American Printing
House
For The Blind
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.
October 15, 2005
Dear Reader:
The American Printing House for the Blind (APH) presents the Educational Research Annual Report for 2005. We want to acknowledge and thank the dedicated APH staff, consultants, field sites, and advisors who have made this work possible. This report highlights the history of over 100 research activities, the work completed in FY 2005, and the work planned for FY 2006. In researching and developing (R&D) products, APH subscribes to the spirit of the Organization for Economic Co-operation and Development's definition of R&D. They state, "R&D . . . comprises creative work undertaken on a systematic basis in order to increase the stock of knowledge, including knowledge of man, culture and society, and the use of this stock of knowledge to devise new applications."
In order to continue the work of R&D, APH encourages your involvement in at least two areas: product submission and field testing of prototypes. First, APH focuses on the development of products to meet the needs identified by consumers, families, professionals, and APH staff. This process starts when a Product Submission form is received by APH. This form can be found at http://www.aph.org/products/prodideas.htm. Dozens of new products result from the ideas that you and your colleagues have submitted. Please continue this effort, and do not hesitate to contact APH for assistance in filling out the form and/or discussing your idea.
Secondly, APH depends on Ex Officio Trustees, families, professionals, and consumers for field testing sites and/or expert reviewers to carefully evaluate our prototypes prior to manufacturing. In FY2005, APH conducted 20 field tests and utilized 736 students/clients in the process. If you are interested in future field testing/expert reviewer possibilities, please sign-up to be placed in the Research Department's field tester/expert reviewer database.
In an April 2005 article published by the American Educational Research Association, Brian V. Carolan and Gary Natriello pose this question, "How can the numerous networks that constitute the field of educational research be analyzed in an effort to understand and influence the patterns through which knowledge of educational phenomena are exchanged?" ¹ The APH Research Department seeks your assistance in exploring the same question as it applies to educational research and product development in the field of visual impairment and blindness.
In closing, the following quote from Disciplines as Frameworks for Student Learning speaks to the importance of products in the support of instruction. The book states, ". . . research on learning has shown that mastery of a subject is more likely to occur when people actively engage in the practice of what they are studying. In other words, mastery of content or subject is demonstrated and enhanced by active use." ² The APH mission is to provide the materials that will allow your students or clients to actively engage in hands on activities that support your instruction. APH asks that you partner with us in this exciting endeavor.
Sincerely
Ralph E. Bartley, Ph.D.
Director of Research
¹ Carolan, B.V., & Natriello, G. (2005). Data-mining journals and books: Using the science of networks to uncover the structure of the educational research community. Educational Researcher, 34, 25-33.
² Riordan, T., & Roth, J. (2005). Disciplines as frameworks for student learning. Virginia: Stylus Publishing.
APH especially wishes to acknowledge the superb leadership and guidance from the Ex Officio Trustees serving as members of the Educational Services Advisory and Educational Products Advisory Committees. FY 2004 committee members were:
Educational Products Advisory Committee:
Chair - Larry Brown (OR)
2006 Robb Farrell, (MD)
2005 -- Kenalea Johnson, (NM)
2007 -- Bernadette Kappen (PA)
2005 -- Carol McCarroll, (TN)
2006 -- Jean Small, (ME)
2007 -- Tom Winton (NC)
Alternate
Mike Cole, (CA)
Educational Services Advisory Committee:
Chair Stuart Wittenstein, (CA)
2005 Karen Blankenship (IA)
2006 -- Joseph Catavero, (NY)
2006 -- Jean Martin, (MN))
2005 -- Carmen Suminski (ND)
Alternate
Louis Tutt, (CO)
| Educational Research | |
|---|---|
| Aicken, John, M.B.A. | Assistant Director |
| Bartley, Ralph, Ph.D. | Director |
| Boyer, Charles "Burt", M.A. | Research Associate |
| 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 |
| Klarer, Mark, B.S. | Programmer |
| McDonald, Michael, B.S. | Programmer |
| 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) |
| Rucker, Erica, B.A. | Research Assistant |
| 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. | Consultant/Project Leader (part-time) |
| 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 |
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.
20/200 Fellowship Inc., Pt. Salerno, FL
Alabama School for the Blind, Talladega, AL
Anoka Hennepin Independent School District, Anoka, MN
Arizona State Schools for the Deaf and Blind, Tucson, AZ
Bobbie B. Fairfax School, Cincinnati, OH
Camp Abilities at SUNY Brockport, Brockport, NY
Castro Valley Unified School District, Castro Valley, CA
Cleveland Sight Center, Cleveland, OH
East Shore SERRC, Kirtland, OH
Education Services for Blind and Visually Impaired Children, Waldoboro, ME
Educational Service Unit #3, Omaha, NE
Erie 1 BOCES, West Seneca, NY
Iredell-Statesville Schools, Morganton, NC
Jackson County Schools, Ripley, WV
James Weldon Johnson Middle School, Jacksonville, FL
Kansas State School for the Blind, Kansas City
Kentucky School for the Blind, Louisville, KY
Kingston City Schools, Kingston, NY
Milford Public Schools, Milford, NE
Northwest Regional Program, Hillsboro, OR
Perkins School for the Blind, Watertown, MA
Red Oak Independent School District, Red Oak, TX
Region 4 Education Service Center, Houston, TX
Research Foundation of SUNY, Brockport, NY
Rocky Mountain Braille Associates, Colorado Springs, CO
Rutherford Co. Schools, Ashville, NC
Special School District, Town & Country, MO
Tennessee School for the Blind, Nashville, TN
Texas School for the Blind and Visually Impaired, Austin, TX
Texas Tech University, Lubbock, Texas
Visual Aid Volunteers, Garland, TX
Walhalla Elementary School, Walhalla, SC
Washington State School for the Blind, Vancouver, WA
Western Michigan University, Kalamazoo, MI
Western Pennsylvania School for Blind Children, Pittsburgh, PA
Western Suffolk BOCES, Huntington Station, NY
Wisconsin Center for the Blind and Visually Impaired, Janesville, WI
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.
Amato, Shiela, Braille Instructor, Massapequa, NY [Fun with Braille]
Armbruster, Jennifer, National Education Sports Camps, [Going Places: Transition Guidelines...]
Armstrong, Robert, programmer, San Jose, CA, [Turbo Phonics]
Azer, Samir, Science Teacher for the Visually Impaired, Louisville, KY, [Azer Interactive Periodic Table of Elements]
Bender, Dianne, retired Teacher of the Visually Impaired, Nebraska Center for the Education of Children Who Are Blind or Visually Impaired, Nebraska City, NE, [Functional Assessment]
Burnett, Rebecca, Ph.D., Itinerant Teacher, Nashville Public Schools, Nashville, TN, [ToAD]
Chen, Deborah, Ph.D., Associate Professor, San Francisco State University, San Francisco, CA, [Developmental Guidelines]
Dilworth, Kate, Itinerant Teacher of the Visually Impaired, Portland, OR [Revision of Patterns]
Dortch, Jenny, Consultant and Primary Teacher, Paducah, KY [Primary Math Units]
Evans, Carol Anne, M.Ed., School Psychologist, Davis School District, Farmington, UT, [Woodcock-Johnson III: Tests of Achievement]
Figueiredo, Warren, APH Representative to BANA and Retired Ex-Officio Trustee and Director of the Instructional Materials Center, Baton Rouge, LA [Fun with Braille]
Hall-Lueck, Amanda, Ph.D., Associate Professor, San Francisco State University, San Francisco, CA, [Best Intervention Techniques and Developmental Guidelines]
Hartmann, Liz, Ph.D., Associate Professor, San Francisco State University, San Francisco, CA, [Developmental Guidelines]
Heinze, Toni, Ph.D., Associate Professor, Northern Illinois University, DeKalb, IL, [Best Intervention Techniques]
Jackson, Ileah, California State University, Sacramento, CA, [Going Places: Transition Guidelines...]
Jaffe, Lynne, Ph.D., Learning Disabilities Specialist, Technical Assistance to Schools Assessment Team, Arizona Schools for the Deaf and Blind, Tucson, AZ, [Woodcock-Johnson III: Tests of Achievement]
Kekelis, Linda, Ph.D., Associate Professor, San Francisco State University, San Francisco, CA, [Developmental Guidelines]
Koniak, Lane, retired TVI, Portland, OR, [Address: Earth]
Krause, Kathy, retired TVI, Tucson, AZ, [Address: Earth]
Kronheim, Jane, Vision Consultant, Harrisville, NH [Rolling Right Along Construction Kit]
Lieberman, Lauren, SUNY Brockport, NY, [Going Places: Transition Guidelines..., Three-Year Parent-Child Physical...]
Lien, Candy, Braille Instructor, North Dakota School for the Blind, Grand Forks, ND [Revision of Patterns]
Modell, Dr. Scott, California State University, Sacramento, CA, [Going Places: Transition Guidelines...]
Petersen, Merrilee, Itinerant Teacher of the Visually Impaired, Bountiful, UT [Revision of Patterns]
Ponchillia, Dr. Paul, Western Michigan University, Kalamazoo, MI, [Going Places: Transition Guidelines...]
Price, Rebecca, Western Pennsylvania School for Blind Children, Pittsburgh, PA [Portable Sound Source and Sound Localization Guidebook]
Roderick, Rick, Assistive Technology Specialist, Kentucky Department for the Blind, Louisville, KY [Fun with Braille]
Roman-Lantzy, Christine, Ph.D., Developmentalist, Pittsburgh, PA, [Swirly Mats]
Sanford, LaRhea, Vision Coordinator Ph.D., Tennessee Dept. Education, Nashville, [ToAD]
Scoggins, Deanna, Teacher, Kentucky School for the Blind, Louisville, KY [Fun with Braille]
Seaman, Janet, American Association for Active Lifestyles and Fitness, Reston, VA, [Going Places: Transition Guidelines...]
Smith, Millie J., Teacher of the Visually Impaired, Consultant, Garland, TX, [Sensory Learning Kit]
Stockman, Dianne, Itinerant Teacher of the Visually Impaired, St. Louis, MO [Revision of Patterns]
Stratton, Dr. Josephine, Consultant for the Visually Impaired for the State of New York, Norwich, NY, [Revision of the Handbook, On the Way to Literacy: Early Experiences for Visually Impaired Children]
Swenson, Anna, Teacher of the Visually Impaired, Fairfax County Public Schools, Dunn Loring, VA [Squid Tactile Activities Magazine]
Truan, Mila, Reading Specialist, Tennessee School for the Blind, Nashville, TN [Fun with Braille]
Wall, Dr. Robert, Western Michigan University, [Portable Sound Source and Sound Localization Guidebook]
Williams, Dr. Christopher, SUNY Brockport, NY, [Gait Kinetics Study]
Wilson, Gail, Itinerant Teacher of the Visually Impaired, Highland, IL [Revision of Patterns]
Wingell l, Robin, Itinerant Teacher of the Visually Impaired, Santa Maria, CA [Revision of Patterns and Fun with Braille]
Wright, Tessa, Consultant and Graduate Student, New York, NY [Alphabetic Braille and Contracted Braille Study and Revision of Patterns]
Adapting Science for Students with Visual Impairments
Azer, Samir, Science Teacher, Kentucky School for the Blind, Louisville, KY
Bass, Linda, Teacher of the Visually Impaired, Westerville Public Schools, Westerville, OH
Craig, Sandra, Science Teacher, Kansas School for the Blind, Kansas City, KS
Englehart, Norma, Science Teacher, Tennessee School for the Blind, Nashville, TN
Heck, Becky, Teacher of the Visually Impaired, Indianapolis Public Schools, Indianapolis, IN
Jasco, Janet, Teacher of the Visually Impaired, Parma Public Schools, Parma Heights, OH
Maggiore, Terry, Teacher of the Visually Impaired, Medford Public Schools, Medford, MA
Rahni, Faye, Teacher of the Visually Impaired, New York Institute for Special Education, Bronx, NY
Richie, Karen, Teacher of the Visually Impaired, New Boston Public Schools, New Boston, TX
Riccobono, Mark, Program Director, National Federation of the Blind, Baltimore, MD
Roth, Alan, Science Teacher, Indiana School for the Blind, Indianapolis, IN
Schroeder, Jimmy, Lufkin, TX, Adapting Science for Students with Visual Impairments
Ulwick-Sacca, Janet, Teacher of the Visually Impaired, Lufkin Public Schools, Gloucester, MA, TVI, Gloucester Public Schools
Address: Earth
Avila, Kimberly, Teacher of the Visually Impaired, Fairfax Public Schools, Fairfax, VA
Hazen, Pam, Teacher of the Visually Impaired, Ontario Public School Dist, Ontario, CA
Krebs, Cathryn S., Teacher of the Visually Impaired, Virginia School for the Blind, Fairfax, VA
Spoon, James, Geography Teacher, Tennessee School for the Blind, Nashville, TN
Vilandry, Diana, Teacher of the Visually Impaired, Coweta, OK
Braille Transcriber's Kit: Countries & Continents
Whitney Gregory, Visual Aid Volunteers, Garland, TX
Lucia Hasty, Rocky Mountain Braille Associates, Colorado Springs, CO
Debra Holliday, Braille/Tactile Transcriber, Region 4 ESC, Houston, TX
Dorothy Worthington, Braillist, Anoka Hennepin ISD, Anoka, MN
Going Places
Essex, Cynthia, Program Supervisor, Perkins School for the Blind, Watertown, MA
Martz, Roy, Social Worker, Texas School for the Blind and Visually Impaired, Austin, TX
Meyers, Patricia, Teacher of the Visually Impaired, Jackson County Schools, Ripley, WV
Wenzel, Dan, Transition Specialist, Wisconsin Center for the Blind and Visually Impaired, Janesville, WI
Large Print Protractor and Tactile Protractor
Campbell, Lynn, Teacher of Students with Visual Disabilities, Walhalla Elementary School, Walhalla, SC
Corbett, Karen, Teacher of the Visually Impaired, Kentucky School for the Blind, Louisville, KY
Herlich, Stephanie, Teacher of the Visually Impaired, Castro Valley Unified School District, Castro Valley, CA
Morlan, Susan, Teacher of the Visually Impaired, Education Services for Blind and Visually Impaired Children - CCMaine, Waldoboro, ME
Nations, Nancy, Teacher Assistant, Special School District, Town & Country, MO
Smith, Derrick W., Secondary Math Teacher, Alabama School for the Blind, Talladega, AL
Weber, Susan J., Vision Resource Teacher, Milford Public Schools, Milford, NE
Weston, Terrie, Teacher of the Visually Impaired, Kentucky School for the Blind, Louisville, KY
Winkelhake, Jean K., Teacher of the Visually Impaired, Educational Service Unit #3, Omaha, NE
Periodic Table of Elements Reference Chart
Aron, Karen, Itinerant Vision Specialist, Chandler USD, Chandler, AZ
Baldwin, Paul, Middle and High School Science Teacher, Washington State School for the Blind, Vancouver, WA
Bergman, Margaret, Teacher of the Visually Impaired, Parkview High School, Lilburn, GA
Cappiello, Suzanne, Teacher of the Visually Impaired, Board of Education and Services for the Blind, Windsor, CT
Devine, Joanne, Teacher of the Visually Impaired, COMS, Pittsburg Public Schools, Sunnyside Elementary, Pittsburg, PA
Jasko, Jan, Teacher of the Visually Impaired, Parma City Schools--Valley Forge High, Parma Heights, OH
Kuhn, Rebecca, Teacher, Tennessee School for the Blind, Nashville, TN
Landrum, Carolyn, Teacher, Lafayette High School, Lafayette, LA
Lehman, Jeffrey L., Teacher of the Visually Impaired, Watertown Unified School District, Riverside Middle School, Watertown, MI
Meyer, Stephen V., Teacher of the Visually Impaired, Jefferson County Public Schools, Atherton High School, Louisville, KY
McCurry, Gayle, Teacher of the Visually Impaired, Wake County Schools--Visually Impaired Program, Cary, NC
Roth, Alan, Science Teacher, Indiana School for the Blind, Indianapolis, IN
Schuck, Nathan, Parent/Chemist, Ingham Intermediate School District, Mason, MI
Starner, Linda, Teacher of the Visually Impaired, Baltimore County Public Schools, Catonsville, MD
Swanson, Elizabeth, Teacher of the Visually Impaired, San Antonio ISD, San Antonio, TX
Trimble, Drew Elizabeth, Vision Services Coordinator, Geauga County Educational Service Center, Chardon, OH
Van Dyke, Laurel, Teacher/Consultant for Students with Visual Impairments, Kokomo Area Special Education Co-operative, Kokomo, IN
Walton, Sally, Itinerant Vision Teacher, Frederick County Public Schools, Glade Elementary School, Walkersville, MD
SQUID Tactile Activities Magazine
Bjornskov, Mary, O&M Specialist, Northwest Regional Program--Vision Services, Hillsboro, OR
Brophy, Anita, Teacher of the Visually Impaired, Overbrook School for the Blind, Philadelphia, PA
Chang, Debbie, Teacher of the Visually Impaired, Fort Worth Intermediate School District, Fort Worth, TX
Clay, Diane, Teacher of the Visually Impaired, Catholic Charities Maine, Lewiston, ME
Fritz, Johanna, Teacher of the Visually Impaired, Livonia Public Schools, Hull Elementary, Livonia, MI
Gause, Jessica, Teacher of the Visually Impaired, Berrien County ISD, Berrien Springs, MI
George, Sr. M. Elaine, Materials Assistant, St. Lucy Day School for Children with Visual Impairments, Upper Darby, PA
Gurley, Donna M., Teacher of the Visually Impaired, Iredell-Statesville Schools, Troutman Elementary School, Troutman, NC
Hughes, Toni, VI Consultant/VI Consulting Teacher, Greater Lafayette Area Special Services, Lafayette, IN
Lukasavige, Chris A., Teacher of the Visually Impaired, Dr. Jones School, Racine Unified School District, Racine, WI
Lumpkin, Cindy, Elementary/Early Childhood VI Teacher, Oklahoma School for the Blind, Muskogee, OK
McKay-Bacon, Ann, Teacher, Auxillary and Preschool Services Center, Clinton Township, MI
Peloquin III, Raymond, Teacher of the Visually Impaired, Carroll Co. Public Schools, Hampstead Elementary Schools, Hampstead, MD
Simons, Bonnie, Teacher Consultant to Visually Impaired, East Grand Rapids Public Schools, Lakeside Elementary School, Grand Rapids, MI
Studer, Pam, Teacher of the Visually Impaired/COMS, Umatilla-Morrow ESD, Pendleton, OR
Swenson, Anna, Teacher of the Visually Impaired, Fairfax County Public Schools, Dunn Loring, VA
Ziegler, Erica, Teacher of the Visually Impaired, Anne Arundel County Public Schools, Lindale Middle School, Linthicum, MD
Stick-On Tactile Ruler
Aaron, Cindy, Teacher of the Visually Impaired, CESA #1/Brown Deer Middle School, WI
Allen, Pat, Teacher of the Visually Impaired, Edison Elementary, Tonawanda, NY
Hoover, Penny, Vision Teacher, Alliance Public Schools, Alliance, NE
Mendiola, Rosalinda, Teacher of the Visually Impaired, Blind Children's Center, Los Angeles, CA
Metzinger, Wendy L., Vocational Rehabilitation Counselor, Rehabilitation Services for the Blind, Sikeston, MO
Mills, Marty, Teacher, Kentucky School for the Blind, 1867 Frankfort Avenue, Louisville, KY
Sommers, Daye, Itinerant Vision Teacher, Miami Dad County Schools, Aventura, FL
Stateler, Stormetta, Teacher of the Visually Impaired, Dimmitt ISD, Dimmitt, TX
Tangle Toy
Bennett, Sue, Braillist/VI Teacher Assistant, Rutherford County Schools, Ashville, NC
Layfield, Terry, Teacher of the Visually Impaired, Red Oak Independent Schools, Red Oak, TX
Lowrey, Rebecca, Teacher of the Visually Impaired, Iredell-Statesville Schools, Morganton, NC
Parr, Janie, Teacher of the Visually Impaired, Kansas State School for the Blind, Kansas City
Schultz, Carol, Teacher of the Visually Impaired, Washington State School for the Blind, Vancouver, WA
Wilson, Deitra, Teacher of the Visually Impaired, Cleveland Sight Center, Cleveland, OH
Zaret, Lisa, Special Education Teacher, Bobbie B. Fairfax School, Cincinnati, OH
Woodcock-Johnson III:
Tests of Achievement (Braille Edition and Large Print Edition)
Coyner, Lisa, School Psychologist, Arizona State Schools for the Deaf and the Blind, Tucson, AZ
Darty, Patricia, Guidance Counselor, James Weldon Johnson Middle School, Jacksonville, FL
Evans, Carol Anne, M.Ed., School Psychologist, Davis School District, Farmington, UT
Frankel, Kathie, Teacher of the Visually Impaired, Arizona State Schools for the Deaf and the Blind, Tucson, AZ
Fridgant, Donna, Teacher of Students with Visual Disabilities/Academic Assessor, Tennessee School for the Blind, Nashville, TN
Greenlee, William, Ph.D., School Psychologist, Kentucky School for the Blind, Louisville, KY
Jaffe, Lynne, Ph.D., Learning Disabilities Specialist, Technical Assistance to Schools Assessment Team, Arizona Schools for the Deaf and Blind, Tucson, AZ
Prince, Eva, School Psychologist, Arizona State Schools for the Deaf and the Blind, Tucson, AZ
Serino, Lisa, Teacher of the Visually Impaired, Arizona State Schools for the Deaf and the Blind, Tucson, AZ
World At Your Fingers
Aranguren, Maria, Teacher of the Visually Impaired, Western Suffolk BOCES, Huntington Station, NY
Brackett, Debby, parent/board member, 20/200 Fellowship Inc., Pt. Salerno, FL
Dilworth, Kate, Teacher of the Visually Impaired, Northwest Regional Program, Hillsboro, OR
Greene, Joe, Educational Specialist for the Visually Impaired, East Shore SERRC, Kirtland, OH
Lennox, Ted, retired Teacher of the Visually Impaired, Dearborn, MI
Mack, Shelley, Teacher of the Visually Impaired /Braille Transcriber, Medina County, OH
O'Mara, Barbara, Teacher of the Visually Impaired, Kingston City Schools, Kingston, NY
Zink, Karen, Teacher of the Visually Impaired, Erie 1 BOCES, West Seneca, NY
Deborah H. Willis
Director
[Formerly Test Central]
(Continuing)
Purpose
In response to recommendations by APH's Advisory Committees 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.
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.
Core Team
Carol Allman, Consultant and Instructor
Ralph Bartley, Director of Research
Bob Brasher, Vice President of Field Services and Research
Jack Decker, Vice President 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 Accessible Textbooks Initiative & Collaboration
Debbie Willis, Director of Accessible Tests
Test Central continued to receive 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.
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
Recommendations of the Council included:
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 to address 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, the Research Department's 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. At this time, work to Identify and address high priority test needs that result in catalog items, as well as reviewing and editing select tests to be produced on a contract basis, were redirected to flow through Test Central. Accessible Tests staff worked with APH's web site coordinator to develop Test Central's web page content and construct a direct link from APH's main page to Test Central's page.
The second meeting of the Test Central Council (TCC) was held at APH in early Feb. 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:
In spring 2003, the department was named Accessible Tests Department. APH was visited and the company reviewed by Educational Testing Service (ETS) security staff; APH was certified as a "test safe" vendor.
To promote valuable research efforts, Accessible Tests staff provided a letter of support for the National Center on Educational Outcomes (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 OSERS Research and Innovation to Improve Services and Results for Children with Disabilities.
Department staff created a sample test to demonstrate the need to edit test items originally designed for regular print presentation and issues and concerns regarding making test items truly Accessible when presented in alternate media. 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 enable a multi-media presentation of the test items. These sample test items could then be used as a useful training tool for workshops, presentations, and to relay and explain issues to test editors and transcribers, test developers and publishers, other school and state assessment personnel, test takers, their families and caregivers.
In Sept. 2003, 24 staff members from 10 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 a contract to edit and produce 2004 statewide assessments in Accessible media for an individual state. 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 with tactile graphics. Most of these tests also required Test Administration Notes.
The Accessible Tests Department's charge was expanded as a result of recommendations received by Council members during their meeting in February 2003 and APH's two Advisory Committees that met in spring 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, a short online survey was posted on APH's web site. Let's Get Ready for Testing asked trustees and vision teachers which practice materials and 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.
At APH's 2003 Annual Meeting, poster sessions were offered on the Accessible Testing Universe, and Accessible Test Department Services. In addition, Accessible Tests staff 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 held in Louisville, Kentucky in November2003.
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.
Another Accessible Tests workshop was provided at APH in January 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 held in February 2004 at the Science Museum of Virginia in Richmond.
Test Coordinator Gage Brogan and Consultant/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, CO. Accessible Test Editor Monica Coffey attended the Association of Test Publishers (ATP) Innovations in Testing Conference held in Palm Springs, California in February 2004.
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 on Use of Extended Time and Use of Testing Accommodations were drafted. 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 apace, 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. Members of Accessible Tests Department were consulted by the Arkansas State Department of Education on preparation of their request for proposal for their state assessments.
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 to examine 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 this 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.
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.
Accessible Tests Department staff worked in April 2004 with the APH Communications Group to write and design the Accessible Tests Services Available brochure. The new brochure can be viewed and downloaded at http://www.aph.org/tests/services.html. During this same period of time, modifications to make the Accessible tests web page more informative and user-friendly were initiated.
In April 2004 the Accessible Tests Department was fortunate to gain Dena Garrett's valuable braille expertise on a part-time basis. Dena, an Accessible Media Editor in the ATIC Department, is a 30-year veteran braille transcriber who has worked on state, local, and commercial tests for ten years. Dena 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 during FY 2005
Promoting education of issues regarding making test items truly Accessible, contributing to universal design elements, building important relationships, reviewing and editing tests, promoting research, participating in collaborative efforts, serving on relevant committees, and continuing professional development of Accessible Tests staff in order to be more informed and knowledgeable when working on alternate assessments were key endeavors for FY2005.
While three Accessible Tests Workshops were envisioned for FY2005, resources which enabled a fourth workshop were available and utilized. The first was a special one-day event sponsored by Educational Testing Service (ETS) in Princeton, New Jersey, November 9, 2004. ETS staff learned general information about challenges in assessing persons who are blind or visually impaired. Carol Allman and Barbara Henderson facilitated this session. The second workshop was coordinated with CTEVH in San Francisco, California, March 3, 2005. The one-day workshop targeted Department of Education staff, teachers, test developers and publishers. A third was held at Harcourt for their assessment staff in San Antonio, Texas. Finally, a fourth workshop was presented as a pre-conference session in conjunction with the CCSSO Large Scale Assessment Conference in San Antonio, Texas on June 18, 2005. This event was of particular interest to test publishers and department of education personnel and assessment staff planning to attend the CCSSO conference.
Members of Accessible Tests participated on Item Bias Review Committees at the requests of WestEd and CTB McGraw-Hill in order to assist and collaborate with them to create unbiased, Accessible test items on state assessments under development. The main factors considered were bias and sensitivity. Potential test items were rejected based on three primary elements. These were "opportunity and access," "portrayal of groups represented," and "protecting privacy and avoiding offensive content." Through the process of bias and sensitivity reviews, test validity is enhanced, fairness of test items for all students is increased, and educational initiatives are supported. It is essential that professionals in visual impairment participate on such committees during the development phase of high-stakes tests.
The National Center for Accessible Media (NCAM) was 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 FY2005, Accessible Tests staff and APH studio staff served 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) 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. Accessible Tests staff collaborated on phase two of this study.
Current state contracts being facilitated will continue through the spring and fall 2005 testing seasons. However, contract jobs are expected to start increasing in fiscal year 2005 with the realization of No Child Left Behind (NCLB) compliance deadlines. One state contacted the Accessible Tests Department for assistance in putting their released items into braille and audio formats. These items were used as practice tests prior to the spring and fall 2005 testing seasons.
Test-related contract work during FY2005 included: A wide variety of state assessments and commercially available tests were edited and produced in Accessible media during FY 2005. These included approximately 120 unique state assessments provided in braille; 30 in enlarged print; and 35 on audiotape. Accompanying test administration notes were provided in Accessible media. Items such as braille paper, rulers, bold line writing paper, and protractors were included with tests as per specific contractual agreements. State assessments were for grades three through high school and covered some or all of the following areas: math, language arts, reading, science, and social studies. All of the requested copies were delivered on time to the states in need of them.
The collaborative research study between Comprehensive Adult Student Assessment System (CASAS), AFB, and APH got underway this fiscal year. CASAS is an organization devoted to assessment of the adult basic skills required for success in the workplace and in life. CASAS research-based testing instruments are widely used and have been approved and validated by the US Department of Education and the United States Department of Labor. As of August 2005, CASAS has provided assessments only in audio format. Accessible Tests staff worked with CASAS and AFB to develop a braille edition of a CASAS reading assessment. This first examination to be made available in braille format is being field tested during the first quarter of FY2006. Dr. Virginia Posey "Ginny," Senior Research Associate with CASAS is directing this collaborative effort as well as conducting the study.
Partners in a program to develop services for visually impaired college students spent a day at APH as part of their activities during the National Federation of the Blind Conference in Louisville. Guests included staff from Overbrook School and special educators from China. The visit was hosted by Debbie Willis, Director of Accessible Tests. Issues of particular interest to the educators from China were assessment, using technology in the classroom, and production of braille. The guests and several APH staff were treated to presentations and discussions as well as demonstrations of hardware and software by the Technology Group in the Research Department. In addition, Pearson staff made a site visit to APH in May 2005. They were especially interested in visiting the braille production area.
The second book in the Test Access series by Accessible Tests staff was printed just in time for unveiling at the Accessible tests Workshop at APH in September 2004 and at APH Annual Meeting 2004. TEST ACCESS: Making Tests Accessible for Visually Impaired Students, Second Edition, can be viewed and downloaded at http://www.aph.org/tests/access2/index.html.
The spring 2005 edition of EnVision was dedicated to assessment of students with visual impairments. Accessible Tests staff, Carol Allman and Barbara Henderson, contributed featured articles to this edition of Lighthouse International's EnVision, an online publication for parents and educators of children with impaired vision. In addition, Dr. Jane Erin of the University of Arizona contributed an article on research in collaboration with APH on the effects of media on test performance. The spring edition is available at http://www.lighthouse.org/.
Several presentations were provided this fiscal year. Accessible Tests Department staff presented two poster sessions at the 2004 APH Annual Meeting: Accessible Tests Department Products and Services and A Case Study in Adapting Tests for Visually Impaired Individuals: The Woodcock-Johnson III Tests of Achievement in Braille and Large Print. A special meeting with Dean Stenehjem, Ed.D., Superintendent of the School for the Blind in Vancouver, Washington, and Gary Snyder, Psy. D., Washington State Vision Consultant, Washington Sensory Disabilities Services, was held with Debbie Willis and Barbara Henderson during Annual Meeting. Questions and issues relevant to testing visually impaired students in Washington State were discussed.
At the request of Chairperson Jean Martin, Barbara and Debbie joined the state vision consultants related meeting held during Annual Meeting. Information on what states are doing to include visually impaired students in state assessments and specific considerations for making tests Accessible were presented and discussed. Mary Ann Siller, Director of the National Education Program with AFB, disseminated copies of the 2004 Jo Taylor Leadership Institute Education Summary. Participants were interested in the Summary's article on Work Group Report: High - Stakes Assessments and Alternate Assessments. Next steps included a phone conference with AFB, APH, and TSBVI staff to determine key test-related issues that need to be addressed.
To build assessment initiatives for schools, AFB, APH, and Texas School for the Blind and Visually Impaired (TSBVI) collaborated to create three articles with checklists. These were developed in response to the top assessment priorities identified during the 2004 JTLI. They are: Model Accommodations and Procedures: A Guide for Parents; Guidelines to Support the Contract Development Process between Test Publishers and States; and Checklist for Administration of Tests to Students with Visual Impairments. The checklists provide concrete steps that can be readily used in programs to build accountability through assessments. These documents were used as the basis for presentations to attendees at the 2005 JTLI. Final articles with checklists can be viewed and downloaded from the AFB web site at: http://www.afb.org/Section.asp?SectionID=58&TopicID=264
Barbara Henderson and Debbie Willis spoke to various university students including University of Louisville students in the visual impairment teacher certification program about the work and goals of APH's Accessible Tests Department, test-related services available, and resources for acquiring Accessible tests, materials, and information. Monica Coffey provided a poster session during CEC which introduced the Accessible Tests Department and test-related services available from APH. In August 2005, Monica met with Pearson staff in Iowa City, Iowa, to provide a presentation on Testing Students with Visual Impairments. Members of Pearson's assessment staff were able to get many of their questions answers to help ensure future test items are Accessible to students who are visually impaired.
Barbara Henderson worked with Consultant Dr. Lynne Jaffe, a learning disabilities specialist, to create a presentation on Woodcock-Johnson III Tests of Achievement in Braille. Dr. Jaffe provided this presentation at the Arizona Association for the Education and Rehabilitation of the Blind and Visually Impaired Conference held in Prescott in October 2004. Dr. Carol Allman presented Accommodations to Help Maximize Test Performance of Students with Visual Impairments at the National Family Conference. The audience included parents, students, educators, and psychologists. While Carol was in Louisville for this conference, members of Accessible Tests took the opportunity to discuss some department plans for FY2006.
For professional development, Accessible Tests staff continued to participate in meetings, workshops, and conferences, and to take classes on the education and assessment of students with visual impairments. Members of Accessible Tests attended the CCSSO Conference on Large Scale Assessment and a pre-conference workshop in connection with CCSSO on developing alternate assessments for students who are unable to take regular state assessments, with or without appropriate accommodations; Meeting of the Minds (MoM) III sessions with university personnel held at APH; sessions during the National Family Conference hosted in Louisville, Kentucky; and the 2005 Council for Exceptional Children (CEC) Conference in Baltimore, Maryland. Sessions attended at CEC included a pre-conference workshop on the changes to the Individuals with Disabilities Education Act. Test Editor Monica Coffey attended the National Braille Association Conference held in Memphis, Tennessee. This conference offered opportunities to learn about computer-assisted transcription, transcriber's notes, tactile graphics, and Braille Authority of North American (BANA) guidelines.
Accessible Tests staff also participated in a teleconference on Accessible Textbooks in Schools: A State and National Progress Report. The teleconference focused on current state and national initiatives to improve access to instructional materials for students with print disabilities. Skip Stahl with the National Center for Accessing the General Curriculum at the center for Applied Special Technology (CAST) addressed the landmark endorsement of the National Instructional Materials Accessibility Standard (NIMAS) by the US DOE. This voluntary standard will guide the production and electronic distribution of digital instructional materials such as textbooks so they can be more easily converted to Accessible formats such as braille and text-to-speech.
More test publishers started providing test items in color. Test publishers, test administrators, and educators asked questions and sought expertise regarding access to these items by low vision and/or colorblind individuals. Accessible Tests staff attended a training session offered by Elaine Kitchel, Low Vision Project Leader in the Research Department, on editing test items presented in color for individuals with color blindness.
Test and Assessment Project Leader Barbara Henderson attended the first annual Universal Design for Learning (UDL) Summer Institute sponsored by the Kentucky Department of Education (KDE). The main guest speaker was David Rose of CAST, Inc. and Harvard University. David, who is co-author of Teaching Every Child in the Digital Age, spoke on the topic of The Future of UDL in Education. Six model UDL schools reported on how they used grant-funded activities to integrate UDL into their school's curricula and testing.
Debbie Willis continued to serve on Goal 6 (Assessment) of the National Agenda Committee. Ms. Willis and Dr. Phil Hatlen have joined forces as co-chairs of Goal 8 (Expanded Core Curriculum) to address and accomplish this National Agenda goal. Two surveys to determine a national picture of the current status of the expanded core curriculum have been developed and will be disseminated early in FY2006.
Work Planned for FY 2006
In FY2006, the goal of the Accessible Tests Department as it relates to the APH mission will continue to be addressed. To further the education of test developers, publishers, and assessment personnel, as well as our own education and professional development, members of Accessible Tests will continue to provide presentations and workshops, participate in various collaborative efforts and meetings, serve as committee members, and attend relevant classes, workshops, and events. Additional handouts, documents and articles will be authored and disseminated. More information, resources, and related links will be added to the Accessible Tests web page, and some 30- to 60-minute web casts on test-related topics will be developed, provided as web casts, and made available on the APH web site.
At APH's 2005 Annual Meeting, poster sessions, concurrent sessions, and a general session presentation will be provided on test and assessment, and related issues such as the expanded core curriculum. Related meetings such as the AFB Solutions Forum and National Agenda Committee Meeting will be attended. Immediately following Annual Meeting, Carol Allman will be presenting at the New York AER and providing an in-service to the New York Department of Education and state assessment staff on testing blind and visually impaired students. Two Making Tests Accessible workshops will be provided "on-the-road" and two will be offered at APH. Surveys and networking with the field and with our customers will continue to be utilized as a means to determine customer satisfaction and specific needs for products, services, and information. Test-related contract work to review and edit test items and prepare test administration notes for the adapted editions of tests will continue throughout the fiscal year.
Early in FY2006, staff from Accessible Textbooks Initiative & Collaboration (ATIC) and the Accessible Tests Department will move into a newly renovated area of APH. Discussions initiated in FY2005 on effectively working together to provide instructional and test materials in high quality, Accessible media in a timely manner will continue. Guidelines and ways of providing more consistent presentation of instruction and test materials will be explored. Generic test materials based on common state standards to assist visually impaired students as they prepare to take standardized tests will begin to be made available.
Barbara Henderson
(Continuing)
Purpose
To provide well-designed, Accessible answer documents in braille and large print for use in curricular activities, test preparation, and in actual testing situations.
Project Staff
Barbara Henderson, Project Leader
Elaine Kitchel, Low Vision Project Leader
Eleanor Pester, Braille Project Leader
Tom Poppe, Model/Pattern Maker
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 in Accessible to blind and low vision students, preventing them from full participation in assessment opportunities alongside their peers.
Work during FY 2005
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. Additionally, the project leader discussed with the Low Vision Project Leader design considerations for adapting "bubble sheets" for individuals who have low vision. Independent use of a scannable answer document, even when it is "enlarged," is currently difficult for most large print readers to mark.
Work Planned for FY 2006
In prioritizing FY 2006 commitments, it was decided that extensive research into proper design considerations is necessary before continuing, as is establishing a publisher-partner in this venture. The project leader has made several contacts with test publishers and research entities toward that end. The project was returned to the PARCing lot in FY 2005, but is scheduled to be pulled off again and into active status in the second quarter of FY 2006.
(New)
Purpose
To fill the need, expressed by the field, for a large print version of this trusted and widely used criterion-referenced test.
Project Staff
Barbara Henderson, Project Leader
Kristopher Scott, Accessible Test Editor/Co-Project Leader
Rosanne Hoffman, Research/Project Assistant
Background
Based upon feedback from the field, the project leader determined that a student large print edition of this popular criterion-based assessment was needed as a companion piece to the student braille edition which is already available. Access to the publisher's files and a new in-house process for production of full-color large print have made this project much more realistic in FY 2006.
Work during FY 2005
The project leader removed the project from the PARCing lot once a request for electronic publisher's files had been sent. The co-project leader reviewed some of the color pictures and font styles in preparation for editing. Staff from the Accessible Textbooks Initiative and Collaboration (ATIC) examined the sample publisher files to determine the feasibility of working with the files. ATIC staff informed the project leader that all work on the project will be done internally. Editing work will begin once the electronic files have arrived.
Work Planned for FY 2006
Upon receipt of the electronic files from Curriculum Associates, Inc., a timeline and production schedule will be developed.
(New)
Purpose
To fill the need for teacher-training materials on the topic of assessment and to provide a series of DVD's to accompany and support use of the book from American Foundation for the Blind (AFB) Press, entitled Collaborative Assessment: Working with Students Who Are Blind or Visually Impaired Including Those with Additional Disabilities.
Project Staff
Barbara Henderson, Project Leader
Monica Vaught, Research Assistant/Project Co-Leader
California School for the Blind Assessment Team, Project Consultants
Background
The project leader determined that a new and updated assessment video or DVD would be an appropriate addition to our product line. In the meantime, requests increased from the field for teacher-training materials in all areas of assessment. The Collaborative Assessment DVD series was selected because it will provide materials for that area of college study, as well as promote the collaborative approach to assessment of visually impaired students in existing K-12 programs.
Work during FY 2005
In the second quarter of FY 2005, the project leader met with project consultants from California School for the Blind (CSB) and AFB Press staff in San Francisco, California, during the California Transcribers and Educators of the Visually Handicapped (CTEVH) Conference. Product development schedules and other details were discussed for the introductory DVD. Proposed DVD content and target audiences were also outlined. Several teleconferences were subsequently held between APH staff and project consultants in the third quarter of FY 2005. As a result of dramatic personnel changes and restructuring of job responsibilities for the CSB staff, the project has been placed back on the PARCing lot until such time as the consultants can fit the project into their new schedules.
Work Planned for FY 2006
The project leader will remove the project from the PARCING lot in the second quarter of FY 2006, if things go according to plans. At that point, project timelines will be adjusted.
(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, Tests and Assessment Project Leader
Diane Bender, Project Consultant
Ann Travis, Research/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.
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 during FY 2005
Project leader has reviewed Readiness materials submitted by Ms. Bender. Project leader's schedule commitments have precluded additional work on this project.
Work Planned for FY 2006
Completion of new materials to be included in the Functional Assessment is anticipated. Prototype development is expected to be completed and expert review will be initiated.
(Continuing)
Purpose
To provide accurate, inexpensive, disposable, and easy-to-use protractors with both large print and braille markings to be used primarily by blind and visually impaired students in instructional and testing environments.
Project Staff
Barbara W. Henderson, Project Leader
Tom Poppe, Project Technical Advisor/Model/Pattern Maker
Steve Paris, Production Division Manager
Debbie Willis, Accessible Tests Director/Project Advisor
Monica Vaught, Research/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. Well-designed, affordable, large print or braille protractors provided as part of the assessment tool and available for classroom use and practice before the exam will optimize testing outcomes. The protractors will be included with tests requiring the use of a protractor, as well as being available as a separate item for classroom or home use.
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 Protractors (now called Large Print Protractor/Braille Toss-Away Protractor) was put on hold and returned 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 provided 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. The project was placed on hold until further research could be done to determine if a protractor can be successfully produced in paper or other low-cost materials, and, if so, which materials, design, and size(s) should be used.
In 2003, the project leader received several new inquiries from test publishers and assessment personnel regarding the need 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 and large print protractors was begun.
Prototype design for a paper model began in the last quarter of FY 2004, with Tom Poppe developing a preliminary prototype and diagrams. Specifications for the spacing, font size, etc., were documented.
An inquiry from an individual state department of education made in late 2004 aroused new interest in development of this product. Many states are now requiring use of a protractor on math achievement tests. Development of a disposable protractor model subsequently became high priority.
Work during FY 2005
Due to increased customer demand for a low-cost protractor for testing purposes, and because of engineering problems with the current APH Print/Braille Protractor, prototype disposable tactile and large print models were fashioned in the last quarter of FY 2005. Teachers and Department of Education personnel in the contracting state will have input into the product design by field testing during the real testing season in fall 2005.
Work Planned for FY 2006
When field test results are gathered, the disposable models will be revised. New timelines and specifications will be set accordingly.
(New)
Purpose
To provide accurate, low-cost, and easy-to-use braille and large print protractors, for blind and visually impaired students in instructional and testing situations. Many state assessments now require students to measure angles or to draw angles, and the proper tools must be provided for practice and instruction prior to independent use during high-stakes testing.
Project Staff
Barbara W. Henderson, Project Leader
Tom Poppe, Model/Pattern Maker
Debbie Willis, Accessible Tests Director/Project Advisor
Monica Vaught, Research Assistant/Co-Project Leader
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. Test publishers are beginning to pay attention to provision of proper accommodations and appropriate tools that enable students to take the test independently. It is hoped that the new Accessible and affordable large print and tactile plastic protractors will be purchased widely to accompany Accessible math tests, as well as for classroom instructional use.
Teachers of the Visually Impaired have reported that currently available large print and braille protractors are not always useful to their students without a lot of practice or for the kinds of tasks that appear on math tests. Additionally, several different styles are being used across the nation. The APH models will provide easy access to a protractor for students nationwide. Designed using the same accessibility guidelines as the disposable protractors (see above), it is hoped that consistency among available tools will improve test performance.
Work during FY 2005
For field testing, a plastic large print/braille protractor prototype was modeled upon best features of the protractor styles being used most often by students with visual impairment. Nine field test sites were selected, at which 24 blind and low vision students were tested. Field testing was carried out during the second quarter of 2005. Results indicated that in general, large print readers performed much better than braille readers on measurement tasks. However, most blind students liked the design of the protractor better than their current protractor.
A few design revisions were suggested and will be implemented. Most students with low vision also liked the design, but felt that the braille dots obscured the large print numbers. The outcome of these and other suggested revisions was the design of two separate protractors, one with braille only and one with large print only.
Tom Poppe and Monica Vaught worked together to develop the revised prototypes. Two of the nine original field evaluators were selected to do a follow-up review, the results of which are to be returned in the last quarter of FY 2005.
Work Planned for FY 2006
Reviews of the revised prototypes will be examined and final versions executed during the first half of FY 2006. At that time, production specifications and timelines will be established.
(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, Accessible Tests Director/Project Advisor
Carol Roderick, Research/Project Assistant
Work during FY 2005
The project leader and the director presented short talks on the topic of new products and trends in assessment during several APH meetings. Recommendations from those groups as well as from the APH advisory committees was sought before developing a plan for proposed new assessment products and projects for FY 2006.
Work Planned for FY 2006
Several short surveys will be placed on the web in FY 2006. In addition, the project leader will facilitate several webcasts on the topic of assessment of persons who are blind or visually impaired. Finally, the project leader will work with an APH apprentice in the second quarter to survey the state adult education agencies regarding "mandated" assessment instruments.
(Continuing)
Purpose
To make generic test preparation/practice materials available in Accessible formats (braille, large print, and audio) for purposes of preparing K-12 students who are visually impaired and blind to take achievement tests. Adult students preparing for the General Education Diploma (GED) or for college entrance exams may also utilize the advanced levels of these materials.
Project Staff
Barbara Henderson, Test and Assessment Project Leader
Debbie Willis, Accessible Tests Director/Project Advisor
Kristopher Scott, Accessible Tests/Project Editor
Monica Coffey, Accessible Tests/Project Editor
Dena Garrett, Accessible Media/Project Editor
Background
During Spring 2003 meetings of the APH Educational Products and Educational Services Advisory Committees (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 APH advisory groups expressed their desire to see 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 and editors reviewed commercially available test prep packages prior to proposing the new project. After the project was approved, in June 2003, the project leader, with the help of the APH librarian and an assistant, did a complete search of all currently available test prep/practice materials for standardized and achievement tests.
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, long seen as a leader in research-based educational testing, has been very supportive of our efforts. They have agreed to provide any print materials needed. Copyright permissions statements were secured quickly and editing of the series tests was begun. Three subject areas were selected: Language Arts, Reading and Mathematics. Grade levels three through eight and an "advanced" level will be produced for each subject area.
Work during FY 2005
The project leader and the project assistant organized a database for documenting editing of the three media. The project editors began editing, each taking a different subject area for consistent presentation. The project leader received electronic files from the publisher and arranged with in-house staff to import them. Several meetings were held to discuss how to package the materials for marketing and catalog listings.
Work Planned for FY 2006
As the prototypes are readied for transcription, recording, and large print formatting, a production schedule and product specifications will be developed, with production and product availability to follow.
(Continuing)
Purpose
To make widely used Psychoeducational Assessment materials available in braille and in 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, Accessible Tests/Project Editor
Monica Coffey, Accessible Tests/Project Editor
Dena Garrett, Accessible Media/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 have APH provide an adaptation of the WJ for braille readers. 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 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 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 make a full-color edition available as well, 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. Layout of cover art, packaging and other product elements were discussed with the graphic designer.
Field testing/field review sites were established, with plans to carry out field testing in summer and early fall 2004.
Work during FY 2005
Due to some production problems during development of the prototypes, field testing was delayed until the third quarter of FY2005.
Work Planned for FY 2006
Field testing and review will proceed, after which the necessary 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.
Ralph E. Bartley, Ph.D.
Director
Mary T. (Terrie) Terlau
(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/Project 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 2005
APH Adult Life products and their applications to specific populations were presented by the Adult Life Project Leader as follows: Getting Organized, Some New Tools For Some Old Tasks, Workshop presented at the annual conference of the MidAmerica Conference of Rehabilitation Teachers and the Association of Southeastern Rehabilitation Teachers, Nashville, Tennessee, November, 2004; 'K' Sonar and Student Miniguide, New ETDs (Electronic Travel Devices) for the 21st Century, Workshop presented at the Annual Conference of the Southeastern Orientation and Mobility Association, December, 2004; 'K' Sonar and Student Miniguide, ETDs for the 21st Century, Workshop presented at the Annual Conference of the Assistive Technology Industry Association, Orlando, Florida, January, 2005; Student Miniguide and 'K' Sonar: New Electronic Travel Devices, Workshop presented at the Annual Illinois AER Conference, Naperville, Illinois, February, 2005; Low Vision Elders and Your Program, A Practical Model for Access, Inclusion, and Skill Acquisition, Workshop presented at the Annual Joint Conference of the American Society on Aging and the National Council on the Aging, Philadelphia, Pennsylvania, March, 2005; 'K' Sonar and Student Miniguide, Background, Features, Demonstrations, And Applications, Workshop presented at the Annual International Conference On Technology and Persons with Disabilities conducted by the California State University at Northridge, Northridge, California, March, 2005; 'K' Sonar and Miniguide US, Electronic Travel Devices for the 21st Century , Workshop presented at the Annual Michigan AER Conference, Lavonia, Michigan, April, 2005; New Electronic Travel Devices from the American Printing House for the Blind, Training Workshop presented at the Illinois Orientation and Mobility Association Meeting, Hines VA Medical Center, Hines Illinois, May, 2005; Daily Living Products from the American Printing House for the Blind, Training workshop presented to Staff and Students of the Miami Lighthouse for the Blind, Miami, Florida, August 2005.
Work during FY 2005
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 2006
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.
(Completed)
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, Technical/Clerical Assistant
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.
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 sold as a package of 250 sheets of 3-3/4" x 5-3/4" 65# paper punched with six holes, allowing it to fit into the APH Pocket Notebook. It has bold lines 9/16" apart going across the 5-3/4 " 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. Line spacing and paper stock are demonstrably effective in other APH low vision products and the Pocket Notebook has stood the test of time.
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//products/brlbind.html
Information about Bold Line Paper for Pocket Notebook can be found at: http://www.aph.org/catalogs/cat_html/prod_cat0506.html
Work during FY 2005
Bold Line Paper for Pocket Notebook was produced according to specifications summarized above and was made available for sale during FY 2005. Because the product is available for sale, no additional work is anticipated.
(New)
Purpose
To provide braille users with a system for easily storing and locating personal financial information.
Project Staff
Mary T. (Terrie) Terlau, Project Leader
Background
During development of and subsequent presentations of the EZ Track Financial Record Keeper, 1-07920-00 (a financial organizer for large print users), consumers and professionals requested APH to develop a tool to organize and access financial information for braille users. The Braille DateBook, 1-07899-05, offers braille users a portable, logical system for organizing and accessing schedules, grocery lists, to do lists, and much more. A Financial Record Insert could give Braille DateBook users an efficient and user-friendly structure for organizing financial information. A more detailed financial organizer, which uses 8.5" x 11" paper in a three-ring binder, would include all of the organizational information found in its large print EZ Track counterpart.
Information about the EZ Track Financial Record Keeper can be found at: http://www.aph.org/products/ez_fin.html
Information about the Braille DateBook can be found at: http://www.aph.org/products/brl_dt_bk.html
Work during FY 2005
This product was placed into active development and the initial PDC Brainstorming meeting was held. Initial discussion concerned media on which organizer questions were to be brailled. Brailling question stems on organizer pages and leaving empty space for users to braille relevant information was found to be preferable to providing pre-made labels for question stems that users could position on pages according to how much space they would require for information. Several types of vinyl and plastic paper were examined for durability, good braille dots, and tolerance of heat.
Work planned for FY 2006
Final decisions about media and production of a Braille DateBook Insert and a more detailed Braille Financial Record Keeper will be developed. Consumer and professional field testers will be located.
(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
Erica Rucker, Research/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.
During FY 2004, the consultant produced materials based on her years of experience teaching these skills to individuals and groups of persons with visual impairments. Editing, restructuring, and reorganization of materials for the first third of the book have been completed.
Work during FY 2005
The project leader and consultant have continued to develop the structure for the final two thirds of the book. Originally based on structure and presentation style used in face-to-face teaching, the book's material requires major reorganization in order to support learning without the aid of a teacher and student group. The consultant and project leader have maintained phone and e-mail contact about presentation changes and the consultant has submitted chapter rewrites for the project leader's consideration.
Work planned for FY 2006
Decisions regarding structure and content of the remainder of the book will be made and a draft will be prepared for field review. Field reviewers will be selected and the field review process will begin.
(New)
Purpose
To provide an informational and supportive video for persons who have had to stop driving because of vision loss.
Project Staff
Mary T. (Terrie) Terlau, Project Leader
L. Penny Rosenblum, Ph.D., Product Consultant
Erica Rucker, Project/Research Assistant
Valerie Cox, Administrative Assistant/Project Accommodations Coordinator
Orange Studios, Inc., Video Producers
Background
Individuals over the age of 55 experiencing vision loss are the fastest growing segment of those who experience significant vision loss. As the "baby boomers" come of age, more and more of them will find themselves in the situation of having to stop driving after 30, 40, 50 or more years behind the wheel. There is currently no structured and easy-to-find program available to assist these individuals in making the transition from driver to non-driver. For those who are drivers, there is little knowledge of strategies used by non-drivers to maximize independence in our very vehicle dependent society. The project proposed here will fill this gap by providing both adults with vision loss and those in their support network (both professional and personal) with information about how an adult can manage his or her transportation needs and maintain an active, independent, and healthy life style when driving is no longer possible.
Research and clinical evidence suggests that persons who do not find effective ways to maintain independent travel after losing the ability to drive are at risk for isolation, depression, and decline.
This project uses modeling and accurate information to help persons learn new coping strategies with which they can maintain their life activities and their connection to the world outside their home. A 25-30 minute video will include the stories of five persons who have successfully coped with the loss of driving. These individuals will describe their initial experience of loss and then talk about and show how they learned to travel without driving. Additional information about resources and techniques will be provided in large print and on cassette.
This video will be designed for: adults who are considering giving up driving or have recently stopped driving; family members supporting an adult who is stopping/has stopped driving; vision professionals such as rehabilitation teachers, orientation and mobility specialists etc.; eye care specialists who have to tell patients they can no longer drive; and generic geriatric providers (e.g., senior centers, social workers). The video and accompanying guide can be used individually or in group settings. For example, if an eye care specialist has to tell a patient that she no longer has the vision to drive, the eye care specialist may then invite the patient and her family to view the video in the office. Or, a social worker at a senior center may share the video with a group of elders in a workshop or class setting.
Work during FY 2005
Consultant concluded a contract with APH, structure of the video was determined, Studio Orange was retained as the video producing organization, and video shooting schedules were developed. Five video participants were selected who met the following criteria: diversity of ethnicity, cause of vision loss, urban-rural setting, methods of meeting transportation needs, and gender. Based on consultant's telephone interviews, participants seem articulate, can discuss difficulties as well as successes, and come across well when they tell their stories.
It is anticipated that complete video taping of one participant will be done before the end of FY 2005.
Work planned for FY 2006
Taping of all five participants will be complete by early November 2005. After initial edits by Orange Studios, video tapes will be sent to Penny Rosenblum for review. Penny Rosenblum, project leader, Project Research Assistant, and Orange Studio personnel will edit material during January, 2006. Penny Rosenblum will write supporting documentation materials, which will be produced on cassette and in large print by APH. It is anticipated that final editing and narration will be completed by the end of FY 2006.
(Completed)
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
David McGee, Manufacturing Specialist
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 ColorTestTM, 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 ColorTestTM, 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.
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 does not allow ambient light to degrade contrast readings.
Work during FY 2005
The script for the LumiTest Instructions Cassette was prepared and the cassette was produced. The product became available for sale during FY 2005.
Because the LumiTest is available for sale, no additional work on this product is anticipated.
Formerly Student Miniguide)
(Completed)
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
David McGee, Manufacturing Specialist
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.
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.
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 Miniguide US have been discussed with the developer: a Remote Unit (formerly Instructor Drum) which connects to the Miniguide US 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 Miniguide US.
Work during FY 2005
Detailed email communications between project leader and Miniguide developer explored desirable options for inclusion in the final product. The final prototype and first production run of the Miniguide US were received. The User's Guide was completed. The evidence supporting the effectiveness of the Miniguide also applies to the Miniguide US. The Miniguide US received positive ratings from in-house staff and consumers and professionals at nine presentation and exhibit venues.
The Remote Unit prototype was very well received by professionals in these venues. Documentation for the Remote was completed, and recorded for inclusion with the Remote Unit. The pilot run of Remote Units was received.
Work planned for FY 2006
The development of the second Miniguide US accessory--the Collar Button Speaker--will be completed.
(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, Technology Project Leader
Rob Meredith, Programmer
Darleen Donhoff, Technical/Clerical Assistant
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 is 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.
During FY 2004, the following program features were 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:
Work during FY 2005
Field testing, revisions, documentation, tooling, specifications, and a pilot run were completed. Approximately 86 adults tested Beta versions of Money Talks for six months prior to the product becoming available for sale in July 2005. During field testing, adults with a wide range of computer skills and financial expertise downloaded and used beta versions of Money Talks. Field testers were required to sign up for the Money Talks Field Test Discussion E-mail List. Technical support was provided to field testers on this list. Testers also reported problems with the software and made suggestions for improvements on this list. Changes suggested by field testers were examined and good ones incorporated into the program. Similarly, problems found by field testers were eliminated. New field test versions of the software were provided to testers on a weekly basis, and sometimes two or three times a week. Testers provided feedback on the effectiveness of changes made to the program as it evolved and developers used this ongoing feedback to further refine the program.
Work planned for FY 2006
Money Talks is currently available for sale. Improvements and upgrades to the program are anticipated based on ongoing feedback from the field.
(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.
During FY 2004, the project leader and Ms McCulloh further developed the structure and content of the curriculum. Ms. McCulloh submitted an updated outline including additional instructional material.
Work during FY 2005
A contract was concluded with Ms. McCulloh. Work was postponed until the final quarter of FY 2005 because of scheduling complications for the consultant and project leader. Ms. McCulloh has submitted new material for early modules of this curriculum and initial feedback and editing of this material has begun.
Work Planned for FY 2006
A first draft prototype of the curriculum will be developed. Expert review and/or field testing may be initiated.
(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, Technology Project Leader/Software Engineer
John Hedges, 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.
During FY 2004, Ms. Perla and Ms. O'Donnell provided expanded materials based on their original work. The project leader created a screen-by-screen outline of the program prototype. Ms. Perla and Ms. O'Donnell have continued to refine sections of the book based on the project leader's outline.
Work during FY 2005
Consultants continued to revise content and structure of sections of their materials. Very few, if any, additional text changes are anticipated. Project leader has "plugged" many of these content changes into the screen-by-screen outline of the program.
Work Planned for FY 2006
Ms. Perla and Ms. O'Donnell will complete refinement of prototype content and the project leader will complete the final edit of text. All material will be "plugged" into the screen-by-screen outline. Programmers will bring the material into HTML structure and the initial prototype will be evaluated by project leader and consultants. Plans for field testing will be initiated.
(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, Research/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 bene