American Printing House For The Blind Research & Development Activities Fiscal 2004 Mission Our mission is to promote the independence of blind and visually impaired persons by providing specialized materials, products, and services needed for education and life. Introduction 1 Advisory Committees 3 Department of Educational and Technical Research Staff 4 Agencies Participating in Research 5 Consultants 6 Field Evaluators 8 Accessible Tests Department Activities in FY 2004 [formerly Test Central] 15 Tests and Assessments 24 Accessible Answer Document 25 Functional Assessment/Curriculum 25 Kaufman Functional Academic Skills Test (K-FAST) 26 Large Print/Braille Toss Away Protractor 27 National Literary Braille Competency Test Revised (NLBCT) 29 Psychoeducational Assessment of Visually Impaired Persons: Video Update 30 Test Access: Guidelines for Computer Administered Testing 31 Test and Assessment Needs 33 Test Preparation Materials (Test Ready?) 34 Woodcock Johnson III Tests of Achievement: Braille & Large Print Edition 35 Research Department Activities in FY 2004 37 Adult Life 38 Adult Life Needs 39 Bold Line Pocket Notebook Paper 40 Braille Date Book 41 Braille Financial Record Keeper 42 EZ Track Financial Record Keeper 42 Labeling Book and Tool Kit 43 LumiTest 44 Money Talks 45 Nonverbal Communication Curriculum 46 Orientation and Mobility Family Book 47 Parenting Book 48 Pocket Notebook Tabs 50 Printing Guide 50 Sewing without Sight 52 Student Miniguide (formerly Student Electronic Mobility Aid) 53 Transition Tote System, Revised 54 Travel Tales 55 Art 57 Textured Paper Collection 58 Braille 59 Alphabetic Braille and Contracted (ABC) Braille Study 60 Annotated Bibliography on Hand Skills for Reading Efficiency 62 Braille Code Recognition Program 63 Braille Literacy for Older Blind Students 63 Braille Production Study 65 Fun with Braille Books 66 Patterns Library Series, Print Editions 67 Quick Pick Contractions 68 Reading for Adults in Uncontracted Braille 69 Revision of Patterns: The Primary Braille Reading Program 70 Cortical Visual Impairment 73 Cortical Visual Impairment (CVI) Projects and Needs 74 CVI Synergy Web Site 74 New Promise for Students with Cortical Vision Impairment 75 Early Childhood 77 Alphabet Scramble 78 Early Books Needs 80 Moving Ahead: Tactile Graphics Storybooks 81 Revision of the Handbook, On the Way to Literacy: Early Experiences for Visually Impaired Children 84 Turbo Phonics 85 Educational Games 87 Armadillo Army 88 Talking GlowDice (formerly Electronic Talking Dice) 89 Tootle Tiles 91 WebChase 91 Low Vision 95 Best Intervention Techniques 96 College Boldline Spiral Notebook 96 ENVISION I: Vision Enhancement Program for Distance Devices-Braille Version 97 ENVISION II: Vision Enhancement for Near Magnification Devices – Braille Version 98 ISAVE 101 DVD and VHS 99 Large Print Atlas 100 Optimizing Reading of Continuous Text in Students with Low Vision 101 Mathematics 103 Braille Transcriber’s Kit: Math 104 Magnet Mate Math 104 Primary Math Units 105 Quick Pick Counting 107 Microcomputer Applications and Products 109 APH Digital Audio Component 110 APH Speech Environment 111 Book Port 114 Book Wizard 119 Math Flash 123 Monitoring Technological Developments and Educational Applications 124 Studio Recorder 128 Talking Learn Keys 133 Talking Word Puzzles 134 Talking Typer for Windows 135 Teacher’s Pet 137 Verbal View of Windows XP 139 Verbal View of Word 140 Verbal View of Word Advanced 141 Word Player 142 Multiple Disabilities 144 Braille Rap Song 145 Expandable Calendar Boxes 146 Lots of Dots: Learning My ABC’s 146 Multiple Disabilities Projects and Needs 147 Sensory Learning Kit 148 Physical Fitness 150 Going Places: Transition Guidelines for Creating Community-Based Athletic Activities for Students Who are Blind or Visually Impaired 151 Portable Sound Source IV – Sport Edition 152 Research: A Three Year Parent-Child Physical Activity Intervention Among Families of Children with Visual Impairments 152 Research: An Analysis of Gait Kinetics of Visually Impaired Children During Running 153 Sound Ball 153 Science 156 Science Skills Inventory 157 Sense of Science: Animals 158 Sense of Science: Astronomy 160 Tactile Periodic Table of Elements 161 Tactile Graphics 163 Braillable Sheets and Labels 164 Braille Transcriber’s Kit: US Maps 165 Feel ‘n Peel Stickers II 166 IntelliTactiles: Pre-Braille Concepts 167 IntelliTactiles: USB Overlay Companions 169 Low-Relief Graph Sheets – .4” 170 Rolling Right Along Construction Kit 171 Setting the Stage for Tactile Understanding (formerly Tactile Transitions) 173 Tactile Connections: Symbols for Communication (formerly Tactile Symbol Communication System) 176 World Maps (Formerly Princeton-APH World Maps) 178 Toys 180 Revolution Sport Ball 181 Tangle Toy Kit 181 Toy Chest 182 Technical Research Division 184 Technical Research Division Activities 185 Presentations and Workshops 209208 Product Materials 213 Publications 214 New Products 216 Research Department Annual Report 2004 Letter from the Director October 15, 2004 Dear Reader: The American Printing House for the Blind (APH) is pleased to present to you the 2004 Educational Research Annual Report. I want to acknowledge and thank the dedicated APH staff, consultants, field sites, and advisors who have made this work possible. The work described within this report is primarily applied or action research that focuses on the development of products to meet needs identified by consumers, professionals, and APH staff through our Product Submission process. (http://www.aph.org/products/prodideas.htm). APH owes a debt of gratitude to the many contributors to the National Agenda for Children & Youth with Visual Impairment, Including those with Multiple Disabilities. (http://www.tsbvi.edu/ agenda/national-ppt.htm)m. Our research is sensitive to the needs identified not only by the core curriculum but also the expanded curriculum. It is our mission to research, develop, produce, and market products that will assure that students and clients other consumers have access to all parts of the curriculum that will lead to successful and independent lives. This research report not only summarizes the work of the past, but sets out a plan for research in 2005. We welcome your comments, your research agenda ideas, and suggestions on how the Research Department of APH can become a better partner with consumers and professionals. Recently, I read a September, 2004, article titled Engagement, Capacity, and Continuity: A Trilogy for Student Success, funded by the GE Foundation, and authored by Jolly, Campbell, and Perlman. (http://shrinkster.com/uc). The article addresses the authors concern, shared by many of us, that students are not choosing to pursue mathematic, scientific, and other quantitative coursework that leads to a more productive and higher quality of life in our society. The closing begins with a quote from Tom Kibler, who developed the "pure of heart model." According to the article, Kibler developed the pure of heart model to help explain why so many people are hesitant to collect and use data about the programs they love. Kibler says that this has happened due to the thinking that, “If my intentions are good and my heart is pure, then I must be doing the right thing.” Jolly, Campbell, and Perlman state, “We have for decades wanted to do the right thing, to inspire, to teach, and to create pathways and opportunities for every child’s success. Enough passion, in the right circumstance, can lead to success but too often it does not. The passion that drives educational reform must be matched by a will to assess and cooperatively deliver an environment in which every child . . . has the Engagement, Capacity and Continuity necessary to succeed. . . We have often said to children, ‘You can be whatever you want, as long as you work hard enough.’ But children need access and support in order for that to happen. . . We don’t need to do it all, but we must see that it all gets done.” APH doesn’t need to do it all, but, in partnership with you, we must see that it all gets done. Ours is an opportunity of a life time. Let us respond to the challenge as our leaders and legends have done before us. Together we will make a difference. Sincerely, Ralph E. Bartley, Ph.D. APH Director of Research Department of Research Staff Educational Research Aicken, John, M.B.A. Product Development Manager Bartley, Ralph, Ph.D. Director Cox, Valerie Administrative Assistant Creasy, Keith, B.S. Programmer III Eiland, Mario, B.A. Programmer I Hedges, John, B.S. Programmer II Hoffmann, Rosanne, Ph.D. Research Assistant Kitchel, Elaine, M.Ed. Research Scientist Meredith, Rob Programmer III Otto, Fred, B.A. Research Associate (part-time) Pester, Eleanor, M.S. Research Scientist Pierce, Tristan, M.I.A. Research Associate Poppe, Karen, B.A. Senior Research Associate Poppe, Tom Model and Pattern Maker Roderick, Carol, B.A. Research Assistant (part-time) Roman-Lantzy, Chris, Ph. D. Consultant/Project Leader (part-time) Smith, Rodger, A.A.S. Programmer I Skutchan, Larry, B.A. Research Scientist Terlau, Terrie, Ph.D. Research Scientist Travis, Ann, B.A. Research Assistant Vaught, Monica, B.A. Research Assistant Wright, Suzette, B.A. Research Associate (part-time) Wright, Tessa, B.A. Research Assistant Technical Research Division Donhoff, Darlene Technical/Clerical Assistant Hayden, Frank Manager McGee, David Manufacturing Specialist Robinson, James Manufacturing Specialist Accessible Tests Department Staff Allman, Carol, Ph.D. Consultant/Instructor Coffey, Monica, B.A. Accessible Test Editor Garrett, Dena Accessible Media Editor Henderson, Barbara, M.A. Test & Assessment Project Leader Scott, Kristopher, M.A. Accessible Test Editor Willis, Deborah, M.A. Director Agencies Participating in Research In addition to the agencies named here, appreciation is also extended to the many other agencies that cooperated with APH's research efforts by permitting members of their staffs to serve as consultants, reviewers, or respondents to requests for information. Arkansas School for the Blind, Little Rock, AR Baltimore County Public Schools, Catonsville, MD Berkeley County Schools, Martinsburg, WV Camp Abilities at SUNY Brockport, Brockport, NY Chandler Tripp School, San Jose, CA Children's Center for the Visually Impaired, Kansas City, MO Colonial School District, Middletown, DE Delaware/Blackford Special Educational Coop, Muncie, IN Edgewood Elementary School, Columbus, GA Everest School/Vallejo City Unified School District, Vallejo, CA Fairfax County Public Schools, Dunn Loring, VA Fort Wayne Community Schools, New Haven, IN Freedom Elementary School, Shepherdsville, KY Harahan Elementary School, Harahan, LA Henry County Schools, Axton, VA Hillsdale County Intermediate School District, Hillsdale, MI Houston Independent School District, Houston, TX Imperial Elementary School, Anaheim Hills, CA Indiana School for the Blind, Indianapolis, IN Iowa Braille & Sightsaving School, Vinton, IA Iris Network, Ellsworth, ME Kalamazoo Regional ESA, Kalamazoo, MI Kenosha Unified School District #1, Pleasant Prairie, WI Los Angeles Unified School District, Los Angeles, CA Louisiana School for the Blind, Baton Rouge, LA Macomb Independent School District, Clinton Township, MI Magnolia Independent School District, Magnolia, TX Maryland School for the Blind, Baltimore, MD Michigan Independent School District, Clinton Township, MI Montana School for the Deaf and Blind, Great Falls, MT Montgomery County Public Schools, Gaithersburg, MD New Mexico School for the Visually Handicapped, FarmingtonAlamogordo, NM Newport News Public Schools, Newport News, VA Northwest Regional Education Service District, Hillsboro, OR Northwest Regional Program, Portland, OR OCM-BOCES Henry Center, Syracuse, NY Orientation Center for the Blind, Albany, CA Peel Board of Education, Toronto, Canada Portsmouth City Public Schools, Portsmouth, VA Research Foundation of SUNY, Brockport, NY Rogers Elementary School, St. Louis, MO South County School District, East Patchogue, NY South Dakota School for the Blind, Aberdeen, SD St. Lucy Day School for Children with Visual Impairments, Upper Darby, PA Syracuse City Schools, Syracuse, NY Tennessee School for the Blind, Nashville, Tennessee Texas School for the Blind and Visually Impaired, Austin, TX Texas Tech University, Lubbock, TX Utah School for the Blind, Salt Lake City, UT Virginia School for the Deaf and Blind-Staunton, Staunton, VA Walhalla Elementary School, Central, SC Washington State School for the Blind, Vancouver, WA Western Kentucky Educational Coop, Murray, KY Westmoreland Intermediate UnitIU, Greensburg, PA Wisconsin Association of Blind Athletes Sports Education Camp, Milwaukee, WI Wood County Educational Service Center, Bowling Green, OH Consultants In addition to the consultants formally acknowledged in this section, appreciation is extended to the many individuals who have willingly given of their time and expertise in cooperating with the various research and development projects underway by responding to questionnaires, by answering less formal queries for information, and by working with research staff in countless ways such as: (a) identifying particularly talented teachers and other professionals to serve on committees and/or as expert reviewers; (b) recommending programs, teachers, and students to participate in field tests; and (c) facilitating field evaluation efforts. Only through the splendid and continuing support of professionals working in the field and the people they serve is APH able to maintain an effective research and development program. Azer, Samir, Science Teacher for the Visually Impaired, Louisville, KY, [Interactive Periodic Table of Elements] Baird, Mary Pat, Consultant – Color Printing Issues, Louisville, KY, [Large Print Atlas] Bee, Robert, Programmer/Consultant, San Jose, CA, [Turbo Phonics] Bender, Dianne, Teacher of the Visually Impaired, Nebraska Center for the Education of Children Who Are Blind or Visually Impaired, Nebraska City, NE, [Functional Assessment] Bither, Paul P., O.D., Low Vision Optometrist, Indianapolis, IN, [ISAVE 101] Briggs, Jacqui, Consultant-Early Literacy, Chicago, IL, [Turbo Phonics] Calica, Jennifer, Engineer, Danville, CA [Book Port] Davidson, Dr. Roseanna, Texas Tech University, Lubbock, TX [Sensory Learning Kit] Duran, Peter, BRL Inc., Marietta, GA [Verbal View of Word, Verbal View of Word Advanced, Verbal View of the Internet] Erin, Dr. Jane, University of Arizona, Tucson, AZ [Sensory Learning Kit] Forbes, Robert, Consultant – Cartography, University of Louisville, Louisville, KY, [Large Print Atlas] Frey, Dr. Georgia, Indiana University, Bloomington, IN [Three-Year Parent-Child Physical…] Gomas, Steve, Engineer, Danville, CA [Book Port] Hall-Lueck, Amanda, Consultant - Low Vision, San Francisco, CA, [Optimizing Reading of Continuous Text in Students with Low Vision] Harrington, Joe, Consultant – Cartography, University of Louisville, Louisville, KY, [Large Print Atlas] Horton, Lynn, Teacher of the Visually Impaired, Helen Keller School, Talladega, AL [Braille Rap Song] Ingber, Janet, Music Therapist and Author, New York, NY, [Parenting Book] Jackson, Ileah, California State University, Sacramento, CA, [Going Places: Transition Guidelines…] Jose, Randall T., O.D., Low Vision Optometrist, Houston, TX, [Envision—Braille Edition] Kendrick, Deborah, Author and Journalist, Cincinnati OH, [Parenting Book] Koniak, Lane, Consultant, Portland, OR, [Large Print Atlas] Krause, Kathy, Consultant, Tucson, AZ, [Large Print Atlas] Kronheim, Jane, Vision Consultant, Harrisville, NH [Rolling Right Along Construction Kit] Laman, Effie, Texas Tech University, Lubbock, TX [Sensory Learning Kit] Lieberman, Lauren, SUNY Brockport, NY, [Going Places: Transition Guidelines…, Three-Year Parent-Child Physical…] Mangold, Sally, Braille Curriculum Specialist, Castro Valley, CA, [Printing Guide] McCulloh, Karen J., RN, BS, Morton Grove, IL, [Nonverbal Behavioral Curriculum] Modell, Dr. Scott, California State University, Sacramento, CA, [Going Places: Transition Guidelines…] Mowerson, Lisa-Anne, Director of Community and Support Services, Pittsburgh Vision Services, Pittsburgh, PA, [Label Kit] O’Connor, Kevin E., Marriage and Family Therapist, Arlington Heights, IL, [Parenting Book] O’Donnell, Betsy, Certified Orientation and Mobility Specialist, Philadelphia, PA, [Orientation and Mobility Family Book] Perla, Fabiana, Certified Orientation and Mobility Specialist, Philadelphia, PA, [Orientation and Mobility Family Book] Perry, Shireen Irvine, Instructor, Orientation Center for the Blind, Albany, CA, [Sewing without Sight] Ponchillia, Dr. Paul, Western Michigan University, Kalamazoo, MI, [Going Places: Transition Guidelines…] Ray, Linda, Teacher of the Visually Impaired, Prairie Village, KS, [Printing Guide] Smith, Matthew, Cartographer, University of Louisville, Louisville, KY, [Large Print Atlas] Smith, Millie J., Teacher of the Visually Impaired, Consultant, Garland, TX, [Sensory Learning Kit] Stoker, Ian, Consultant-Digital Music, Santa Barbara, CA, [Armadillo Army] Strauss Schwartz, Judy, Teacher of the Visually Impaired, New York, NY, [Large Print Atlas] Thompson, Wayne, Engineer, Versailles, KY [various projects] Whitten, Tammy, Teacher of the Visually Impaired, Helen Keller School, Talladega, AL [Braille Rap Song] Williams, Dr. Christopher, SUNY Brockport, NY, [Gait Kinetics Study] Field Evaluators Alphabet Scramble Bierma, Judy, Toronto, Canada Blue, Chriscenthia, Teacher of the Visually Impaired, Mesquite ISD, Mesquite, TX Cernkovich, Judy, Teacher of the Visually Impaired, Wood County Education Service Center, Bowling Green, OH Chadow, Alysa, Special Education Teacher, California School for the Blind, Fremont, CA Conlon, Kimberly, Deafblind Program, Perkins School for the Blind, Watertown, MA Dounard, Amy, Teacher of the Visually Impaired, Honolulu District Schools, Honolulu, HI Gill, Trudy, Teacher of the Visually Impaired, Lee Middle School, Grand Prairie, TX Kilbride, Suzie, Kindergarten Teacher, Children's Center for the Visually Impaired, Kansas City, MO Lee, Jeanne, Gibson-Pike-Warrick Special Ed Coop, Oakland City, IN Lumpkin, Cindy, Teacher of the Visually Impaired, Oklahoma School for the Blind, Muskogee, OK Lyle, Linda, Director of Early Childhood Programs, New Mexico School for the Visually Handicapped, Albuquerque, NM Martinez, Yvonne, Teacher of the Visually Impaired, Mesquite, ISD, Mesquite, TX McKown, Elizabeth, Teacher of the Visually Impaired, South Carolina School for the Deaf and Blind, Columbia, SC Perrotto, Elizabeth, Teacher of the Visually Impaired/COMS, East Islip School District, Islip Terrace, NY Pieper, Roxanne, Teacher of the Visually Impaired, West Bend School District, West Bend, WI Pruner, Lisa, Preschool Education Consultant, Connecticut Board of Education and Services for the Blind, Windsor, CT Braillable Labels and Sheets Brown, Kim, Teacher of the Visually Impaired, AEA 16, Burlington, IA Carey, Judy, Teacher of the Visually Impaired, Catholic Charities Maine, Bangor, ME Cole, Mike, Administrator, Orientation Center for the Blind, Albany, CA Dilworth, Kate, Teacher of the Visually Impaired, Northwest Regional Program Educational School District, Hillsboro, OR Fagen, Dawn, Braille Instructor, Arkansas School for the Blind, Little Rock, AR Figueriedo, Warren Director, Louisiana School for the Blind, Baton Rouge, LA Hunt, Linda, Rehabilitation Teacher, The Iris Network, Ellsworth, ME Key, Diane, Teacher of the Visually Impaired, Freedom Elementary School, Shepherdsville, KY Schaper, Mimi Itinerant Vision Teacher, New Mexico School for the Visually Handicapped, Farmington, NM Starner, Linda, Teacher of the Visually Impaired, Baltimore County Public Schools, Catonsville, MD Swenson, Anna Itinerant Teacher of the Visually Impaired, Fairfax County Public Schools, Dunn Loring, VA Woodson, Jerilyn, School Librarian, Louisiana School for the Visually Impaired, Baton Rouge, LA Braille Production Study Bazzell, Nona, Itinerant Teacher, Western Kentucky Educational Coop, Murray, KY Bierma, Judy, Vision Itinerant Teacher, Peel Board of Education, Toronto, Canada Brostek, Donna, Teacher of the Visually Impaired, Certified Orientation & Mobility Specialist, Hillsdale County Intermediate School District, Hillsdale, MI Brown, Kim, Teacher of the Visually Impaired, Iowa Braille School, Wapello, IA Campbell, Lynn, Teacher of the Visually Impaired, Walhalla Elementary School, Central, SC Church, Jeanne, Teacher of Students with Visual Impairments, Kalamazoo Regional ESA, Kalamazoo, MI Cook, Chris, Teacher of the Visually Impaired, Berkely County Schools, Martinsburg, WV Culpepper, Marlene, Teacher of the Visually Impaired, Edgewood Elementary School, Columbus, GA Degler, Karen, Teacher of the Visually Impaired, Colonial School District, Middletown, DE Dilworth, Kate, Teacher of the Visually Impaired, Northwest Regional Program Portland, OR Floyd, Lori, Teacher of the Visually Impaired, Henry County Schools, Axton, VA Gasper, April, Itinerant Vision Specialist, Newport News Public Schools, Newport News, VA Gilbert, Constance, Teacher of the Visually Impaired, Delaware/Blackford Special Educational Coop, Muncie, IN Harken, Patrick J., Teacher of the Visually Impaired, Syracuse City Schools, Syracuse, NY Hooks, Dawn, Teacher of the Visually Impaired, Washington State School for the Blind, Vancouver, WA Karunaratne, Sharon, Teacher of the Visually Impaired, Portsmouth City Public Schools, Portsmouth, VA Ladig, Patricia, Teacher of the Visually Impaired, Certified Orientation & Mobility Specialist, Fort Wayne Community Schools, New Haven, IN Marmo, Lia, Teacher of the Visually Impaired, Fairfax County Public Schools, Dunn Loring, VA McConnell, Emilie, Teacher of the Visually Impaired, Magnolia Independent School District, Magnolia, TX McGuire, Carol Anne, Teacher of the Visually Impaired, Imperial Elementary School, Anaheim Hills, CA McKay-Bacon, Ann, Teacher/Consultant for the Visually Impaired, Macomb Independent School District, Clinton Township, MI Nations, Nancy, Teacher Assistant, Special School District, Rogers Elementary School, St. Louis, MO Ross, Linda, Teacher of the Visually Impaired, Newport News Public Schools, Newport News, VA Ryan, Lynda, Itinerant Teacher of the Visually Impaired, Kenosha Unified School District #1, Pleasant Prairie, WI Schafer, Lois, Teacher of the Visually Impaired, Jefferson Parish, Harahan Elementary School, Harahan, LA Schindler, Lore, Teacher of the Visually Impaired, Los Angeles Unified School District, Los Angeles, CA Swenson, Anna, Teacher of the Visually Impaired, Fairfax County Public Schools, Dunn Loring, VA Van Houten, Lorelle, Teacher of the Visually Impaired, OCM-BOCES Henry Center, Syracuse, NY Collegiate Bold Line Spiral Notebook Abernathy, Peggy, Teacher of the Visually Impaired, Sherman Independent School District, Sherman, TX di Lullo, Cristina, Itinerant Vision Teacher, Henrico County Public Schools, Glen Allen, VA Dunham, Jamie, Student with Visual Impairment, Bellarmine University, Louisville, KY Durst, Jim, Superintendent, Indiana School for the Blind, Indianapolis, IN Earwood, Carl, Supervisor - Adaptive Skills Department, Criss Cole Rehabilitation Center, Austin, TX Goins, Laci, Teacher of the Visually Impaired, Oklahoma School for the Blind, Muskogee, OK Hendry, Teresa, Teacher of the Visually Impaired, Angelina County SSA, Diboll, TX Klein, Lori, Teacher of the Visually Impaired, Minnesota State Academy for the Blind, Faribault, MN Krebs, Cathryn, Teacher of the Visually Impaired, Robinson Secondary School, Fairfax, VA Mercier, Michele, Teacher of the Visually Impaired, Macomb Independent School District, Clinton Township, MI Moore, Teresa, Teacher of the Visually Impaired/AT Manager, Marshall Independent School District, Marshall, TX Palau, Karen, Teacher of the Visually Impaired, Buffalo Schools, Buffalo, NY Silverstein, Ava, Teacher of the Visually Impaired, Ulysses .S. Grant High School, Van Nuys, CA Tendler-Valencia, Cath, Teacher, Monterey County Office of Education, Salinas, CA White, Glenn, Student with Visual Impairment, Jefferson Community College, Louisville, KY Wolf, Robin, Teacher of the Visually Impaired, North Orange County SELPA, Fullerton, CA Young, Susan, Marketing Management Instructor, Oklahoma School for the Blind, Muskogee, OK Invisiboard Bissonette, Stephanie, Supervisor of Children Services for Vermont/Teacher of the Visually Impaired, Vermont Association for the Blind and Visually Impaired, Burlington, VT Bonito, Sheila, Teacher of the Visually Impaired, Amador County Office of Education, Jackson, CA Carroccio, Kate, Teacher of the Visually Impaired, Howard County Public Schools, Columbia, MD Connolly, Terri, Early Interventionist, Visually Impaired Preschool Services, Louisville, KY Gates, Amy, Teacher of the Visually Impaired, Vermont Association for the Blind and Visually Impaired, Burlington, VT Johnson, Nancy, Teacher of the Visually Impaired, Tuolumne County Superintendent of Schools Office, Sonora, CA Kremer, Dori, Itinerant Teacher of the Visually Impaired, Lancaster School District, Lancaster, CA Lauderdale, Kelley, Special Education Teacher/O & M Specialist, Clifton High School, Clifton, TX Lee, Jeanne, Teacher of the Visually Impaired/Consultant, Gibson Pike-Warrick Special Education Co-op, Oakland City, IN Lehman, Jeffrey, Teacher of the Visually Impaired, Watertown Unified School District, Watertown, WI Lesousky, Mary, Developmental Interventionist, Visually Impaired Preschool Services, Louisville, KY Loyd, Melinda, Teacher of the Visually Impaired, Frisco Independent School District, Frisco, TX Madrid, Mare', Teacher of the Visually Impaired/O & M Specialist, Mauzy Schools, Alamo, CA Shaw, Eric, Teacher of the Visually Impaired/Certified O & M Specialist, Vermont Association for the Blind and Visually Impaired, Rutland, VT Sherman, Rebecca, Special Education Teacher, Hancock South Madison Joint Services, Greenfield, IN Strodtman, Margo, Teacher of the Visually Impaired, Hancock - S. Madison Joint Services Unit, Greenfield, IN Primary Math Units Bazzell, Nona, Itinerant Teacher, Western Kentucky Educational Coop, Murray, KY Bierma, Judy, Vision Itinerant Teacher, Peel Board of Education, Toronto, Canada Brostek, Donna, Teacher of the Visually Impaired, Certified Orientation & Mobility Specialist, Hillsdale County Intermediate School District, Hillsdale, MI Brown, Kim, Teacher of the Visually Impaired, Iowa Braille School, Wapello, IA Campbell, Lynn, Teacher of the Visually Impaired, Walhalla Elementary School, Central, SC Church, Jeanne, Teacher of Students with Visual Impairments, Kalamazoo Regional ESA, Kalamazoo, MI Cook, Chris, Teacher of the Visually Impaired, Berkely County Schools, Martinsburg, WV Culpepper, Marlene, Teacher of the Visually Impaired, Edgewood Elementary School, Columbus, GA Degler, Karen, Teacher of the Visually Impaired, Colonial School District Middletown, DE Floyd, Lori, Teacher of the Visually Impaired, Henry County Schools, Axton, VA Gasper, April, Itinerant Vision Specialist, Newport News Public Schools, Newport News, VA Gilbert, Constance, Teacher of the Visually Impaired, Delaware/Blackford Special Educational Coop, Muncie, IN Harken, Patrick J., Teacher of the Visually Impaired, Syracuse City Schools, Syracuse, NY Hooks, Dawn, Teacher of the Visually Impaired, Washington State School for the Blind, Vancouver, WA Karunaratne, Sharon, Teacher of the Visually Impaired, Portsmouth City Public Schools, Portsmouth, VA Kilbride, Suzi, Kindergarten Teacher, Children's Center for the Visually Impaired, Kansas City, MO Ladig, Patricia, Teacher of the Visually Impaired, Certified Orientation & Mobility Specialist, Fort Wayne Community Schools, New Haven, IN Marmo, Lia, Teacher of the Visually Impaired, Fairfax County Public Schools, Dunn Loring, VA McGuire, Carol Anne, Teacher of the Visually Impaired, Imperial Elementary School, Anaheim Hills, CA McKay-Bacon, Ann, Teacher/Consultant for the Visually Impaired, Macomb Independent School District, Clinton Township, MI Nations, Nancy, Teacher Assistant, Special School District, Rogers Elementary School, St. Louis, MO Niehenke, Kristen, Teacher of the Visually Impaired, Westmoreland IU, Greensburg, PA Pantelis, Peggy, Vision Consultant, Michigan Independent School District, Clinton Township, MI Reisfeld, Joan, Vision Teacher, Montgomery County Public Schools, Gaithersburg, MD Ross, Linda, Teacher of the Visually Impaired, Newport News Public Schools, Newport News, VA Ryan, Lynda, Itinerant Teacher of the Visually Impaired, Kenosha Unified School District #1, Pleasant Prairie, WI Schafer, Lois, Teacher of the Visually Impaired, Jefferson Parish, Harahan Elementary, Harahan, LA Schindler, Lore, Teacher of the Visually Impaired, Los Angeles Unified School District, Los Angeles, CA Swenson, Anna, Teacher of the Visually Impaired, Fairfax County Public Schools, Dunn Loring, VA Taylor, Pamela, Teacher of the Visually Impaired, Indiana School for the Blind, Indianapolis, IN Van Houten, Lorelle, Teacher of the Visually Impaired, OCM-BOCES Henry Center, Syracuse, NY Rolling Right Along Construction Kit Alexander, Frank, Orientation and Mobility Teacher, Tennessee School for the Blind, Nashville, Tennessee Bazzell, Nona, Vision Consultant/Teacher, Murray, Kentucky Beverly, LaKeesha, Paraeducator, The Maryland School for the Blind, Baltimore, Maryland Borgmann, Lynn, Paraeducator, The Maryland School for the Blind, Baltimore, MD Cernkovich, Judy, Teacher of the Visually Impaired and Blind, Wood County Educational Service Center, Bowling Green, OH Drake, Erica, Teacher of the Visually Impaired, Maryland School for the blind, Baltimore, MD Einsel, Mary, Paraeducator, The Maryland School for the Blind, Baltimore, MD Flohn, Abigail, Teacher of the Visually Impaired, The Maryland School for the Blind, Baltimore, MD Frank, Karen, Early Childhood Coordinator, The Maryland School for the Blind, Baltimore, MD Hoffman, Michelle, Paraeducator, The Maryland School for the Blind, Baltimore, MD Leong, Stephanie, Teacher of the Visually Impaired, Everest School/Vallejo City Unified School District, Vallejo, CA Reynolds, Linda, Paraeducator, The Maryland School for the Blind, Baltimore, MD Talbot, Barbara, Vision Consultant, Utah School for the Blind, Salt Lake City, UT Torbit, Tiffany, Paraeducator, The Maryland School for the Blind, Baltimore, MD Walker, Helene, Paraeducator/Teacher, The Maryland School for the Blind, Baltimore, MD Wright, Linda, Paraeducator, The Maryland School for the Blind, Baltimore, MD Setting the Stage for Tactile Understanding Brown, Ginger, Preschool Teacher of the Visually Impaired, Chandler Tripp School, San Jose, CA Clark, Vicki, Teacher of the Visually Impaired, Northwest Regional ESD, Hillsboro, OR Clayton-Bye, Carol, Teacher, Montana School for the Deaf and Blind, Great Falls, MT Eagan, Elizabeth, Teacher of the Visually Impaired, Houston ISD, Houston, TX George, IHM, Sister M. Elaine, Materials Assistant, St. Lucy Day School for Children with Visual Impairments, Upper Darby, PA Jacob, Kate, Teacher of the Visually Impaired, Washington County Public Schools/Bristol Virginia, Abingdon, VA Kilbride, Suzi, Kindergarten Teacher, Children’s Center for the Visually Impaired, Kansas City, MO Seyfert, David, Teacher of the Visually Impaired/Orientation and Mobility Instructor, South County School District, East Patchogue, NY Swenson, Anna, Teacher of the Visually Impaired, Fairfax County Public Schools, Vision Program, Dunn Loring, VA Vasilauskas, Rasa, Parent/Occupational Therapist, Manhattan Beach, CA Woodson, Jerilyn, Librarian/Educational Consultant, Louisiana School for the Visually Impaired, Baton Rouge, LA Sound Ball Arehart, Kerri, Teacher of the Visually Impaired, Virginia School for the Deaf and Blind-Staunton, Staunton, VA Gafney, Patrick, Teacher of the Visually Impaired, O&M, Wisconsin Association of Blind Athletes Sports Education Camp, Milwaukee, WI O’Connell, Megan, Adapted PE Teacher, Arizona School for the Deaf and Blind, Tucson, AZ Rollheiser, Heidi, Adapted PE Teacher, Camp Abilities, SUNY Brockport, Brockport, NY South Dakota School for the Blind, Aberdeen, SD Texas School for the Blind and Visually Impaired, Austin, TX World Maps Bjornskov, Mary, Teacher of the Visually Impaired, Hillsboro, OR Clay, Diane, Teacher of the Visually Impaired, Litchfield, ME Dilworth, Kate, Teacher of the Visually Impaired, Hillsboro, OR Esposito, Bob, Teacher of the Visually Impaired, Linton Springs Elementary School, Sykesville, MD George, Sr. M. Elaine, Materials Assistant, St. Lucy Day School for Children with Visual Impairments, Upper Darby, PA Johnson, Todd, Social Studies Teacher, Kentucky School for the Blind, Louisville, KY Morlan, Sue, Teacher of the Visually Impaired, Waldoboro, ME Moulton, Nancy, Teacher of the Visually Impaired, N. Berwick, ME Accessible Tests Department Activities FY 2004 Deborah H. Willis Director Accessible Tests Department [Formerly Test Central] (Continuing) Purpose In response to recommendations by APH’s Educational Services Advisory Committee (ESAC) and members of the Second Test Central Council, the charge of the Accessible Tests Department was expanded in August 2003. The updated goal is to provide tests, practice tests, test administration manuals, and other test-related materials in high quality accessible media in a timely manner, to promote the inclusion of blind and visually impaired individuals during test development, and to enhance the test performance of blind and visually impaired individuals through research, education, and communication. Project staff Carol Allman, Lead Consultant and Instructor Monica Coffey, Accessible Test Editor Dena Garrett, Accessible Media Editor Barbara Henderson, Test and Assessment Project Leader Kris Scott, Accessible Test Editor Debbie Willis, Director of Accessible Tests Department Core team Carol Allman, Lead Consultant and Instructor Ralph Bartley, Director of Educational and Technical Research Bob Brasher, VP of Advisory Services and Research Jack Decker, VP of Production Tony Grantz, Manager of Contract Administration Barbara Henderson, Test and Assessment Project Leader Mary Nelle McLennan, Executive Advisor to the President Jane Thompson, Director of ATIC Debbie Willis, Director of Accessible Tests Council Carol Allman, Ph.D., Lead Consultant and Instructor, APH Karen Barton, Ph.D., Research Scientist, Director of Research Programs for At Risk Students, Research Triangle Institute Larry Brown, Manager, Oregon Textbook & Materials Resource Center Nan Bulla, M.Ed., Independent Consultant, TSBVI (retired) Betsy Case, Ph.D., Director of Research on Special Populations, Harcourt Educational Measurement Steve Goodman, Director of Pupil Personnel Services, California School for the Blind Barbara Henderson, Test & Assessment Project Leader, APH Leslie Lightbourne, Program Coordinator, Division of Student Standards & Assessments, Louisiana Department of Education Jean Martin, Director, Minnesota Resource Center for the Blind and Visually Impaired Suzanne Swaffield, Education Associate, Office of Assessment, South Carolina Department of Education Sandra Thompson, Ph.D., Research Associate, National Center on Educational Outcomes/University of Minnesota Debbie Willis, Director of Accessible Tests Department, APH Background During a brainstorming session concerning important projects to pursue, an initiative to develop a central location dedicated to developing standardized guidelines, processes and procedures related to test adaptation and production of tests in alternative media was proposed. This initiative was presented to the U.S. Department of Education (DOE). In February 2001, APH received confirmation from the U.S. DOE that Test Central was awarded some startup funding for FY 2001. At a meeting with APH’s Advisory Committees, members of the two committees commended APH for conceptualizing Test Central, recognized the leadership role APH could play with regard to tests and assessments, and strongly encouraged continued efforts in this area. An in-house Core Team was formed, and Test Central’s five tracks were identified: 1. Education and relationship building; 2. Test adaptation; 3. Adaptation and development of test-related tools and materials; 4. Identification and development of new tests; 5. Basic research into test-related issues. Test Central received significant federal support throughout FY 2002 and 2003. Just prior to APH’s 2002 Annual Meeting, a group of Annual Meeting attendees assembled for a preliminary meeting to begin drafting guidelines for making tests accessible to blind and visually impaired individuals. A Test Central Council was formed and met at APH in March 2002. Recommendations of the Council included: * Develop, use, and share standard guidelines for adapting tests into braille, tactile graphic, large print, recorded, and electronic formats. * Develop, use, and share concepts of universal design. * Address, convey, and facilitate best practices and appropriate accommodations when testing or assessing blind and visually impaired individuals. * Foster professional development in the test and assessment area. * Conduct research on various “key” aspects of testing and the test-taking environment. A training workshop for test editors was conducted in FY 2002. The test editor trainees were tested to determine their level of test editing skills. Tests were scored and feedback was provided to each of the 21 trainees who had completed the take-home test. Throughout FY2002, Test Central project staff attended and presented at numerous relevant workshops and conferences. Two test editor positions were approved and two of the Research Assistants in the Department of Educational and Technical Research accepted these permanent, full-time positions. During the last quarter of FY 2002, APH decided that Test Central would become its own department, working side-by-side with ATIC staff, under the general direction of the Vice-President of Products and Services, Bob Brasher. During the last quarter of the 2002 fiscal year, Test Central began taking on some pilot projects to edit tests and test prep materials for presentation in braille, with accompanying tactile graphics. Test Central activities soon included drafting position papers that address a variety of test-related issues and areas of concern. The first position paper was written by Dr. Terrie Terlau and Fred Gissoni of APH and addressed use of the abacus in test-taking situations. At the beginning of FY 2003, a second Test Editor Training Workshop was held at APH. The trainees, made up of teachers and transcribers, came from Alabama, Georgia, Indiana, Kentucky, Massachusetts, Maryland, New Mexico, South Carolina, and Tennessee. Information conveyed focused on the No Child Left Behind Act of 2001. Presentation of sample test items offered ample opportunity for the trainees to work in small and large groups to practice and discuss what they had learned. In January 2003, APH Test and Assessment Project Leader, Barbara Henderson, joined Test Central in order to unify effort, maximize service to the field, and increase consistency in test editing and presentation. Identification of high priority test needs that result in catalog items, as well as test-related work done on a contract basis, were redirected to flow through a single channel, Test Central, rather than through different departments. At this time, Barbara took on primary responsibility for working with APH’s web site coordinator to develop site content and construct a direct link from APH’s main page to Test Central’s page. Test Central staff agreed upon a logo for their new department. The second meeting of the Test Central Council (TCC) was held at APH in early February 2003. Three major test developers and publishers, Harcourt, CTB McGraw-Hill, and Data Recognition Corp. (DRC) were represented at this meeting. TCC members, along with special guests Alice Golden from DRC and Linnie Calland from Kentucky Department of Education, were joined by an array of APH staff that included Test Central Core Team members. Several discussions focused on common problems involved in testing students with disabilities. Some of the recommendations that resulted from the Second TCC included: * Conduct research on tactile graphics, large print, and universal design issues related to tests and assessments. * Determine the best way to present different graphics in accessible media. * Recommend language and points for states to consider in establishing test contracts. * Develop and maintain an adapted test item data bank. * Utilize standard symbols determined by BANA for tactile graphics in tests. * Determine best way for blind and visually impaired students to accomplish performance items. * Promote availability of practice materials in accessible media. * Promote the need for blind and visually impaired students to be included in the pilot test phase of test development. APH’s Test Central sent a letter of support for National Center on Educational Outcome’s (NCEO) proposed research project on An Examination of the Use of Multiple Modalities for the Achievement of Literacy Standards by Students with Disabilities. NCEO received funding for this project from Office of Special Educational and Rehabilitative Services (OSERS) Research and Innovation to Improve Services and Results for Children with Disabilities. In spring 2003, the name of the department was changed from Test Central to Accessible Tests Department. APH also became an Educational Testing Service (ETS) certified “test safe” vendor. During FY 2003, over 100 tests were edited and Notes for Test Transcribers were written by Accessible Test Editors Kris Scott and Monica Coffey for presentation of tests in braille/tactile format. Most of these tests also required Test Administration Notes. After completing its experimental project, it was decided that the department would create a sample test that would demonstrate most promising practices of making test items accessible. Released test items were used with permission from Illinois and Ohio Departments of Education. The three testing media (large print, braille, audio) were coordinated to be usable independently and in a small workshop environment. In Sept. 2003, 24 staff members from ten different test publishers participated in an Accessible Tests workshop. The purpose of this workshop was to provide information on test development and adaptation to help ensure accessibility so that No Child is Left Behind. The sample test that had been created in multiple accessible media was used at the Test Publishers Workshop. In the last quarter of FY 2003, APH Accessible Tests Department was awarded its first contract to edit and produce the 2004 statewide assessments in large print for an individual state. The Accessible Tests Department’s charge was expanded at the request of the Educational Products Advisory Committee (EPAC) which met in May of 2003. In order to begin addressing the expanded charge of the Accessible Tests Department to provide practice test and test prep materials in accessible media, Barbara Henderson developed a short online survey that was posted on APH’s web site. Let’s Get Ready for Testing asked trustees and vision teachers which practice materials and/or test prep materials they are currently using and what materials are needed. Results showed overwhelmingly that this was a very high priority need and that each state used different materials. Generic test prep materials were selected for adaptation into braille and large print and a new project was embarked upon. Work during FY 2004 Starting with APH’s 2003 Annual Meeting, Barbara Henderson presented a poster session on the Accessible Testing Universe, and Carol Allman and Monica Coffey presented a poster session on Accessible Test Department Services. Project leader Barbara Henderson and Monica Coffey, Accessible Tests Editor, presented a conference session entitled Challenges in Assessing Students with Visual Impairments at the No Educator Left Behind: 39th Annual Programs for Exceptional Children Conference, Louisville, Kentucky, November 23-25, 2003. A second Accessible Tests workshop was presented at APH on January 14-15, 2004. Departments of education in 12 states plus several test publishers were represented. Evaluations indicated a high level of satisfaction with the material presented and the atmosphere of the workshop. As an invited guest speaker, Barbara Henderson presented a plenary session on Accessible Computerized Testing at Space Science the Special Way with a Twist from Assistive Technology Conference, February 11-13, 2004, at the Science Museum of Richmond, Virginia. Accessible Tests Editor Monica Coffey attended the Association of Test Publisher’s (ATP) Innovations in Testing Conference in Palm Springs, California, February 2-5, 2004. Consultant, Carol Allman, Ph.D., provided a daylong workshop on November 14, 2003, for the Florida Department of Education entitled Universal Design in Testing with Special Attention to Visually Impaired Individuals. Her presentation was on Testing Literacy: What We Need for Success, Dec. 5, 2003, at the Getting in Touch with Literacy Conference in Vancouver, British Columbia. In addition, Carol presented a session at the May 17-21, 2004, meeting of the Division on Assessing Special Education Students (ASES) in Washington, D.C. Gage Brogan and Transcriber Bev Pfister provided presentations on guidelines for test transcribers and APH test specifications during Beyond the Guidelines Phase II: Textbook and Test Transcription Training for APH Outsources, February 23-25, 2004, in Colorado Springs, Colorado. In March 2004, Mary Nelle McLennan, Advisor to the President, and Debbie Willis, Director, planned and facilitated the Accessible Tests Department Strategic Directions Planning Session. Bob Brasher, Carol Allman, and Accessible Tests staff participated. New departmental goals and priorities were set as a result of the session. Two new position papers were written by Carol Allman and edited by Kristopher Scott: Use of Extended Time and Use of Testing Accommodations. Both are available on the APH Accessible Tests Department web page at http://www.aph.org/tc/index.html. TEST ACCESS: Making Tests Accessible for Visually Impaired Students, Second Edition, the second publication in the Test Access series, was finalized and presented at the Council of Chief State School Officers (CCSSO) Conference, June 20-23, 2004, in Boston, Massachusetts. It was also used as a teaching tool with participants of the Accessible Tests Department’s Accessible Tests Workshop, held at APH on September 15-16, 2004. Contract work for various states continued, with Kristopher Scott and Monica Coffey editing and facilitating production of over 60 individual test titles in braille and recorded formats. Consultation work by Accessible Tests staff included advising both Measured Progress, a test publisher, and the Michigan State Department of Education, on development of accessible versions of their alternate assessments. Additionally, staff reviewed large print tests for accessibility at the request of a major test publisher and acted as advisors on several state assessment projects. Additionally, staff were consulted by the Arkansas State Department of Education on preparation of their Request for Proposal (RFP). The department collaborated on research efforts by several university groups: Dr. Jane Erin of the University of Arizona on Effects of Test Medium, the ABC Braille Study by Dr. Anne Corn at Vanderbilt, et al., Dr. Gaylen Kapperman at Northern Illinois University on Results of Math Items for Visually Impaired Students, and the National Center on Educational Outcomes (NCEO) at the University of Minnesota, which sought and were awarded additional funding for their study called An Examination of the Use of Multiple Modalities for the Achievement of Literacy Standards by Students with Disabilities. An in-service on guidelines for tactile graphics design was presented on June 8, 2004. Accessible tests staff, graphic artists, transcribers, and proof-readers from the braille department participated in the event. Karen Poppe and Fred Otto, APH tactile graphics project leaders, led a group analysis of sample test items toward improving our presentation of tactile graphics. The test was revised accordingly, with Monica Coffey coordinating the project in all three media. Barbara Henderson served for the second year on the Kentucky Core Content Test (KCCT) Bias Review Committee. The committee met in February, June, and July to review Spring 2005 test items. Barbara also continued her work with American Foundation for the Blind’s (AFB) National Literacy Center: Bridging the Gap (BTG) Leadership Workgroups. As an extension of her work on Accessible Tests for Adult Basic Education students in 2003, Barbara became leader of the Production and the Test Development workgroups. In March 2004, Barbara Henderson worked with the APH Web Master, Malcolm Turner, to give the Accessible Tests web page a facelift. Accessible Tests Department staff worked in April with the APH Communications Group to write and design the Accessible Tests Available Services Brochure. The new brochure can be downloaded at http://www.aph.org/tc/services.html. In April the department was fortunate to get a new member, Dena Garrett. Dena is an Accessible Media Editor in the ATIC department. Dena, a 30-year veteran braille transcriber who has worked on tests for ten years, is sharing her time between the two departments. She also serves on the BANA Braille Formats Technical Committee. A third Accessible Tests Workshop was presented in the last quarter. Workshop for State Assessment Personnel: Making Tests Accessible to Students With Visual Impairments, September 15-16, 2004, was attended by representatives from 11 state departments of education, a braille transcribing group, one university professor, one research organization, and two test publishers. Workshop evaluations indicated a very high level of satisfaction. Work planned for FY 2005 Three Accessible Tests Workshops are scheduled for FY 2005. The first will be a special one-day event sponsored by Educational Testing Service (ETS) in Princeton, New Jersey, November 9, 2004. ETS staff will learn general information about challenges in assessing persons who are blind or visually impaired. Carol Allman and Barbara Henderson will facilitate the session. The second workshop will be coordinated with CTEVH in San Francisco, California, March 3, 2005. The one-day workshop will target Department of Education staff, teachers, and test publishers/developers. Finally, a third workshop will be presented as a pre-conference session in conjunction with the CCSSO Large Scale Assessment Conference in San Antonio, Texas, June 19-20, 2005. This event will be of interest to test publishers and department of education staff attending the conference. Accessible Tests staff will facilitate an on-site focus group meeting in FY 2005. Possible topics include Alternate Assessment practices and student feedback on accessible test materials. A meeting of the Accessible Tests Council is being planned for late in the year. The National Center for Accessible Media (NCAM) has been awarded a National Science Foundation (NSF) three year grant to develop “best practices” for audio description of higher level science and mathematics material. Beginning in FY 2005, Accessible Tests staff and APH studio staff will serve as “advisors” alongside staff from American Foundation for the Blind (AFB) and Recordings for the Blind and Dyslexic (RFB&D) in this collaborative research effort. The National Center on Educational Outcomes (NCEO) has also secured additional funding for their study called An Examination of the Use of Multiple Modalities for the Achievement of Literacy Standards by Students with Disabilities and Accessible Tests staff will collaborate on phase two. Several new position papers will be written and posted on the Accessible Tests web page. PowerPoint presentations about Making Tests Accessible for Students with Visual Impairments and other assessment topics will be placed on the web page as well. Finally, staff will begin work on modular presentations for use in traveling workshops. Current state contracts being facilitated will continue through the Spring and Fall 2005 testing seasons. However, contract jobs are expected to increase in fiscal year 2005, with the realization of No Child Left Behind (NCLB) compliance deadlines. One state has already contacted the Accessible Tests Department for assistance in putting their released items into braille and audio formats. These items will be used as practice tests prior to the Spring and Fall 2005 testing seasons. A new research collaboration will begin with a major test publisher in the area of adult literacy. APH Accessible Tests staff will prepare materials for a field study that will look at how adults with low literacy skills perform on contracted versus uncontracted braille tests. Tests & Assessments Barbara Henderson Accessible Answer Documents (New) Purpose To provide well-designed, accessible answer documents in braille and large print for use in curricular activities as well as in actual testing situations. Project staff Barbara Henderson, Project Leader Tom Poppe, Technical Advisor/Model Maker Eleanor Pester, Project Advisor Elaine Kitchel, Project Advisor Background As more and more states move toward No Child Left Behind (NCLB) compliance, materials such as accessible answer documents must be supplied if the student is to take the test independently and successfully. It is also hoped that a collaboration with a major test publisher will result in development of an accessible “scannable answer sheet” or “bubble sheet,” for use by a braille reader or a large print reader, which is machine scoreable. Such sheets are now totally inaccessible to blind and low vision students, preventing them from full participation in assessment opportunities alongside their peers. Work during FY 2004 The project leader and project advisors discussed possible designs for a large print/braille answer document template. This template would allow use of a print scannable answer document which would be nestled inside. The template would guide proper marking of the sheet. Work planned for FY 2005 In prioritizing FY 2005 commitments, it was decided that extensive research into proper design considerations is necessary before continuing, as is establishing a publisher-partner in this venture. Until such time as the project staff can devote the time this project warrants, it has been returned to the PARCing lot. As time allows, work will resume. Functional Assessment (Continuing) Purpose To provide assessment tools for daily living/functional skills for students in primary grades, middle school, secondary school, and transition classes. Project staff: Mary T. (Terrie) Terlau, Project Leader Barbara Henderson, Project Advisor Diane Bender, Project Consultant Ann Travis, Project Assistant Background As the Expanded Core Curriculum becomes increasingly important in the education of students who are blind or visually impaired, a systematic method for assessing a student's progress in learning functional skills becomes essential. Many schools for the blind, university training programs, and rehabilitation agencies have developed their own strategies for assessing different aspects of self-care and daily living tasks. However, a systematic assessment process that incorporates a criterion-based scoring system and utilizes core curriculum skills in all levels of its functional assessment has not been made widely available. The need for such a comprehensive system has been expressed by numerous educators of persons who are blind or visually impaired. Dianne Bender's assessment system for functional skills has been developed during her extensive teaching career in a residential school for the blind setting. Ms. Bender’s system is being used as the basis for the Functional Assessment project because of its comprehensive coverage of functional skill areas, scoreable testing protocols, and concise, clear testing directions. Work during FY 2004: Telephone conferences with Ms. Bender have resulted in the finalization of five areas to be included in the Functional Assessment. Ms. Bender has submitted some additional materials for areas not previously covered. Ms. Bender is also developing strategies to assess a child’s readiness to learn and be tested on functional skills. Work planned for FY 2005 Completion of new materials to be included in the Functional Assessment is anticipated. Prototype development is expected to be completed and expert review and field testing is planned. Kaufman Functional Academic Skills Test (K-FAST) Braille and Large Print Editions (Completed) Purpose To provide a functional mathematics and reading skills assessment in accessible formats for visually impaired and blind individuals between 15 and 85 years of age. Project staff Barbara W. Henderson, Project Leader Betty Hudgins, Project Consultant Monica Coffey, Project Assistant Kristopher Scott, Project Assistant Background Information from teachers and service providers has indicated that there is a great need for functional skills assessments in accessible formats for high school students and adults. The K-FAST is being acknowledged as one of the best assessments of its kind, and the Kaufman tests are well-known and respected in assessment circles. Appropriate for testing mastery of real-life skills, K-FAST can be administered in a short session. In addition, the layout of K-FAST lends itself well to adaptation for both large print and braille readers. Results of the online survey compiled in October 2001, indicated that K-FAST ranked third in terms of priority amongst five frequently requested testing titles. Thirty-nine persons from across the country responded: school psychologists, teachers of the visually impaired, testing coordinators, and heads of instructional materials centers, etc. It was clear from the results that practitioners were familiar with K-FAST and desired access to braille and large print versions of the test. In early November of 2001, a project consultant was hired. Betty Hudgins, Testing Coordinator at Georgia Academy for the Blind, made a trip to APH for a working meeting at the end of November. An item by item analysis revealed the need for two separate editions rather than a combined large print and braille edition. Product specifications and plans were revised accordingly. In early FY 2003 artwork for the covers was drawn and approved by the project leader. Layout of the diagrams and text for the large print edition was begun by APH Communications Group staff and proofread by project staff. Specifications and electronic files for the production run were finalized and forwarded to production personnel in the last quarter of FY 2003. Lastly, braille transcription and large print masters were begun. Work during FY 2004 Braille transcription, large print reproduction, proofreading, and quality control checks were completed. The production run occurred between April 2004 and September 2004. Both the large print and braille versions of K-FAST were stocked and available for sale in September 2004. Large Print / Braille Toss-Away Protractor (Continuing) Purpose To provide an accurate, inexpensive, disposable, and easy-to-use protractor with both large print and braille markings to be used primarily by blind and visually impaired students in a testing situation. Project staff Barbara W. Henderson, Project Leader Tom Poppe, Project Technical Advisor/Model Maker Debbie Willis, Project Advisor Monica Vaught, Project Assistant Background Blind and visually impaired students taking tests do not always have appropriately designed protractors provided to them in the testing situation. Sometimes they don't get a protractor at all because protractors aren't included with the tests. A well-designed, affordable, print/braille protractor provided as part of the assessment tool and available for classroom use before the exam will optimize testing outcomes. The protractor will be included with tests calling for the use of a protractor, as well as being available as a separate item. After a 2002 survey of the kinds of protractors being used by math students across the country (part of the field test results on the large print/braille ruler field test), the development of the Large Print/Braille Disposable Protractor (now called Large Print/Braille Toss-Away Protractor) was put on hold and pulled back to the PARCing Lot. It was determined that several different protractors are being used by school systems across the country (including the APH Braille/Print Protractor with Goniometer). It was noted that training in use of the particular protractor being used for testing is considered very important for the best testing outcomes. In addition, protractors come in several sizes, not all of which are appropriate for use with large print and/or braille tests. Therefore, further research is being done to decide if a protractor can be successfully produced in paper, and, if so, which design and size(s) should be used. In 2003 the project leader received several new inquiries from test publishers and assessment personnel regarding the desire for a disposable braille protractor so this project was revived and removed from the PARCing lot in July 2003. A project assistant was assigned, and a review of currently available tactile protractors was begun. Work during FY 2004 Prototype design began, with Tom Poppe doing a preliminary prototype or model and diagrams. Specifications for the spacing, font size, etc., were written. A company specializing in precision measurement was asked to provide a quotation for design and development of the special protractor. However, it was determined that the cost was prohibitive. APH will now do the design and execution of production parameters internally. Work planned for FY 2005 A state department of education made the initial inquiry which aroused new interest in development of this product. Teachers and DOE personnel will have input into the product design and will supply field testers. Field testing will be carried out in early Spring 2005. National Literary Braille Competency Test Revised (NLBCT) (Discontinued) Purpose To collaborate with the National Library Service for the Blind and Physically Handicapped (NLS) to help formulate and produce a revised competency test that ensures braille teachers meet standard qualifications for knowledge of the literary braille code. Project staff Barbara W. Henderson, APH Project Co-Leader Eleanor Pester, APH Project Consultant Debbie Willis, APH Project Consultant Mary Lou Stark, NLS Project Co-Leader Judy Dixon, NLS Project Assistant Deirdre Knapp, HumRRO Project Consultant Gordon Waugh, HumRRO Project Consultant Kristopher Scott, APH Project Assistant Background In recent years, concern has been expressed about the amount and quality of braille instruction provided to blind children and adults. In response to this concern, the Committee on Joint Organizational Effort requested that National Library Service (NLS) develop a literary braille competency test. Work on this test began in 1989. Administration of the test began in 1994. In 1996, the Human Resources Research Organization (HumRRO) began a validation study of the test, conducting a thorough job analysis and furnishing recommendations for revising the test's content so that it closely matches the current knowledge and skills required of braille teachers. In April of 1998, NLS approached APH with a proposal for a joint effort in revising this test. A meeting was conducted at APH in May 1998 with personnel from HumRRO, NLS, and APH to review the validation process and recommendations. In July 1998, an agreement between APH and NLS was concluded. APH's goals were maintenance of a test item bank database and production of test-related materials. NLS was responsible for administering the pilot study, identifying proctors, handling the application process, and supervising test administration sites. APH and NLS agreed to be jointly involved in the revision phase of the project. Joint staff identified members of two standing committees: the Administrative Issues Committee and the Test Development Committee. In 1999, under the direction of HumRRO staff, the Administrative Issues Committee met in January at NLS and in July at APH, and the Test Development Committee met in March at NLS and in June at APH. New test items were developed based on HumRRO's research, and test administration manuals were drafted and reviewed. In 2000, an in-depth review of test items, the candidate's guide, and the test administrator's manual were conducted by NLS and HumRRO. APH worked with HumRRO on development of a machine scoreable, multiple-choice, answer sheet for both print and braille users. A prototype has been used successfully with ten blind APH employees and was subsequently incorporated into the pre-test. In 2001 the Test and Assessment Project Leader became involved in this project. NLS rescheduled the timeline during 2001, setting project completion for 2002. Pre-test materials were produced at APH for phase I, a scoring protocol was developed, and the pre-tests were administered and scored by both NLS and APH personnel, ensuring scoring consistency and test validity. Scoring of the pre-test was completed in FY 2002. When scoring results were in, feedback from all participants and scorers of the pre-test were assembled into appropriate revisions. With revisions completed, materials for the next phase, the pilot test, were produced by APH. Test portions were produced in three media: braille, large print, and recorded cassette. NLS arranged for shipment of materials to each pilot test candidate and each test administration site. The Operational Pilot Test was administered in Fall 2002 and Spring 2003. Members of the Test Development Committee arranged for test candidates and participated in administration of the pilot test. Each member offered feedback about test instructions and scoring protocols. Scoring of the test was done by both APH and NLS to assure test validity. Work during FY 2004 Due to funding considerations, NLS placed a hold on all project activity during FY 2004. Work planned for FY 2005 Work by APH on this project has been completed, with no work planned for FY 2005. Psychoeducational Assessment of Visually Impaired Persons: Video Update (Completed) Purpose To revise and update the existing video. The video provides excellent general information on assessing visually impaired and blind children as well as identifying specific testing instruments designed for this purpose. However, certain information was incorrect due to new editions of tests being published. Project staff Barbara Henderson, Test and Assessment Project Leader Monica Vaught, Project Assistant Background The project to update the video was brought to Product Evaluation Team (PET) in 2003. The update was approved by PET and placed on the PARCing lot for further development, for such time as staff could embark upon the project. It was decided that the excellent content might be salvaged and used for at least two more years. In May 2003, the project leader again discussed the idea of updating the video. The project was pulled from the PARCing lot for further work such as cost estimates, scripting ideas, and suggested revisions. A project assistant was assigned. Work during FY 2004 The video was edited to correct some information, reviewed for any additional aspects such as sound quality and transitions, and closed captioning (CC) was added. The revised product became available in the last quarter of FY 2004. Test Access: Guidelines for Computer Administered Testing (Completed) Purpose To develop guidelines for computer administration of tests and assessments to students/clients who are blind and visually impaired. Project staff Barbara W. Henderson, Project Leader Larry Skutchan, Project Advisor Debbie Willis, Project Advisor James M. Allan, Lead Project Consultant Nanette Bulla, Project Consultant Steven A. Goodman, Project Consultant Kristopher A. Scott, Project Editor Tessa Wright, Project Editor Monica Vaught, Project Editor Background Because it identified an important educational trend, this project was a specially funded initiative for FY 1999. Each year, more and more school systems will deliver their assessments via computer. If we are to ensure that students with visual disabilities are not excluded from educational experiences, it is crucial to develop and provide the field with a set of guidelines for computer-based testing. Initial work during FY 1999 consisted of initiating an investigation of the status of computer-based testing of students in school systems nationwide. A new Test and Assessment Project Leader joined the Department of Educational Research in January 2000. The project leader contacted test publishers and reviewed demonstration software for accessibility, subsequently meeting with the Project Advisors to discuss problems with commercially available software and the possible applicability of Teacher’s Pet™ to this project. An outline of sections and a tentative timeline for the project were drafted. Three expert consultants in the areas of technology, blindness, and low vision were contacted and agreed to join the Project Team. The consultants wrote drafts of the guidelines sections. In 2001, the technical investigation and drafting of sections of the Guidelines continued. An evaluation form was developed, reviewed by the survey committee, and revised as needed. Six professional reviewers, representative of the target audience, were chosen for their expertise in the areas of technology, test design, and testing practices for visually impaired students/clients. The review was made available online in order to provide timely and totally accessible review documents and forms. Final reviews of the document were received in-house by July 31, 2001. Since results of field reviews indicated some structural problems, extensive reorganization of the document was outlined for better accessibility. Editing of the document was begun and continued through most of the second and third quarters of FY 2002. Cover design, layout, and production specifications were completed. The project leader and project advisor, Larry Skutchan, attended several meetings of the Universal Design for Learning Workgroup of the Kentucky Department of Education’s Exceptional Children’s Services. Both Larry and Barbara collaborated with the Kentucky group to ensure accessibility for the upcoming trial of Kentucky’s Online Assessment Test, CATS Online, in Fall 2002. In FY 2003, the project leader and project editor presented a poster session on Test Access at the APH annual meeting, October 2003. In the new year, the project leader and James Allan, lead project consultant, made a poster presentation at the Association of Test Publisher’s (ATP) Conference on Technology in Testing, Amelia Island, Florida, February 24-26, 2003. Response to the information was excellent. With passage of No Child Left Behind, the decision was made to offer Test Access: Guidelines for Computer Administered Testing as a free download on the APH web site. Last edits were completed in March 2003, and a final check of electronic citations and links was done just prior to going to press. An accessible HTML file was formatted first and placed on the web site in April, with a braille-ready version following in May, and a printable PDF file posted in June. Work during FY 2004 APH Technology Project Leader Larry Skutchan and APH programmers developed a DAISY Digital Talking Book (DTB) format of Test Access: Guidelines for Computer Administered Testing, which is available at http://sun1.aph.org/tech/dtb_info.htm. Work on the project is now complete. Test and Assessment Needs (Continuing) Purpose To determine the needs of the field with regard to testing and assessing students who are blind or visually impaired. Project staff Barbara W. Henderson, Project Leader Debbie Willis, Project Advisor Carol Roderick, Project Assistant Background In FY 2003, the project leader discussed results of a short survey completed by the Deafblind Focus Group with Sandi Baker, APH Field Services Representative, and Tristan Pierce, Multiple Disabilities Project Leader. Acting as a team, they researched currently available training videos and DVDs for possible sale through the APH Catalog. The project leader collaborated with Tina Tucker at the National Foundation for the Blind (NFB) on Adult Assessment Issues. As a new member of the Bridging the Gap training group, Barbara provided workshop materials on adult assessment tools available in accessible formats for the National Association for Adults with Special Learning Needs (NAASLN) Conference in Columbus, Ohio. Additionally, the project leader networked with Comprehensive Adult Student Assessment System (CASAS) staff on needs of adult English as a Second Language (ESL) learners with visual impairments and large print guidelines. Work during FY 2004 The project leader facilitated a workshop on Challenges and Solutions in Assessment of Adult Students at the Bridging the Gap Leadership Summit in Atlanta, Georgia, October 31-November 1, 2003. The project leader and accessible tests staff presented poster sessions at APH Annual Meeting 2003 on the topics of Accessible Tests Department services and The Accessible Testing Universe. During the poster sessions, ideas from the field and identified needs were documented and considered for future planning. The project leader presented a short session during the FY 2004 meeting of the Deafblindness Focus Group at APH. Participants made suggestions for new products and were asked to fill out a second survey on assessment needs. The project leader and Sandi Baker worked together to identify sources for existing videos and CD ROMS on assessment of Deafblind students. Work planned for FY 2005 The project leader will continue work with the American Foundation for the Blind (AFB) Accessible Tests Workgroup and will act as secretary/treasurer of AER Division IV: Psychosocial Services. A new assessment needs online survey will be posted approximately every six months on the web site. Test Preparation Materials (Test Ready) (Continuing) Purpose To make generic test preparation/practice materials available in accessible formats for purposes of preparing K-12 visually impaired and blind students to take achievement tests. Adult students preparing for the GED may also utilize these materials. Project staff Barbara Henderson, Test and Assessment Project Leader Debbie Willis, Project Advisor Kristopher Scott, Project Co-Leader Monica Coffey, Project Editor Dena Garrett, Project Editor Background During Spring 2003 meetings of the APH Educational Products and Educational Services Advisory Groups (EPAC and ESAC), practice/test preparation materials in accessible formats were identified as a high priority need. Even if students are able to get their tests in accessible formats in a timely manner, there is no guarantee that they will have the same access to test prep materials. The advisory groups expressed their desire to see APH make such materials available as a catalog item. Furthermore, as an extension of the stated goals of the Accessible Tests Department, “provision of practice/test prep materials in accessible formats” was added at the request of the advisory committees. In FY 2003 the project leader reviewed commercially available test prep packages prior to proposing the new project. In June 2003 the project leader, with the help of the APH librarian and an assistant, did a complete search of all currently available generic practice materials for standardized and achievement tests. A review of the materials was begun. Work during FY 2004 Once the best package was selected from among those available, the project leader contacted the publisher to secure approval for the project. The Test Ready? series was deemed most appropriate for our purposes. The publisher, Curriculum Associates, has been very supportive of our efforts and has agreed to provide any print materials needed. Copyright permissions statements were secured and editing of practice tests was begun. Work planned for FY 2005 Materials in both braille and large print will be produced and field tested in mid FY 2005, with production to follow. Woodcock-Johnson III Tests of Achievement: Braille Edition and Large Print Edition (Continuing) Purpose To make widely used Psychoeducational Assessment materials available in braille and full-color large print. Project staff Barbara W. Henderson, Project Leader/Editor Lynne Jaffe, Ph.D., Project Consultant Carol Anne Evans, M.Ed., Project Consultant Monica Coffey, Project Editor Kristopher Scott, Project Editor Dena Garrett, Project Editor Background The Woodcock-Johnson III (WJ-III) Tests of Achievement are widely known and used to assess academic strengths and weaknesses in children and adults. Practitioners in the field of visual impairment have long expressed their desire to see APH do an adaptation of WJ for the braille reader. Identified by focus groups and in assessment surveys as one of the top three needs alongside Brigance Green (CIBS-R) and Wechsler Individual Achievement Test (WIAT), WJ-III was brought forward as a project in 2001 in preparation for publication of the 2001 revision. Permission of the Riverside Publishing was sought and two expert consultants were hired: Lynne Jaffe, Ph.D., Learning Disabilities Specialist, Technical Assistance to Schools Assessment Team, Arizona Schools for the Deaf and Blind and Carol Anne Evans, M.Ed., School Psychologist, Davis School District, Farmington, Utah. The project leader and the consultants met in early FY 2003 to plan the project timeline. Editing of the standard battery for braille was all but completed during the weekend meeting. Editing of the extended battery was completed in the following two months. Work was outlined for the test administrator’s manual. A project assistant and project editor were assigned and work was begun on the markups for braille transcription. Work during FY 2004 Work on the test administrator’s manual and markups for the braille transcription continued. Completion of product specifications occurred in late 2003. Braille transcription began for the prototypes. The project leader worked with the graphic artist and transcriber to make formatting and design decisions. Because of the desire to do a full-color edition, it was decided that the large print formatting would be done by APH ATIC staff using their current techniques. Editing for the large print edition was begun in late Spring and completed in mid-summer. ATIC staff worked with the project leader to format the large print prototype. Field testing/field review sites were established, with plans to carry out field testing in summer and early fall 2004. However, due to some production snags in development of the prototypes, field testing has been delayed until late fall or early spring 2005. Layout of cover art, packaging and other product elements were discussed with the graphic designer. Work planned for FY 2005 Field testing/review will proceed, after which any revisions will be made. Samples of cover art, packaging and other product elements will be reviewed by the project staff. Final large print and braille production masters will be made in preparation for the production run. Research Department Activities FY 2004 Ralph E. Bartley, Ph.D. Director Adult Life Mary T. (Terrie) Terlau Adult Life Needs (Continued) Purpose To develop adult life products and services that are affordable, user-friendly, and consumer driven and that address the diverse needs of the blind and visually impaired population. Project staff Mary T. (Terrie) Terlau, Project Leader Carol Roderick, Research Assistant Background Product development in the area of Adult Life was initiated at APH in the summer of 1998. The first products derived specifically from this effort were made available during FY 1999. Product research, along with consumer and professional networking, have continued to characterize the development of products for adults. Work during FY 2004 APH Adult Life products and their applications to specific populations were presented by the Adult Life Project Leader as follows: Helping Students and Adults Find the Right Tool for the Right Task, Workshop presented at the Biennial Conference of the Association for the Education and Rehabilitation of the Blind and Visually Impaired, Orlando Florida, July 2004; Helping Low Vision Elders Thrive: An Interactive Approach to Rehabilitation Referral and Service Utilization, Workshop presented at the Annual Joint Conference of the American Society on Aging and the National Council on the Aging, San Francisco, California, April, 2004; New Electronic Travel Devices and the Teachable Moment: Types, Tips, and Test Drives, Poster presented at the National conference of the Orientation and Mobility Division of the Association for the Education and Rehabilitation of the Blind and Visually Impaired, New Orleans, Louisiana, December, 2003. FY 2004 product development milestones and products that have become available for sale during this fiscal year are described in the remainder of this section. Work planned for FY 2005 Investigation and development of new products for adults will continue. The Adult Life Project Leader will continue to seek input from the field by networking with APH Ex Officio Trustees and consumer and professional groups. Focus groups will be conducted as needed. Bold Line Pocket Notebook Paper (New) Purpose To give persons with low vision access to a pocket-sized notebook that meets their needs. Project staff Mary T. (Terrie) Terlau, Project Leader Katherine Donhoff, Manufacturing Specialist Background Pocket-sized address books and other small notebooks are readily available for use by persons whose vision is within the “normal” range. Persons with low vision also need an easy method to record and retrieve information when they are on the go. However, such pocket notebooks do not offer the features that persons with low vision need. APH’s Pocket Notebook, catalog number 1-0428-00, was developed for braille users and has braille filler paper and index tab accessories. The Bold Line Pocket Notebook Paper will enable persons with low vision to use this notebook easily and effectively. The Pocket Notebook Tabs, catalog number 1-04389-00, two sets of index pages for the notebook, can also be used with the filler paper to make the notebook into a low vision mini-organizer. More information about the Pocket Notebook and Pocket Notebook Tabs can be found at http://www.aph.org/catalogs/cat_html/prod_cat0405.html#i11. Work during FY 2004 Decisions about filler paper material and design were made in accord with currently effective strategies as follows. The Bold Line Pocket Notebook Paper is to be a package of 250 sheets of 33/4"x53/4"65# paper punched with six holes, allowing it to fit into the APH Pocket Notebook. It will have bold lines 9/16" apart going across the 53/4" dimension on both sides of the sheet. The paper stock chosen has been used effectively by persons with low vision in the APH EZ Track product series. This paper minimizes glare, offers good color contrast, and is heavy enough that pens and markers do not bleed through to the other side of the page. Because line spacing and paper stock are demonstrably effective in other APH low vision products and because the Pocket Notebook has stood the test of time, this filler paper will not require field testing. Work planned for FY 2005 It is anticipated that the Bold Line Pocket Notebook Paper will be available for sale early in FY 2005. Braille DateBook (Completed) Purpose To provide a braille monthly calendar and appointment-keeping system that is small, durable, and easy-to-use with a slate and stylus or a braillewriter. Project staff Mary T. (Terrie) Terlau, Project Leader/Designer David McGee, Manufacturing Specialist Bisig Impact Group, Graphic Design Background Until the advent of the Braille DateBook, a braille calendar/planner that is attractive, durable, and easy-to-use with a braillewriter or a slate and stylus was not available. Although many blind persons use electronic note takers or digital recorders to store appointment information, such devices are often prohibitively expensive and information is not available when batteries die. Many blind consumers and professionals in the field have expressed the need for a hard-copy appointment book with a set of specific features that are incorporated into the Braille DateBook. The padded vinyl binder has a closure to protect planner pages, pockets to hold a slate and stylus, and sturdy rings to hold 4" by 6" braille sheets. Other materials include one year of monthly calendar pages, braille filler paper, and tabs for dividing the binder into customizable sections. The monthly calendar pages are tabbed so that the appointment pages can be stored behind the appropriate month and easily located by reading the month abbreviation on the tab. Braille and print guide books describe how to use these materials to create appointment books, planners, address books, homework assignment books, family events calendars, and combinations of these. Work during FY 2004 Prototype development, field testing, modifications based on field test results, specification development, and final tooling were completed prior to this year. Production was completed and the product was made available for sale near the beginning of FY 2004. Procedures were established to ensure that the next year’s calendar will be produced and available for sale by June of the preceding year. Additional information about the Braille DateBook, catalog number 1-07899-05, can be found at http://www.aph.org/catalogs/cat_html/prod_cat0405.html#n2. Work planned for FY 2005 Because the product is available for sale, no work is anticipated for FY 2005. Braille Financial Record Keeper (New) Purpose To offer adult braille users a system for storing and easily locating personal financial information. Project staff Mary T. (Terrie) Terlau, Project Leader/Designer Background While field testing and presenting the EZ Track Financial Record Keeper (a product for persons with low vision), the project leader was asked repeatedly by blind consumers, rehabilitation teachers, and other educators when a similar product would become available for persons who use braille. The low vision product provides an organized system for recording and retrieving static financial information that is otherwise available only in small print and in a number of locations. Braille users typically braille important information and develop their own filing system for it. However, whether or not a particular piece of information is important may not be apparent until it is needed. The Braille Financial Record Keeper would offer blind persons the option of recording a broad range of financial information in a manner that is easily retrievable. Work during FY 2004 After the project leader articulated the product concept, approval by relevant APH committees was obtained and a brainstorming Product Development Committee meeting was held. The product is defined as a binder that can hold 8.5” X 11” pages divided into tabbed sections, each section containing durable braille paper with question stems and ample space allotted for brailling information. Sections will be provided for each of the following types of information: banking, credit cards, utilities, income and taxes, insurance, mortgages and loans, investments, retirement, and health care and estate plans. Work planned for FY 2005 The material to be used for braille pages will be determined and the exact layout of information on pages will be defined. It is anticipated that field testing will be initiated. EZ Track Financial Record Keeper (Completed) Purpose To offer adults with low vision a system for storing and easily locating personal financial information. Project staff Mary T. (Terrie) Terlau, Project Leader/Designer David McGee, Manufacturing Specialist Bisig Impact Group, Graphic Design Background Consumers and professionals have requested a tool for organizing and accessing financial information for persons with low vision. Prototype development, field review, and revisions based on field review findings have been completed. The EZ Track Financial Record Keeper uses 22 point type and allows ample space for writing financial information. The product offers tabbed sections for recording information about banking, credit cards, utilities, income and taxes, insurance, mortgages and loans, investments, retirement, and health care and estate plans. Work during FY 2004 Most product development procedures were completed prior to FY 2004. During this year, the guide book was completed and the EZ Track Financial Record Keeper became available for sale. Additional information about this product can be found at http://www.aph.org/catalogs/cat_html/prod_cat0405.html#n9 Work planned for FY 2005 Because the product is available for sale, no additional work is anticipated. Labeling Book and Tool Kit (Continued) Purpose To provide adults who have lost vision information about how to identify objects and materials in their environment, particularly household items, and a tool kit to assist in labeling. Project staff Mary T. (Terrie) Terlau, Project Leader Lisa-Anne Mowerson, Project Consultant/Author Tessa Wright, Project Assistant Background An Independent Living Specialist in Kentucky suggested that APH create a set of large print labels for canned foods and pantry items. Input from a focus group of rehabilitation teachers led to the expansion of this product to include a consumer-oriented book that will provide guidance in organizational techniques as well as labeling. A labeling tool kit will also be developed to accompany the book. These materials will help visually impaired adults who are unable to access rehabilitation teaching services to understand and apply organizational and labeling principles. Teachers can also use these materials with students whom they see infrequently. Work during FY 2004 The project leader and consultant have conducted telephone and face-to-face meetings to redefine the book’s structure and content. A final draft of the first third of the book has been completed and consultant submissions continue on a regular basis. The tool kit has been discussed and its elimination or reduction is being considered. Work planned for FY 2005 It is anticipated that the final draft of the text will be completed by the summer of FY 2005. Field reviews and revisions based on review results may also be completed. LumiTest (New) Purpose To provide blind persons with an affordable device that signals the presence and intensity of light and that also signals contrasts, the degree of lightness-darkness of objects. Project staff Mary T. (Terrie) Terlau, Project Leader Background Light probes are devices that detect and signal the presence and intensity of light. These devices emit a tone when pointed toward a light source and the tone increases in pitch as the light becomes brighter (i.e., as the device is moved toward the light). When the contrast feature is turned on, the light probe makes a lower pitched sound when placed against a dark colored object and an increasingly higher pitched sound as it is moved across increasingly lighter colors. The greatest sound contrast is produced when the probe is moved between a black and a white surface. Light probes without the contrast feature are readily available from numerous vendors who specialize in adaptive equipment for persons who are blind. However, there are no light probes available in the United States that accurately detect contrasts. The value of the contrast feature in a light probe becomes clear when considering only a few of the tasks that a blind person can perform when using it. With the contrast feature turned on, a blind person can: determine whether there is print on a page; determine whether a page is single or double sided (important when scanning print materials for reading with a computer); identify whether a garment is light, dark, solid, or patterned; and locate the signature line on a form. The contrast feature is built into the ColorTest™, a high-end color detector available from APH. However, the high cost of this product precludes many blind consumers from purchasing it. CareTec LTD, the Austrian manufacturer of the ColorTest, also produces the LumiTest, a light probe that incorporates the contrast feature. Because the LumiTest is not a color detector, its cost is in a range significantly more affordable to blind consumers. Work during FY 2004 The LumiTest was tested at APH. Although the LumiTest performed as advertised, it made a black mark on paper when it was pressed against a page. CareTec discovered that there was a significant carbon content in the black plastic case. When the material was changed, a lighter color was used and external light shining into the device distorted the contrast readings. A new material has resulted in a product that leaves no marks on paper and that provides accurate information about light and contrast. Work planned for FY 2005 Cassette documentation for the product will be completed. It is anticipated that the LumiTest will be available for purchase during FY2005. Money Talks (Continued) Purpose To provide a Windows-based bank account management software package that will be easily accessible to blind and visually impaired persons. Project staff Mary T. (Terrie) Terlau, Project Leader Larry Skutchan, Software Engineer Rob Meredith, Programmer Mark Klarer, Programmer Bisig Impact Group, Graphic Design Background Keeping bank account records on a computer provides a reliable method of maintaining check registers and account balances. However, main stream bank account management software presents some access obstacles to experienced visually impaired computer users and is not accessible to visually impaired persons without specialized training and expensive access software. Money Talks is designed to perform the full range of account management functions needed by blind and visually impaired persons. It will be fully accessible, with speech and large print output built into the program itself. This program is also designed to be intuitive and user-friendly for persons with little or no computer experience. Work during FY 2004 The following program features have been implemented: the ability to emboss or print the check register; the ability to print raised-line or business checks from a checkbook or Quicken-type checks; the ability to import bank statements downloaded from the web; procedures for automatic and manual transaction reconciliation; the look and functionality of the on-screen grid views; and the software logo. Specifically, programmers completed the following tasks: * added register management; * added support for check printing and embossing; * added code to translate, format, and emboss the register data; * added support to import QuickBooks Information Files (QIF). Work planned for FY 2005 Final prototype features will be implemented. Field testing and modifications will be completed and the product will be made available for sale. Specifically, continued coding, testing, and finalizing the design will be the top priority for the first quarter of 2005. Next, after internal quality control is completed, the documentation will be written, and the software will be submitted to the field. Nonverbal Communication Curriculum (Continued) Purpose To develop an instructional curriculum that will help adults who are blind or visually impaired understand and integrate nonverbal communication skills into their daily lives. Project staff Mary T. (Terrie) Terlau, Project Leader Karen McCulloh, Consultant/Author Background The ability to communicate nonverbally is an essential skill for successful functioning in occupational and interpersonal situations. Because learning about and producing nonverbal communication is derived from visual modeling and is based on availability of visual information, persons with visual impairments may experience difficulties in both understanding the meaning of nonverbal behavior and producing understandable nonverbal communications. They may need specific educational experiences to help them understand what is going on around them and to develop positive methods of nonverbal communication. This project will result in a curriculum that will help people who are visually impaired learn how to integrate nonverbal communication skills into their daily interactions. Topics such as gestures, posture, social distance, appearance, voice intonations, and facial expressions will be covered. This curriculum will help blind or visually impaired individuals become more successful within interpersonal communication situations such as job interviews, professional meetings, advocacy situations, and everyday social interactions. Work during FY 2004 The project leader and Ms McCulloh have conferred by phone and in person about the structure and content of the curriculum. Ms. McCulloh has submitted an updated outline including additional instructional material. All contract issues appear to be resolved and collaborative work on this project will begin as soon as possible. Work planned for FY 2005 A first draft prototype of the curriculum will be developed. Expert review and/or field testing may be initiated. Orientation and Mobility Family Book (Continued) Purpose To provide orientation and mobility specialists with an interactive computer-based tool to create individualized orientation & mobility (O&M) progress booklets for a student and his/her family. Project staff Mary T. (Terrie) Terlau, Project Leader Fabiana Perla, COMS, Project Consultant/Author Betsy O'Donnell, COMS, Project Consultant/Author Larry Skutchan, Software Engineer Mario Eiland, Programmer Bisig Impact Group, Graphics Design Background In order for a student with visual impairments to integrate orientation and mobility skills into his/her daily life, the student must use these skills in a variety of home and school settings. The more information families have about their child's orientation and mobility needs and about the skills that their child is currently learning, the more they can encourage and support their child's use of orientation and mobility skills at home and in the community. Orientation and mobility specialists attempt to establish and maintain communication with their students' families. However, large case loads and busy family schedules may not allow enough time for individualized communication about a number of essential topics. Many orientation and mobility specialists and the families they serve could benefit from an easy-to-use, standardized method of communication about a child's orientation and mobility skills and needs. Betsy O'Donnell and Fabiana Perla, experienced orientation and mobility specialists, developed and field tested a booklet that an orientation and mobility specialist could complete for the family of a particular student. Ms. Perla and Ms. O’Donnell are working with the Adult Life Project Leader to develop a software package on CD-ROM that would guide an orientation and mobility specialist through the process of creating such a book for a particular student and her/his family. The software package under development contains information found effective in Ms. Perla and Ms. O’Donnell’s original work. The resulting booklet provides information about the purpose of orientation and mobility and the types of skills taught. The software also includes sections to be customized by the instructor according to the child's eye condition, the functional implications of this condition, the orientation and mobility skills that the child is learning, and the child's current level of mastery of these skills. Additional sections explained the important role of the family in utilizing teachable moments and participating in various types of games and activities to enhance development of particular skills. The software allows the instructor to choose from a list of helpful activities or write individualized ones. Work during FY 2004 Ms. Perla and Ms. O’Donnell have provided expanded materials based on their original work. The project leader has created a screen-by-screen outline of the prototype. Ms. Perla and Ms. O’Donnell have continued to refine sections of the book based on the project leader’s outline. Programming has begun. Work planned for FY 2005 Ms. Perla and Ms. O’Donnell will complete refinement of prototype content and the project leader will complete the final edit of text. Programming will near completion. Field reviewers and testers will be sought. Parenting Book (Continued) Purpose To provide visually impaired parents with support and information about parenting techniques that have been effective for other visually impaired parents. Project staff Mary T. (Terrie) Terlau, Project Leader Janet Ingber, Project Consultant/Author Kevin E O'Connor, Project Consultant Deborah Kendrick, Project Consultant Ann Travis, Project Assistant Background Janet Ingber, a blind mother, submitted a draft outline and three chapters of a parenting book based on interviews with seventeen effective parents who were visually impaired. Research conducted at APH confirmed that very little information was available for blind parents regarding issues related to visual impairment and parenting. The need for an informational parenting book was further assessed through a survey of professionals in the field of visual impairment and blindness. Survey results indicated that: training was not available for professionals in the area of parenting and visual impairment; there were a significant number of blind parents who could have benefited from information related to blindness and parenting; and a self-help informational book could maximally benefit many such parents or parents-to-be. Of particular concern among survey respondents was the need for support and information to counteract the negative stereotypes about blindness such as the belief that persons with visual impairments could not be effective parents. To meet the need for accurate information and support for parents with visual impairments, the development of an expanded version of Janet Ingber's work has been undertaken. A database was developed to record, store, and manipulate information to be obtained from questionnaires and phone interviews. Parent volunteers were recruited through APH Ex Officio Trustees, the APH monthly newsletter, e-mail list announcements, contacts with staff and/or relevant committees of the American Council of the Blind and the National Federation of the Blind, and word of mouth. Parent participants either had raised or were raising at least one child when the parent was legally blind. Parents were also selected because of their interest in and commitment to parenting and because of their desire to share what they had learned with other parents. Work during FY 2004 Development of the data base in which to transcribe preliminary questionnaire information and data from parent phone interviews was completed. The project leader continued to contact interested parents and remind them to send in their Consent Forms and Parent Information Questionnaires. Ms. Ingber conducted telephone interviews with 62 parents, from whom completed questionnaires had been received. The project assistant transcribed questionnaire data into the data base. Ms. Ingber transcribed interview data into the data base. The project leader and project assistant have begun analysis of parenting data. Ms. Ingber has completed a first draft of the first chapter of the parenting book, which provides information about parents who were interviewed for the book. Parents have come from 38 states and one Canadian province and have been generally well distributed across the United States. The majority of the group (79%) were women. Parents came from a variety of racial/ethnic groups; 82% were Caucasian, 6.5% were African-American, 4.8% were Hispanic, 3.2% were Mexican, and 3.2% were Native American. Most parents lost at least some vision before adulthood; 76% of the parents experienced vision loss at birth, 21% lost vision before age 18, and only 3.2% lost vision after age 18. 48% of parents had no light perception; the remainder had light perception or some functional vision, though all were legally blind. 48.4% of the parents had at least one child at home under age 12 and 77.4% had at least one child at home under 18. Work planned for FY 2005 The project leader and project assistant will complete data analysis. Janet Ingber will complete the first draft of the book based on the results of the parent data analysis. Kevin O'Connor, a parenting expert, will read book draft and suggest any revisions necessary to ensure that the book reflects current promising practices in the parenting field. Deborah Kendrick, author and journalist, will suggest revisions based on her expert knowledge of the field of visual impairment and parenting. Additional expert reviewers will be sought prior to completing the prototype. Pocket Notebook Tabs (Completed) Purpose To organize material stored in the APH Pocket Notebook. Project staff Mary T. (Terrie) Terlau, Project Leader David McGee, Manufacturing Specialist Background The APH Pocket Notebook, catalog number 1-0428-00, is small, reasonably sturdy, and affordable. When index tabs are used in the notebook, material can be organized and located more easily. More information about the Pocket Notebook and Pocket Notebook Tabs can be found at http://www.aph.org/catalogs/cat_html/prod_cat0405.html#i11 Work during FY 2004 The tab prototype was developed, a manufacturer was found, and the final product was made available for sale. The final product consists of two sets of three-cut tabbed sheets that fit into the Pocket Notebook. The reinforced tab is sturdy and easy to locate tactually. Because this is a simple accessory, field testing was not undertaken. Work planned for FY 2005 This product is currently available for sale and no further work on it is anticipated. Printing Guide (Continued) Purpose To develop teaching materials and printing templates to assist persons who are blind to learn to print legible capital letters according to positions of the braille dots in a cell. Project staff Mary T. (Terrie) Terlau, Project Leader Monica Vaught, Project Co-leader Linda Ray, Project Consultant Sally Mangold, Project Advisor Frank Hayden, Manufacturing Specialist Tom Poppe, Model Maker Bernadette Mudd, Graphic Designer Background Although computers increasingly are being used as a means of written communication on the job and in social and recreational life, production of legible written communication still remains an essential skill. Jotting notes to colleagues, writing a quick comment on a page of printed material, leaving a note on the refrigerator for a family member, and filling in information on a check while shopping are only a few of the tasks that are accomplished more easily with a pen than with a computer. Some congenitally blind persons have developed legible script and/or print styles. However, many adults who did not have functional vision during primary and elementary grades have not learned to produce print or script letters that sighted persons can read. Ms. Linda Ray, a teacher of the visually impaired, submitted one print teaching method for consideration. With this method, students are taught to shape block print capital letters by connecting dot positions within a braille cell for each letter. Additionally, students are taught to print within a template of lines of rectangular openings. By using this template, cell boundaries can be detected when printing, print remains constant in size, and characters do not drift into one another. Early research indicated that, though braille dot positions had been used to teach both printing and script writing throughout the blindness field, teaching curricula and materials had been developed primarily for script and not for print. Print samples from persons using Ms. Ray's print teaching method and from persons who had been taught to print using a variation on this method were examined. Preliminary data indicated that, with several significant exceptions, the connecting dots method of print teaching in combination with a printing template resulted in very readable block print. However, when printed with this method, several letters were indistinguishable or ambiguous. It was deemed desirable to develop a system that could eliminate as much ambiguity as possible. Additionally, it was deemed necessary to provide materials that could help students improve their production of diagonal lines. To resolve ambiguity between block letters of D and O, attempts were made to teach students to draw curves by using templates with curved rather than sharp corners and tracing boards with curved letters. Tracing boards also included K, M, V, W, and Y, to help students learn to draw more complex diagonals. Work during FY 2004 Results of preliminary field testing showed that curved templates and tracing boards did not help students print curved letters; D-O and 8-B remained indistinguishable. Results also indicated that tracing boards might be helpful for teaching diagonals to some students, but a more streamlined approach to materials development was needed. To resolve the D-O ambiguity, a Greek Delta character was offered for D; this character is very recognizable and may be easier to produce than the curved D. The small Y and a restructured B were also included. The product was reconceptualized to provide one learning page per letter. Each learning page will include a letter description (the braille dot combinations to be connected for that letter), a raised image of the letter shape, and an engraved, pencil-traceable letter. Additional feedback from the field was sought by consulting Sally Mangold and by conducting a focus meeting at the AERBVI International Conference in July, 2004. Work planned for FY 2005 As a result of this input, an additional description of each print letter based on position in the cell and not on dot numbers will be included on learning pages. Letters will also be presented in an order that allows students to master simple strokes and then join them into multi stroke letters. Field test prototypes for the learning pages will be developed. A guide book for teachers will be written and a printing template based on the braille slate will be developed. Field testing will be undertaken. Sewing Without Sight (Discontinued) Purpose To produce an up-to-date, user-friendly instruction book for hand and machine sewing, using techniques that can be mastered by blind students with the help of a rehabilitation teacher or on their own. Project staff Mary T. (Terrie) Terlau, Project Leader Shireen Irvine Perry, Project Consultant Background Mike Cole, Administrator of the Orientation Center for the Blind in Albany, California and Ex Officio Trustee of the American Printing House for the Blind, noted that APH's only instructional book for sewing was outdated. He indicated that the sewing instructor at the Orientation Center could provide material for an up-to-date book that could be appropriate for use by visually impaired consumers in center-based and home-based rehabilitation programs or without rehabilitation teacher support. Preliminary discussions of book content were initiated with the project consultant, a chapter outline was proposed, and contract negotiations began. Work during FY 2004 The project consultant realized that, due to heavy work load, she was unable to undertake the development of this project at this time. It proved difficult to locate a consultant with the teaching experience, sewing expertise, enthusiasm, writing skill, and time needed to develop this project. For these reasons, this project has been removed from active development. However, the project is very worthwhile and will be reinstated into active development either when the original consultant is again available or when an appropriate consultant is located. Work planned for FY 2005 Because this project has been removed from active development, no work on it is anticipated for FY 2005. Student Miniguide (formerly Student Electronic Mobility Aid) (Continued) Purpose To develop a small, user-friendly, and reasonably sophisticated electronic travel device that will provide a blind student with information about obstacles, environmental features, and landmarks that can not be as easily detected by the long cane by itself. Project staff Mary T. (Terrie) Terlau, Project Leader Bernadette Mudd, Graphic Designer Background On June 23-25 of 2002, a focus group comprised of nine orientation and mobility specialists from eight states met at the American Printing House for the Blind to delineate product needs in the Orientation & Mobility (O&M) field and to derive a list of product concepts that APH might develop to meet these needs. High on the list of product concepts was an electronic travel device that was small and user-friendly and that could introduce students from a young age to the benefits of acquiring environmental information that is not available with a cane alone. Desirable features in an electronic travel device were delineated. On-the-market electronic travel devices were evaluated through on-line surveys, telephone interviews with experts, examination of videotapes of travelers using such aids, and trials by orientation and mobility specialists and blind travelers. Work during FY 2004 APH evaluations indicated that the Miniguide, produced by GDP Research and distributed in the United States by the Sendero Group, offered many of the features that orientation and mobility students needed in a travel device. GDP Research agreed to produce a device with modifications required by APH that would be distributed exclusively by APH in the United States and its territories. One prototype has been received and a second is under development. The product being developed by GDP Research meets APH’s specifications as follows: it has a hard plastic case instead of a canvas cover; it is controlled by two large buttons instead of the single, tiny button, which was very difficult to locate and press; it has an easy-to-use interface for changing settings; with the use of an earphone or an external speaker accessory, it can provide both tactile and audible output; and it has the capacity to send its tactile output to an accessory so that an instructor can feel the same tactile feedback that the student feels. Two accessories for the Student Miniguide have been discussed with the developer: an Instructor Drum, which connects to the Student Miniguide and reproduces the tactile feedback felt by the student; and the collar button, a small speaker to be attached to a collar or neck line that produces auditory feedback from the Student Miniguide. Work planned for FY 2005 The final prototype and production models of the Student Miniguide are anticipated. The Operations Manual will be completed. Because the evidence supporting the effectiveness of the Miniguide also applies to the Student Miniguide, additional field testing will not be undertaken. The product is expected to be available for sale late in FY2005. The development of two Student Miniguide accessories – the Instructor Drum and the Collar Button—will begin. Transition Tote System, Revised (Continued) Purpose To update materials and resource lists in a curriculum that teaches skills necessary for successful entry into the world of work. Project staff Mary T. (Terrie) Terlau, Project Leader Background In light of the high unemployment rates for people who are blind or visually impaired, the 1993 Educational Research and Development Committee of the American Printing House for the Blind strongly recommended that APH develop career preparation materials. The Transition Tote System was produced to meet this need. This product provided instruction in the following skill areas: personal organization, self-awareness, self-advocacy, work exploration, job seeking, and job keeping. An extensive list of important educational and vocational resources was also included. The Transition Tote Case was developed to provide an organizational system for storing job-search materials and to serve as a carrying case for braille and large print media, cassette recorders, note takers, and laptops. Revision of the Transition Tote System is needed because its resource sections have become outdated and because it’s carrying case has not functioned as originally intended. Resource information was collected during 1996 and 1997. Major changes in assistive technology, vendor contact information, and service delivery systems have occurred since that time and need to be incorporated into resource lists. The Transition Tote Case is not sturdy enough to transport electronic equipment, note takers, and computers safely. The Transition Tote Case appearance issues were corrected by a new vendor. However, the new case stock does not resolve issues related to transport of electronic equipment. Changes to be considered in a new version of the case were discussed in an informal meeting with a developer of the original project. An additional text section was also discussed. Alterations to case design and drafting of a new section will be considered when the desired consultant has free time to pursue work on this project. Additional information about the Transition Tote System can be found at http://www.aph.org/catalogs/cat_html/i11. Work during FY 2004 No work has been undertaken on this project during FY 2004. Work planned for FY 2005 Updating materials is anticipated when the desired consultant is available. Travel Tales (New) Purpose To develop a story book that models appropriate orientation and mobility skills used by young blind and visually impaired protagonists. Project staff Mary T. (Terrie) Terlau, Project Leader Suzette Wright, Project Advisor Background Sighted children learn from other children and adults who model relevant travel skills; they see people waiting for walk lights, boarding public transportation, and moving safely through the environment on TV, in books, and almost everywhere in visual range. Blind children do not benefit from sighted models for two reasons: first, they can not see the behaviors being modeled; and second, many travel skills used by sighted persons are not relevant to the travel needs of blind children who must learn an alternate set of travel skills that will enable them to move safely and effectively through the environment without seeing it. Because blindness is a low incidence disability and because accurate portrayal of effective blind travelers by the media is extremely rare, blind children generally do not have access to models from whom they can learn more about the value and applicability of the orientation and mobility skills that they develop in school. The original Travel Tales book made story teaching materials–with a young blind traveler as protagonist and model–available to the orientation and mobility field. When Mostly Mobility, producers of this book, stopped production, they opened a dialog with APH regarding their material. Work during FY 2004 After careful review, it was determined that the original work, if revised, could provide an excellent resource for use with young persons as they develop their orientation and mobility skills. Full rights to the material were obtained by APH. Work planned for FY 2005 Revisions planned include the expansion of some story; the inclusion of ethnic/racial/gender diversity in protagonists; and the development of a sequence of stories about children with low vision using low vision orientation and mobility techniques. Art Staff Textured Paper Collection (Completed) Purpose To produce a package of colored paper and vinyl sheets with distinctive textures that can be used in making tactile graphics, worksheets, artwork, and labels. Some sheets will be provided by an outside vendor and others will be created in-house. Some sheets have peel-and-stick adhesive; for those that do not, an adhesive is provided in the kit. The audience is teachers and parents of visually impaired students, and visually impaired students themselves from elementary age through adult. The users will cut shapes from the textured sheets and apply them where desired. Project Staff Fred Otto, Project Co-Leader Karen Poppe, Project Co-Leader Tom Poppe, Model Maker Background Over time, project developers and the model maker at APH have created numerous distinctive textures by embossing or thermoforming paper or vinyl sheets. Recognizing that these have benefits for blind readers, project staff began to assemble a collection of the textures and evaluate them for discriminability, durability, pleasantness to the touch, and other factors. At the same time, staff were in contact with Lois Lawrie of Tactile Colour Communications about carrying some of her colored, textured adhesive sheets as a complementary part of the APH set of materials. Staff weighed the benefits and costs of adding adhesive to the sheets made in-house versus supplying a separate adhesive for users to apply and chose the latter option. Field testing was conducted at nine sites over the summer, including programs in Maryland, Kansas, Nebraska, Utah, New York, Louisiana, Guam, and Australia. Work done during FY 2004 Revisions were made as dictated by the field evaluation. Final colors of paper and vinyl sheets were chosen based on contrast for low-vision users. A cost roll-up was used to determine quantities of sheets to be included to maintain an affordable kit. Packaging and graphic presentation of the product were established, and final product documentation written. The project was completed and the product was made available for purchase. Work planned for FY 2005 No further work is planned for the project. Staff will observe sales and customer comments to determine if later changes are required. Braille Eleanor Pester Alphabetic Braille and Contracted (ABC) Braille Study Submitted by Robert Wall, Ph.D. (Continuing through 2007) Purpose The Alphabetic Braille and Contracted Braille (ABC Braille Study) is a five-year exploration of literacy environments, skills, and experiences of children who are totally blind or have light perception only. The main organizing factor of the study is a comparison of students who are initially taught contracted braille and those initially taught uncontracted braille. The study is also collecting data on the larger issue of how the learning environment impacts acquisition of literacy skills, especially in the context of braille reading. Children in the United States and Canada are enrolled. Core Team For the ABC Braille Study, Dr. Anne Corn (Vanderbilt University) functions as the principal investigator. Dr. Alan Koenig (Texas Tech University) and Dr. Sharon Sacks (California State University, Los Angeles) are Quantitative and Qualitative Research Team Leaders, respectively. Functioning as Interim Quantitative Team Leader is Dr. Jane Erin (University of Arizona at Tucson). Other observers and researchers include: Ms. Liz Barclay, California School for the Blind; Dr. Chris Craig , Southwest Missouri State University; Ms. Frances Mary D'Andrea, American Foundation for the Blind; Ms. Stephanie Anne Herlich, a teacher of students with visual impairments, Dr. Cay Holbrook, University of British Columbia (Canada), Ms. Julia Ituarte, Southwest Missouri State University, Ms. Debbie Sitar who is employed by the study as a teacher of students with visual impairments, and Dr. Diane Wormsley, Pennsylvania College of Optometry. Dr. Robert Wall of Western Michigan University is a researcher and also functions as the statistician and oversees data storage for the study. Ms. Eleanor Pester and Dr. Ralph Bartley represent the American Printing House for the Blind (APH) on the study group. Background The Alphabetic Braille and Contracted Braille Study (ABC Braille Study) is a five-year study of literacy acquisition in children who are braille readers. The ABC Braille Study explores the development of literacy skills and charts literacy experiences of children who initially learn contracted braille as well as those who initially learn uncontracted braille. While this study seeks to develop guidance for teachers of students with visual impairments with regard to initial instruction in braille, it also provides the first in-depth look at how young blind children are learning to read, write, and spell. This study is also the first time a consortium of eight universities, two organizations, and a special school for the blind have joined forces to conduct research. Children in the study reside in the U.S. and Canada and attend special schools and local education agencies, as well as pre-k programs, e.g., Head Start. They are enrolled in the study in either pre-kindergarten or kindergarten and will be followed through the fourth grade. Work during FY 2004 Twenty children from the first year of data collection were carried over to the second year. Twenty new children were added to the slate of participants. The current number of children is close to the maximum the researchers can realistically handle. Currently there are 17 children in the study learning contracted braille and 23 children in the study learning uncontracted braille. Enrolled children reside in 12 U. S. states and one Canadian province with children coming from a range of educational environments. Each June the full research team meets to review protocols and ensure that the quantitative and qualitative aspects of the study are addressing the most pertinent issues. At the June group meeting, hosted by the American Foundation for the Blind’s National Literacy Center in Atlanta, some changes were made to interview forms used in data collection. The core approach of combining quantitative measures of reading, braille contraction knowledge, and tactual reading efficiency with qualitative measures of classroom observations and interviews of all involved parties remains firm. An important part of qualitative data collection is an ongoing response to the incoming data in order to develop better methods of data collection for the next years of the study and subsequent studies that may be developed in the future. Changes to forms or procedures have been instituted to better answer the intended research questions. Following discussions of the researchers’ first two years, the group decided that there should be a way to capture their experiences. Never before have so many people observed how children who are blind are learning literacy as well as how they are educated in schools. As part of the effort to capture the gestalt of the children’s environments, each researcher who observes a child will be asked a series of questions to preserve any significant impressions from that year’s observations. These questions will be developed by Dr. Chris Craig. Dr. Jane Erin has developed a writing analysis of the composition and structure of writing and applied the analysis to writing samples from the first year’s data. Dr. Diane Wormsley continues to subject videotape data to hand movement analysis. These analyses, along with braille miscue analysis and the reading scores from the Johns and Brigance reading tests will become more important beginning in the current year as the first students enrolled in the study are beginning to become more proficient readers and are starting to reach the level at which these measures will be able to detect differences in the groups. A first report on the study’s findings was presented in December 2003 at the conference, Getting In Touch with Literacy, in Vancouver, Canada. The progress of the study was also presented at the Association for Education and Rehabilitation for the Blind and Visually Impaired (AER) Conference in Orlando as well as at several state conferences and meetings. The group of researchers have decided that data analyses will not be made public knowledge until the study is completed. The data being collected are va