board to very young children. A simpleprogram like HyperKeys helps a childdevelop "left to right: and "top tobottom" visual tracking habits.

These and 8 other programs are in-cluded in the 7-disk set, which sells for$28. The disks are accompanied by abrief manual which provides descrip-tions of each program and suggestionsfor using the programs.

After you have looked at this soft-ware, watch your students use it. Theywill give you ideas for meaningfullearning opportunities.The programs in the collection can be

copied and passed along to parents andother teachers in your program. Publicdomain and shareware software, plus alittle imagination, allow you to en-hance learning opportunities for a smallinvestment.Use the order form at the end of this

issue to order Macintosh Public Do-main and Shareware Software.


Outreach Projects Set 1995 Training DatesMacomb Projects' two EEPCD (Early

Education Program for Children withDisabilities) Outreach Projects, ProjectACTT and Project TTAP, have sched-uled their 1995 training dates. Personsinterested in training should contactLinda Robinson, 309/298-1634, to ob-tain a registration form and furtherinformation about the Proj ects and theirtraining content.

ACTT TrainingACTT has scheduled three weeks of

training for 1995. The five-day ses-sions will be conducted January 9-13,June 5-9, and July 31-August 4. Train-ing format is a combination of lecture,demonstration, and hands-on computerexperience. Training content includescomputer operations, switch construc-tion, curriculum integration, and tech-nology applications for birth to threeand preschool children with mild tosevere disabilities. Content is based ona model of technology integration de-veloped by Project AM. Since oneof our project goals is to train others touse this model, we offer the trainingfree of charge to participants who agreeto adopt the ACTT model into their

HAIT-PRICE SALE ON

LAUREATE HE SOFTWARE

Laureate Learning Systems is of-fering a 50% discount on all Lau-reate Apple He soft :are until De-cember 31, 1994. This half-priceoffer is good on more than 50talking programs that cover areasof language development, cogni-tive processing, reading, and in-structional games. For more infor-mation or a free copy of Laureate'scatalog, call 800/562-6801.

early childhood program. We welcomeothers to participate according to adaily fee schedule.

TTAP TrainingOur newest outreach project, TTAP:

Technology Team Assessment Process,has just completed its first three-daytraining session in November. Train-ing content is based on a team approachto technology assessment developedby TTAP. During the training, partici-pants learn how to select equipmentand software for an assessment, how toevaluate positioning and equipmentplacement, and how to determine in-put method and curriculum applica-tions for children, birth to eight years,with mild to severe disabilities. Par-ticipants receive "hands-on experi-ence" with the process by actually plan-ning and assessing a young child'stechnology needs as team members.

At this time TTAP is taking applica-tions from sites who are interested inadopting our technology assessmentmodel. Based on these requests andapplications, further training will bescheduled in the Spring and Summer of1995.

A ClarisWorks TipHave you ever needed or wanted to

transfer an MS DOS file to a Macintoshdisk? If so, ClarisWorks provides aneasy solution.

First store the information from theMS DOS computer on a Double SidedHigh Density disk.

Save the information as "Text."ClarisWorks will also accept the fol-lowing MS DOS files: Microsoft Ex-cel 4.0; Microsoft Excel 3.0;MicrosoftWinWord; Microsoft Word 3.0;Microsoft Word 4 -5; Microsoft WordPC; Microsoft Works 1.1; MicrosoftWorks 2.0; Microsoft Write 1.0;Microsoft Works 2.0 DUB; MicrosoftWorks 2.0 SO; Word Perfect 1.0 x;Word Perfect 2.x; Word Perfect PC42; or Word Perfect PC 5.0Boot ClarisWorks. Select "new" for

word processing program. Insert yourIBM disk. In the program, select "Open"under the file menu. If your documentis not displayed, change to the appro-priate file type. If "Open" does notwork, try selecting "Insert" from thefile menu. Once your file is displayed,double click on the file and it will openyour program.

ClarisWorks will also open aMicrosoft Works Database or Spread.sheet file.

Circus Program Focuses on OppositesIntroduce children to opposites with

Laureate's Let's Go to the Circus.Common circus scenes and characters(clowns, acrobats, animals) teach andreinforce the concept of opposites. Morethan 50 vocabulary words and 25 setsof opposites are introduced.

Each circus scene allows a choice offour activities: the computer will namea selected object, name a selected ob-ject and identify its attribute or action,name a selected object and give a de-scription and its opposite, or ask thechild to find an object based on a de-scription. The object animates.

Ei4, ')

An optional activity that can be turnedon or off before the program begins is"Dazzling Dogs." Three performingdogs hide out behind different objects.Once the child finds all three dogs,they perform one of their circus acts.The program, which can be accessed

by a keyboard, touch screen, singleswitch, or mouse, has record-keepingcapability. It is available for the AppleIIGS (1MB) or the IBM (640K) for$90.

Contact Laureate for ordering infor-mation. 110 East Spring Street,Winooski, VT 05404; 802/655-4755.


STACK SHOP Nom DU NAMi5 At OW

POWERPAd, INTELUKEYS, SWiTdi WITHDunamis, Inc., along with United

Cerebral Palsy Associations, Inc. ofWashington, DC, announced the re-lease of its new Macintosh authoringtool, The STACK SHOP: Power.Access for Kids. The STACK SHOPis part of a two year collaboration be-tween the two organizations and repre-sents anew direction in accessible soft-ware for young children.The STACK SHOP is a collection of

companion tools for use withHyperStudio which allow the user toincorporate devices such as thePowerPad, IntelliKeys, and singleswitches into HyperStudio stacks. TheSTACK SHOP offers not only add-onNBAs (New Button Actions), but alsoa tutorial, disk documentation, demostacks, starter cards, and clip art andanimation files.

Beyond the 'input tools," TheSTACK SHOP enhances the opera-tion of HyperStudio through two ad-ditional NBAs. Button Player NBA

allows the sequencing of button eventswhich can give the user more controlover the operation of the stack. Thesecond tool is the "Toy Control NBA."This NBA allows the use of battery-operated toys to be controlled from aHyperStudio stack. One or two toyscan be plugged into the new MacintoshPowerPad Interface Box and providethe user and the child a truly interactiveenvironment.In addition, The STACK SHOP tools

contain the following items:1) For the PowerPad: Dunamis and

UCPA, Inc. are pleased to present anew input system for individuals withdisabilities. ShortHand, a kid's lan-guage, is a two dimensional gesturalinput system that allows the computerto interpret a set of user gestures on thePowerPad. The ShortHand NBA toolallows the user to setup a HyperStudiostack to run buttons using defined ges-tures. Also, the ShortHand NBA al-lows for a musical feedback system

LAUREATES NEW "CREATURE" SOFTWARE

INTROdUCES IMPORTANT COgNITIVE CONCEPTS

Laureate's Fall 1994 catalog featurestwo new early instructional games,Creature Magic and Creature Car-toons. Creature Magic contains fourgames that introduce important lan-guage and cognitive concepts: I) theconcept of non-existance by makingthings appear and disappear, 2) thedifference between one and more thanone, 3) the understanding of preposi-tions such as "on" and "in," and 4) theimportance of word order.

Creature Magic has high qualityspeech, colorful graphics, and amus-ing animations. It is accessible with

keyboard, touch screen, single switch,or mouse and is available for the AppleIle ($32), the Apple IIGS ($75), or theIBM ($75).

Creature Cartoons for the Macin-tosh ($75) features five animated gamesthat help youngsters increase auditoryand visual attention and develop causeand effect and turn-taking skills. It isaccessible with keyboard, touch screen,single switch, or mouse.

More information is available fromLaureate. Contact the company at 110East Spring Street, Winooski, VT05404or call 802/6a55-4755.

6,3

USE Of

HYpERSTIA0that turns the PowerPad into a musicalpad.

The PowerPad Grid NBA sets up atraditional PowerPad grid which theuser may define up to 12 box locations,each activating a button on the


WISCONSIN TECH PROJECT

Of fERS KIT fOR LOW-COST

COMMUNICATION Aid

Voice-in-a-Box II is a simple, lowcost, portable voice-output communi-cation aid that can be used with anynon-speaking person whose commu-nication needs do not exceed 16 voicemessages in any one setting.A person can record a voice message

up to 3.75 seconds long that corre-spond to a picture on any square ofVoice-in-a-Box II. When the user acti-vates that square, the message is spo-ken in a clear, easy-to-understand digi-tized voice. The user activates any ofthe 2" x 2" squares using a stylus,finger, or headstick. The keypad iscovered by a plexiglass keyguard with13/16th inch holes over each square.For persons without the motor skills todirectly access the 16 "keys," the de-vice also has four jacks for attachingany kind of external switches.The device operates on four AA bat-

teries, and it never loses its messageswhen the batteries die.

Voice-in-a-Box II is available in kitform for only $120 from the WisconsinAssistive Technology Initiative. Kit as-sembly is not difficult. For more infor-mation, contact Chuck Frame, AssistiveTechnology Specialist, N.E.W.AssistiveTechnology Project, 414/448 -2235.


STACK SHOP continued from page 9

Hyper Studio stack. Again, each loca-tion provides musical tone feedback tothe user.2) For the IntelliKeys: The Intel liKeysGrid NBA sets up a grid (like thePower Pad) which the user may defineand download to the bite lli Keys throughOverlay Sender (a program byIntellitools). The IntelliKeys ControlNBA offers the user the ability to cre-ate custom overlays that do not have tobe set up in a grid format. Again, theuser must use Overlay Maker (a pro-gram by Intellitools) to send the over-lay to the IntelliKeys.3)For the keyboard and DonJohnston

Switch Interface Box: WhileHyper Studio is primarily a mouse-driven environment, The STACKSHOP Keyboard NBA allows the userto activate buttons on a stack withkeystrokes. These keystrokes can bedefined to meet a particular need of thechild using the keyboard. As a result,each of the outlets of the Don JohnstonSwitch Interface Box may be assignedto activate specific buttons in aHyperStudio stack.4) For single switch use: The STACKSHOP provides a wide array of switchactions for the individual user. TheScan Switch NBA provides autoscan,step scanning, and sequential runningof buttons. With this NBA, the usermay offer auditory and visual prompt-ing as well as a preference menu for theteacher or parent to instantly adjust thetype of switch to meet the individualneeds of the user.

Dunamis President, Ben Satterfield,commented, "Our goal for STACKSHOP is to empower special educa-tion teachers and parents to be able touse the computer as a regular tool intheir work with kids. To this end,STACK SHOP gives them access topretty much all of the significant spe-cial adaptive input devices available.To this they can add the creative power

and simplicity of HyperStudio! Nowthey have the best tool, to date, withwhich to create customized learningactivities for their particular students."

Dunamis will sell The STACKSHOP bundled with HyperStudio atan introductory price of $225. TheSTACK SHOP will also be availableseparately for $149.95 for those whoalready have HyperStudio. TheSTACK SHOP bundled withHyperStudio, the PowerPad, and theMacintosh PowerPad Interface Boxsells for $675. The STACK SHOPbundled with HyperStudio, theIntelliKeys, and Overlay Maker sellsfor $690.Dunamis also has prepared a series

of interactive training materials whichwill allow teachers to master the con-cepts involved in using HyperStudio

Early ChildhoodSoftware Availablefor IntelliKeys

UCLA has created custom overlayswhich work with IntelliKeys for 22 oftheir software programs, includingWheels on the Bus and OldMcDonald's Farm. There are ver-sions for both Macinosh and Apple He(which work on Apple IIGS and Ma-cintosh LC with a lie emulator card).For more information, contact UCLAIntervention Program, 1000 VeteranAvenue, Room 23-10, Los Angeles,CA 90024; 310/825-4821.kidTECH also has several early learn-

ing Macintosh programs withIntelliKeys overlays: Old McDonald'sFarm, Five Little Ducks, and Best ofkidTECH. The overlays are designedfor youngsters with early cognitivefunctions and work with those whohave limited mobility. ContactkidTECH, 3204 Perry Place, Bakers-field, CA 93306; 805/873-8744.

64

and The STACK SHOP. These willbe sold separately, each selling for$49.95.A portion of each sale of The STACKSHOP will go to UCPA, Inc. to helpfund additional research and demon-stration projects for using assistive tech-nology with children, youth, and adultswho have disabilities.

Don Johnston, Inc.Introduces InnovativeCommunicationSoftware

Talk:About, Don JohnstonIncorporated's new conversation soft-ware for the Macintosh, lets individu-als who are non-speaking participate inreal communication. Talk:About i s anorthographic-based communicationsystem based on research by theUniverisity of Dundee in Scotland onpragmatic social interaction and theuse of communication aids.

Talk:About includes tools for quick,easy, informative conversation. Thetools are Quick:Chat, Story:Talk, andStory:Panel. Quick:Chat is the palettewith buttons that have words andphrases for quick conversations. Eachbutton contains one category or por-tion of conversation such as greetings,small talk, continuers or farewells.

Story:Talk 7 the database of events,experiences, and opinions that are to beincluded in conversation. It allows youto communicate your own stories, saveconversations for retelling later, andcarry on conversations with manypeople at once.

Story:Panel is the toolbar for open-ing, retrieving, moving through, andspeaking Story:Talk files.Talk:About is $490 and is available

from Don Johnston Incorporated. 800/999-4660 or 708/526-2682. Fax 708/526-4177.


Sixth Annualarty Childhoodrechnology Conference

Projeci ACT" I" to Host ACTT 111 In March

What is ACTT VI?Acri VI is a small, informal technology conference which offers sessions and hands-on opportunities to learn about usingcomputers and adaptive peripherals for young children with disabilities. The March 16-17, 1995 conference is the sixthannual assistive technology conference sponsored by Project ACTT (Activating Children Through Technology), anOutreach project funded by the U.S. Department of Education's Early Education Program for Children with Disabilities.The ACTT VI Conference is only one of a variety of services and training opportunities Project AC ri makes availableto parents, teachers, and other professionals who work with children age birth through eight with disabilities.

Who should attend ACTT VI?ACTT VI is for anyone who desires assistive technology information and training. Teachers, parents, program assistants,school znd program administrators, university professors, students, and State Part Hand 619 coordinators have comprisedthe participant lists of past ACT!' conferences. Everyone who wants to learn more about assistive technology applicationsfor children ages birth througn eight is welcome! We keep the conference small to provide personal attention, hands-onopportunities with the equipment and software, and plenty of networking opportunities among participants. Parents areespecially welcome, and registration fees have been reduced to encourage parent attendance.

What topics are covered?Past conference sessions have covered ways to integrate technology into the early childhood classroom, creativecurriculum activities, hands-on experiences with a variety of adaptive peripherals, preview labs for commercial and publicdomain software, opportunities to make switches, Adaptive Firmware Card and Ke:nx workshops, information ontechnology assessments, expressive arts and technology, augmentative communication, results of research on the barriersand benefits of assistive technology, and previews of new products.

Who are the presenters?The core group of presenters is comprised of the staff of various projects belonging to Macomb Projects. These trainers,technology specialists, and early childhood specialists provide assistive technology training and technical assistance toteachers and families throughout the year. They have presented workshops and training sessions for schools and agenciesacross the country, as well as sessions at Closing the Gap, TAM, DEC, CEC, and other state and regional conferences. Eachyear's conference features a special keynote speaker. Read about the 1995 speaker on the reverse side of this page. ACT!'VI also welcomes interested persons from other projects and agencies to apply fora presentation at Acri VI. Presentationproposal forms are available by calling 309/298-1634 or faxing 309/298-2305. (ATTN: Joyce)

When and where will ACTT VI be held in 1995?ACTT VI will be held on March 16 - 17, 1995 in Horrabin Hall on the Western Illinois University campus in Macomb,IL. The conference begins each day with a continental breakfast and opportunities for participants to meet informally. Mostsessions last an hour and a half, but some hands-on sessions are 1/2 day sessions. The conference ends by 4:00 each day.Breakfasts, lunches, and sodas during breaks are included in the registration fee.

How can I be part of ACTT Vi?Just fill out the registration form on the reverse side and send it with your check or purchase order to ACi I' VI, 27 HorrabinHall, Western Illinois University, Macomb, IL 61455. If you have questions or would like to give a presentation, call 309/298-1634 and ask to speak with Joyce.

65

Page 12 ACTTlve Technology Fall 1994

Sixth Annual Early Childhood Conference to FeatureSwitch Workshops, Affordable TechnologyACTT VI, the 1995 annual early childhood technology conference sponsored by Project ACTT (ActivatingChildren Through Technology) will feature Patrick Meckley, "Illinois' Mr. Switchman" and Director of the Wm.W. Fox Developmental Center in Dwight, IL. Patrick will give a keynote presentation and two switch workshopsduring the conference. A parent of a child with disabilities and a long time computer and electronics hobbyist,Patrick has many years of experience in making AFFORDABLE assistive technology a reality.

In addition to his opening keynote address, Patrick will be presenting two make-it and take-it switch workshops.The Thursday workshop will feature a Sandwich Switch, a Video Cassette Storage Switch, and a Sip/Puff or AirPillow Switch. Friday's workshop features the modification of three feedback devices to be used with theseswitches: an AM/FM radio, a remote control, and a ten-second digital communicator. Fees (ranging from $2 to$20) for each item will be charged the days of the workshops.

Other sessions will be presented by members of the Macomb Projects' staff who have developed numerousproducts and materials to assist parents, teachers, and other professionals to integrate computers and adaptivedevices into the lives of their children with disabilities. Topics will include the expressive arts and technology,literacy and technology, assessient and technology, developmentally appropriate curriculum and technology.In addition, sessions will be offered which allow participants hands-on experiences with various peripheraldevices, such as the Ke:nx. Macomb Projects' vast library of public domain and commercial software will beavailable in a preview lab. (Due to time allowances and a limited number of computers, participants will not beable to copy public domain programs. Copies of some public domain programs will be available for sale.)

Various technology products developed by Macomb Projects will be available for sale at the registrationdesk! Many valuable, interesting, and unique door prizes to be given away! Lunches included withregistration fee!

SEND IN YOUR REGISTRATION TODAY! SEE REVERSE SIDE FOR MORE INFORMATION

ACTT VI Registration

Name

Address CityPhone where I can most easily be contacted ( 4

Agency

Registration lees include continental breakfasts, lunches, and sodas each day.

Regular Registration$55 enclosed for the two -day conference

$35 enclosed for Thursday, March 16 only

_-_ $35 enclosed for Friday, March 17 only

Parents of young children (0-8) with disabilities$35 enclosed for the tw., day conference

_ $20 enclosed for Thursday, March 16 only$20 enclosed for Friday, March 17 only

Special Deals:___$45 enclosed for early registration (Must be postmarked by December 23, 1994)$45 enclosed per person far Group Registration (four or more people from the same agency)

end AI Group Registra§on Fanny Together wish Payment or Putduse Order

State Zip

_ Check If you require special accomodationsWhat accomodations are requested.

Registainns postrnarned ate Match 4, 1995 are $85 for two days; $45 br one day. Questions? Call 309/298.1634. Ask for Joyce

Your payment or purchase order must accompany registration. Phone registrations will not be accepted. Make checks and money orders payable to Macomb Projects (U.S Fundsonly,please). Send payment and registration to ACTT VI Conference. 27 Horrabin Hall, Western Illinois University, Macomb, IL 61455.

66


C.-- Calendar of ConferencesNovember 30 - December 3, 1994:NAEYC Annual Conference in At-lanta, GA. Contact NAEYC at 202/328-2602.December 8-10, 1994: 1994 TASHConference in Atlanta, GA. ContactRobin Tincha, 206/361-8870.January 19-21, 1995: Technology,Reading & Learning Difficulties 13thAnnual International Conference in SanFrancisco, CA. Contact Diane Frost,1070 Crows Nest Way, Richmond, CA94803; 510/222-1249.February 16-18, 1995: Twenty-fifthAnnual Mid-South Conference onCommunicative Disorders in Memphis,TN. Call 901/678-5800.March 2-4, 1995: FATIC/TAM '95,sponsored by The Florida AssistiveTechnology Impact Conference(FATIC) and the Division of Technol-ogy and Media (TAM) of the Councilfor Exceptional Children, in Orlando,FL. Contact Jeffrey Fitterrnan, 813/872-5281.March 13-15, 1995: Midwest Educa-tion and Technology Conference in St.Louis, MO. Contact Conference Coor-dinator, 1460 Craig Road, St. Louis,MO 63146; 314/872-8282.March 15-17, 1995: 24th AnnualConference of Northwest Council forComputer Education in Bellevue, WA.Contact University of Oregon, Eugene,OR 97403-1277.March 1548, 1995: Technology andPersons with Disabilities Conferencein Los Angeles, CA. Contact CSUN,18111 Nordhoff St., Northridge, CA91330-8340; 818/885-2578.March 16-17, 1995: ACTT VIConference, sixth annual earlychildhood technology conferencesponsored by Project ACTT, atWestern Illinois University inMacomb, IL. Contact JoyceJohanson, 309/298-1634.

March 23-25,1995: 36th Annual Con-ference of the California Transcribersand Educations of the Visually Handi-capped in Santa Clara, CA. ContactCrEVH, 741 North Vermontvenue,Los Angeles, CA 90029-3594.April 5-9, 1995: The Council for Ex-ceptional Children Annual Conventionin Indianapolis, N. Contact CEC, 1920Association Drive, Reston, VA 22091;703/620-3660.May 18-21, 1995: Midwest AEYCAnnual Conference inFargo,ND. Con-tact Roberta Schieck, NDSU, Box 5057,Fargo, ND 58105.June 9-14, 1995: RESNA '95RECREAbility Conference inVancouver, Canada. Contact RESNA,Suite 1540, 1700 Moore St., Arlington,VA 22209-1903; 703/524-6686.June 16-19, 1995: National Educa-tional Computing Conference (NECC'95) in Baltimore, MD. Contact DorisLidtke, 1705 East West Highway #611,Silver Spring, MD 20910.June 17-19, 1995: Emerging Tech-nologies Lifelong Learning in Balti-more, MD. Contact University of Or-egon, 1787 Agate St., Eugene, OR97403-1923.July 10-14, 1995: ConnSENSE '95 inCromwell, CT. Contact ChauncyRucker, A. J. Pappanikou CenterTechnology Lab, U-64, 249 GlenbrookRoad, Storrs, CT 06269; 203/486-0165.July 30-August 1, 1995: 1995 Part-nerships for Progress Conference inWashington, DC area. ContactNEC*TAS, 500 NationsBank Plaza,137 E. Franklin St., Chapel HUI, NC27514.

Looking for Public Domain andShareware Software?

Read about Macomb ProjectsSoftware Packageson pages 7, 14, if 15

67

Affordable VoiceSutallt-Device

AbleNet IntroducesBIGmackAbleNet, Inc. has introduced its lastest

communication aid, BlGmack, an easyand affordable voice output device.BlGmack has a surface about the sizeof a Big Red Switch and an easy-to-operate volume control. A messagecan be recorded or changed in a veryshort time. One activation plays anentire message; continual pressure onBlGmack will not trigger a repetition.Since BlGmack has an external switch

jack, it can be activated either by aswitch or by pressing the BlGmacksurface directly.

BlGmack comes in red, green, yel-low, or blue and requires a 9-volt bat-tery. It costs $74. Shipping is $6. Con-tact AbleNet at 800/322-0956 for moreinformation or fax your order to themat 612/379-9143.

Free Internet AccessWant to access Internet FREE? It may

be possible. The International InternetAssociation has received grants to pro-vide free and unlimited access toInternet to more than two million usersin the United States. For an applica-tion, fax your name and address toSteve Rowe at the International InternetAssociation at 202/387-5446. Phone201/928-4007 if you have questionsabout the offer.

Claris Provides IllinoisReduced PricingIllinois has a special 'greement with

Claris. Schools can purchase ClarisWorks for $25 a copy from NorthCook ESC. Contact Glenn Magic at708/419-5065 for more information.

(ACTTive Technology readers inother states might want to check to seeif Claris has a similar agreement withtheir states also.)


SUppORTINCI CLASSROOM DIVERSITY

ThERE'S A STORYTELLER

iN of Usby Letha Clark

ACITiveTechnology provides th. s column as aregular feature for helping teachers use technol-ogy to expand their anti-bias curricula.

There is a story lurking inside everychild just waiting to be written.Storybook Weaver by MECC pro-vides the opportunity and the tools forchildren to write and illustrate theirown stories.Children choose the layout o f the page

and from several different foregroundsand backgrounds. Characters frommany cultures and folklore can be addedto the story. Other images that can beadded include objects of transporta-tion, styles of habitat, "critters" of allkinds, and sounds. Size and orientationof people, vehicles, homes, and ani-mals can be changed.

If the story includes narration, it canbe written at the bottom of the page.Each page of the story is developed inmud_ thc.i same way.The story building design of this pro-

gram gives children from all culturesan easy process to record a portion oftheir family's oral history.

Add TvIECC's Storybook Weaver($49.95) to your classroom softwarelibrary.

Check out the Scholastic ParentBookshelf offerings!. Computersoftware featured in the Nov/Decbrochure includes Bailey's BookHouse ($29.95), Millie's MathHouse ($29.95), and KidDesk($19.95).Videos, games, books for kids and

for parents are also featured at veryreasonable prices.

Write Scholastic, Parent Book-shelf, 2931 East McCarty, P.O.7502, Jefferson City, MO 65102

Apt* Public. DomAiN ANdShAREWARE SWiTCh Sal-WARE

MEETS VARIETY of NEEdsMacomb Projects now has a package

of public domain and sharewareswitch programs available that can beused to meet the growing needs of ayoung child with disabilities. TheApple Public Domain and SharewareSwitch Software package contains 12programs, including Adapted Frogand Fly, New Cause and Effect,CATS Switch, or Fireworks, Blocks,Wheelchair, software which helpsdevelop an understanding of causality.After the child has developed the un-

derstanding that his/her action hascaused the reaction on the computer,then move on to more sophisticatedconcepts. The Scanning Game can beused to help the child to learn when toactivate a switch at an appropriate time.As a little creature crawls across thescreen, the child is to press the switchwhen the creature is in front of the boxcontaining the hand. This is a good wayto introduce the concept of scanning toa young child who will need this skillto communicate.

Simple Simon ')ri the Toddler andPreschool Garneroomdisk can be used

with a red and blue switch to developvisual memory skills.Children who are nonverbal and need

to learn to communicate with assist i vetechnology will also benefit from TotLingo. This is a public domain pro-gram that very young children (usingsuch inexpensive three dimensionalprops as a ball, toy barn, or dress-upclothes) can use to communicate withan interventionist such thoughts as"blow more bubbles" or "roll the ball tome."

Through the use of the switch pro-grams contained in this package, chil-dren can gain a variety of skills rangingfrom developing an understanding ofcausality to higher level cognitiveskills needed for scanning and commu-nication.This switch software package can be

ordered from Macomb Projects for $36.A brief manual is included which de-scribes and gives some pointers forusing each program. Use the order formon the last page of this issue to orderApple Public Domain and SharewareSwitch Software.

MAC VERSIONS of POPULAR ApplE PROGRAMSAVAilAblE FROM R.J. CoopER

Joystick Trainer and Early & Ad-vanced Switch Games from R.J. Coo-per & Associates are two of thecompany's Apple programs now avail-able for the Macintosh. JoystickTrainer starts at a very early motor andcognitive level and progresses throughnine activities of increasing challenge.

Early & Advanced Switch Games,the company's oldest Apple productand biggest seller, can now be pur-chased for the Mac. The collection of

63

13 activities ranges from cause andeffect, through following directions andmatching, up to using the switch tomake and print out a funny face.Demo versions, which may be copied

and passed to others, arc available onrequest. The programs themselves sellfor $89. Add 10% for shipping andi!andling fees.

Order from R.J. Cooper & Associ-ates, 24843 Del Prado #283, Dana Point,CA 92629; 800/RJCOOPER.


Apple Public Domain, Shareware Package AvailableBesides the. public domain switch soft-ware described on page 7, MacombProjects has an Apple Public Domainand Shareware for Children packetwhich includes an assortment of twelveApple software programs.Among the progams are Fire Organ

and Sparkee, great programs to use forintroducing the keybo ard to young chil-dren. Elf ABC is similar to StickybearABC's. When a key is pressed on thekeyboard, a picture of an object whosename begins with that letter appears onthe monitor.

Gameroom and Learning Centerhas a great program called "Music."You might place different colored stick-ers on the z,x,c,v,b,n,m, and , keys andthen create songsheets us-1g the same

Name/Agency

Shipping AddressCity

Phone (

colored stickers. This activity can helpchildren develop left to right and topto bottom visual tracking skills thatwill be needed for reading.

The game format of Spy's Demisehelps children realize each key has adifferent purpose. In this program,children use the right and left arrowkeys to move thpugh a maze. It alsohelps children develop visual trackingskills and eye hand coordination in afun way!

Talking Keyboard should be usedwith an EchoTM speech synthesizer.When a key is pressed, the Echo saysthe name of the letter. When theReturn key is pressed, the Echo readsthe line. Children who are beginning towrite love this program because the

computer tells them the word theywrote. Using the computer keyboardto write helps children with delayedmotor skills continue developing theirliteracy skills without worrying abouttheir handwriting.

Talking PowerPad is a wonderfulprogram to use to enhance your exist-ing curriculum with the computer.Useit to create your own overlays aboutyour school, students, or community.

Diversi-Copy, a simple and quickcopy program for making backups, isincluded in the package also.

Apple Public Domain andShareware for Children, containing12 programs and a brief manual de-scribing each program, sells for $36.Use the form below to order.

MACOMB PROJECTS' ORDER FORM

Billing Agency

Billing AddressState/ZipDate of Order


MAKE CHECKS PAYABLE TO MACOMB PROJECTSAdd Shipping/Handpg Charge of $3.00/order.

SHIPPING

TOTAL

Your check or purchase order must accompany the order. Shipping free with prepaid (7ders. Purchase Orders may befaxed to 309/298-2305. No phone orders accepted. lateriaLs are shipped parcel post unless other arrangements are made.Please allow four to six weeks for delivery. Prices are subject to change without notice.


69

ACTTive Technology Subscription Farm

Agency

Address

City. State

Fora

Zip

ton toACTIhre: TechnologA completathis tOrm and returnitt with a purchase10:00:to:Macomb Projects, 27 Horrabin HaU,Vestero minoituniveroy,

iiieotthietheli.S..must be paid for In US. funds drawn from banks.

WesternWan IllinoisUniversity114.1A1111 PP GOVENAONS

7 0

Project ACTTMacomb Projects College of Education27 Ilorrahin Hall Western Illinois Unlre esItyMacomb, IL 0455 309/2411404

Documents

ERIC - Education Resources Information Center - ED 379 887 … · 2020-05-04 · Education. Special Education Programs (ED/OSERS), Washington, DC. Early Education Program for Children