Mission Statement

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.

Letter from Director of Research

October 23, 2008

Dear Reader,

In our sesquicentennial year, the American Printing House for the Blind (APH) is pleased to present to you the 2008 Annual Research Report. Out of more than 300 project activities, over 120 projects are highlighted in this year's report. This work is a labor of love, not only by the APH staff, but also with the assistance of 140 agencies, 97 consultants, and 16 sites that conducted formal field testing.

Fiscal Year (FY) 2008 was another record-setting year. Twenty-six grants funded the completion of 32 projects, resulting in a record 88 new product catalog items. This fiscal year also witnessed APH's historic entry into the high-tech areas of video magnifiers and personal digital assistance devices. At the same time, the APH Research Department made decisions regarding modernization or discontinuation of older products.

In October 2007, at the 139^th Annual Meeting, the ABC Braille Study's preliminary report was presented. This basic research, undertaken with some of the most respected researchers in America, was a 5-year longitudinal study on issues related to the teaching of braille in alphabetic and contracted forms. This basic research is not only a body of work that will frame braille literacy research in the future, but also a model of collaborative research in the field of blindness.

Research is often associated with numbers. In addition to the introduction of two products that have the highest price tags in APH history, note the following numbers: 150, 140, and 88 in '08. As you read the largest Annual Research Report in APH history, you will be exposed to a plethora of numbers that represent many individuals. We must always remember those who are behind the numbers or who are represented by the numbers. While our goal is to increase our quantitative-, evidence-based inquiries, it is important that we never abandon our qualitative-based inquiries.

In conclusion, the most important number may be the number one. It takes every one of us to succeed in what we do. All of us individually, working together as one, can successfully support each and every one of those we serve. Thank you for all that you do to support those in our country who are blind or visually impaired.

Sincerely,

Ralph E Bartley, Ph.D.
Director of Research

Advisory Committees

APH especially wishes to acknowledge the superb leadership and guidance from the Ex Officio Trustees serving as members of the Educational Products Advisory and Educational Services Committees. FY 2008 committee members were:

Educational Products Advisory Committee:

Chair -- Tom Winton (NC)

2010 -- Suzanne Dalton (FL)
2010 -- Stacy Grandt (WI)
2009 -- Nancy Niebrugge (CA)
2008 -- Lorri Quigley (UT)
2009 -- Steven M. Rothstein (MA)
2008 -- Dean Stenehjem (WA)

Alternate
James Downs (GA)

Educational Services Advisory Committee:

Chair -- Jacqueline Denk (KS)

2008 -- Michael J. Bina (MD)
2010 -- Angyln Franquemont (AR)
2008 -- Barbara L. Perkis (IL)
2010 -- William "Frank" Simpson (NY)

Alternate
James Downs (GA)

Department of Research Staff

Educational Research

Aicken, John, M.B.A. Assistant Director
Bartley, Ralph, Ph.D. Director
Boyer, Charles "Burt", M.A. Project Leader (Early Childhood)
Corcoran, Katherine, B.S., B.F.A. Model/Pattern Maker
Creasy, Keith, B.S. Programmer
Gilmore, Terri, A.S. Graphic Designer
Hedges, John, B.S. Programmer
Hoffmann, Rosanne, Ph.D. Research Assistant
Kitchel, Elaine, M.Ed. Project Leader (Low Vision)
McDonald, Michael, B.S. Programmer
Meredith, Rob Programmer
Otto, Fred, B.A. Project Leader (Tactile Graphics) part-time
Perry, Ken, B.S. Programmer
Pester, Eleanor, M.S. Project Leader (Braille)
Pierce, Tristan, M.I.A. Project Leader (Multiple Disabilities)
Poppe, Karen, B.A. Project Leader (Tactile Graphics)
Poppe, Tom Model/Pattern Maker
Roderick, Carol, B.A. Research Assistant (part-time)
Roman, Chris, Ph. D. Project Leader (CVI Consultant) part-time
Rucker, Erica, B.A. Research Assistant
Rutledge, Anita Design Specialist/Process Engineer
Skutchan, Larry, B.A. Manager, Application Programming
Smith, Rodger, A.A.S. Programmer
Terlau, Terrie, Ph.D. Project Leader (Adult Life)
Travis, Ann, B.A. Research Assistant
VACANT Administrative Assistant II
VACANT Programmer
VACANT Project Leader (Braille Literacy)
Vaught, Monica, B.A. Research Assistant
Wicker, Jeanette, M.A. Project Leader (Core Curriculum)
Wright, Suzette, B.A. Project Leader (Emergent Literacy) part-time

Technical Research Division

Donhoff, Darlene Manufacturing Specialist
Hayden, Frank Manager, Technical Research
McGee, David Manufacturing Specialist
Robinson, James Manufacturing Specialist
VACANT Administrative Assistant II

Accessible Tests Department Staff

Allman, Carol, Ph.D. Consultant & Instructor (part-time)
Garrett, Dena Accessible Media Editor (part-time)
Henderson, Barbara, M.A Project Leader (Test & Assessment)
Isham, Kerry, M.A. Accessible Test Editor
McCoy Towns, Tasha Temporary Administrative Assistant
Scott, Kristopher, M.A Accessible Test Editor
Sell, Michael, B.S. Accessible Test Editor
Willis, Deborah, M.A Director, Accessible Test Department

Agencies Participating in Research

In addition to the 140 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.

Academy School District Twenty, Colorado Springs, CO
Affiliated Blind of Louisiana Training Center, Lafayette, LA
Appalachia Intermediate Unit 8, Duncansville, PA
Area Education Agency 267, Cedar Falls, IA
Arizona School for the Deaf and Blind, Phoenix, AZ
Arizona State Schools for the Deaf and Blind, Tucson, AZ
Arkansas School for the Blind, Little Rock, AR
B.W. Sheperd State School, Kansas City, MO
Bellevue Public Schools, Bellevue, NE
Bellingham School District #501, Bellingham, WA
Benton Elementary School, Benton, KY
Board of Education and Services for the Blind, Windsor, CT
Boone County Schools, Burlington, KY
Boulder Valley Public Schools, Boulder, CO
Breckinridge-Franklin Elementary, Louisville, KY
Brighton School District, Brighton, CO
Burns Elementary, Owensboro, KY
California School for the Blind, Fremont, CA
Camp Abilities, Alpine Alternatives, Inc., Anchorage, AK
Camp Abilities, Brockport, NY
Camp Abilities Tucson, Tucson, AZ
Carr School, Santa Ana, CA
Carroll Center for the Blind , Newton, MA
Castaic Union School District, Castaic, CA
Catholic Charities Maine, Lewiston, ME
Chandler Unified School District, Chandler, AZ
Chapman University, Concord, CA
Clark County Special Education Cooperative, Jeffersonville, IN
Cleveland Elementary School, Hamilton, OH
Colorado School for the Deaf and the Blind, Colorado Springs, CO
Cooperative Educational Service Agency #1, Brookfield, WI
Criss Cole Rehabilitation Center, Austin, TX
Crowley Independent School District, Crowley, TX
Cy-Fair ISD, Houston, TX, Daviess County & Owensboro Public Schools, Owensboro, KY
Davis School District, Farmington, UT
Dawson Elementary, Corpus Christi, TX
Deer Park Elementary, Owensboro, KY
Denison ISD, Denison, TX
Department of Assistive and Rehabilitation Services, Dallas, TX
Des Moines Public Schools, Des Moines, IA
DeSoto County Schools, Hernando, MS
Discovery Middle School, Alexandria, MN
Dutchess County BOCES, Poughkeepsie, NY
Edison Elementary, Tonawanda, NY
Educational Service District 123, Dixie, WA
Educational Services Center for Cuyahoga County, Cuyahoga, OH
Estes Elementary, Owensboro, KY
Evansville Association for the Blind, Evansville, IN
Fairfax County Public Schools, Dunn Loring, VA
Fargo Public Schools, Fargo, ND
Florida School for the Deaf and Blind, St. Augustine, FL
Fox C-6 School District, Arnold, MO
Francis Howell School District, St. Charles, MO
Genessee Valley BOCES, LeRoy, NY
Georgia Academy for the Blind, Macon, GA
Giles County Schools-Richland, Lynnville, TN
Green County, Greensburg, KY
H/H Education Center, Winston Salem, NC
Hampstead Elementary School, Hampstead, MD
Hardin County Schools, Elizabethtown, KY
Harrison Co. Board of Education, Clarksburg, WV
Harrisonburg City Schools, Harrisonburg, VA
Hawthorne Elementary, Louisville, KY
Haywood Middle School, Haywood, WI
Hazelwood Elementary School, Edmonds, WA
Hermann Middle School, Hermann, MO
Holy Family School, Malone, NY
Hunter College, NY, NY
Idaho School f/t Deaf and the Blind, Gooding, ID
Illinois School for the Visually Impaired, Jacksonville, IL
Indiana School for the Blind and Visually Impaired, Indianapolis, IN
Irving School, West Allis, WI
Japanese Tennis Association for the Visually Handicapped, Tokyo, Japan
Jefferson County Public Schools, Louisville, KY
Kansas State School for the Blind, Kansas City, KS
Kentucky School for the Blind, Louisville, KY
Keystone Area Education Agency, Dubuque, IA
Kokomo High School, Kokomo, IN
Louisiana School for the Visually Impaired, Baton Rouge, LA,
Lovington Schools, Lovington, NM
Macomb Independent School District, Clinton Twp., MI
Marin County Office of Education, San Rafael, CA
Maryland School for the Blind, Baltimore, MD
Mississippi School for the Blind, Jackson, MS
Missouri School for the Blind, St. Louis, MO
Moniteau County, Tipton, MO
Montana School for the Deaf and Blind Great Falls, MT
Moses Lake School District, Moses Lake, WA
Munfordville Elementary School, Munfordville, KY
New Jersey Commission for the Blind/Visually Impaired, Camden, NJ
New Mexico School for the Blind and Visually Impaired, Las Cruces, NM
New York Institute for Special Education, Bronx, NY
Norfolk Public Schools, Norfolk, VA
North Dakota School for the Blind, Bismarck, ND
North Dakota Vision Services/School for the Blind, Grand Forks, ND
Northshore Education Consortium, Peabody, MA
NW Regional Educational School District, Hillsboro, OR
Ohio State School for the Blind, Columbus, KY
Oklahoma School for the Blind, Muskogee, OK
Omaha Public Schools, Omaha, NE
Orchard Drive Elementary, Jackson, MO
Otis Elementary, Chicago, IL
Parkview HS, Lilburn, GA
Peifer Elementary, Schererville, IN
Pershing Elementary and Middle School, Springfield, MO
Prince George's County Public Schools, Oxon Hill, MD
Randall Elementary School, Waukesha, WI
Red Oak ISD, Red Oak, TX
Reno County Educational Cooperative, Hutchinson, KS
Riverside County Office of Education, Riverside, CA
Robey Elementary, Indianapolis, IN
Rockwall Independent School District, Rockwall, TX
San Diego Center for the Blind, San Diego, CA
San Diego County Office of Education, North Coastal Consortium for Special Education, Oceanside, CA
Sanford-Fritch Elementary School, Fritch, TX
Silverton Independent School District, Silverton, TX
Special School District of St. Louis County, Town and Country, MO
Spokane Middle School, Spokane, MO
Springfield Public Schools, Springfield, MO
St. Louis Public Schools, St. Louis, MO
St. Louis School, Tyler, TX
State of Connecticut Board of Education Services for the Blind, Windor, CT
State University of New York (SUNY) Brockport, NY
Sunny Vale Middle School, Blue Springs, MO
Susquehanna Association for the Blind and Visually Impaired, Lancaster, PA
Tangipahoa Parish School System, Ponchatoula, LA
Tech High School, St. Cloud, MN
Texas School for the Blind and Visually Impaired, Austin, TX
Topeka Public Schools, Topeka, KS
Vermont Association for the Blind and Visually Impaired, Montpelier, VT
Virginia School for the Deaf & Blind, Staunton, VA
Visually Impaired Preschool Services, Louisville, KY
Washington County Public Schools, Abingdon, VA
Washington State School for the Blind, Vancouver, WA
Washoe County School District, Reno, NV
Watertown Unified School District, Watertown, WI
Weiser School District, Weiser, ID
West Virginia School for the Blind, Romney, WV
White Hall Elementary, Richmond, KY
Willamette ESD, Salem, OR

Consultants

In addition to the 92 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.

Abner, Gerald, Itinerant/Assistive Technology Specialist, Jessamine Early Learning Village, Wilmore, KY, [IntelliTactiles: Pre-Braille Concepts: Classroom Suite Edition]

Adair, Cindy, M.Ed., Teacher of the Visually Impaired, COMS, Hardin County, KY, Schools [Kaufman Tests of Educational Achievement, Second Edition (KTEA-II)]

Anthony, Tanni, Ph.D., State Consultant on Visual Impairment, Colorado Department of Education, Denver, CO [Emergent Literacy Focus Group B]

Assessment Team: California School for the Blind, Fremont, CA [Collaborative Assessment DVD Series]

Azer, Samir, Science Teacher for the Visually Impaired, Louisville, KY, [Azer's Interactive Periodic Table Study Set]

Azzi, Iman, Ph.D., Journalist, Cairo, Egypt, [Address: Earth]

Bailey, Ian, O.D., Optometrist, University of California, Berkeley, CA, [Optimizing Reading of Text]

Bender, Dianne, M.A., Retired Teacher of the Visually Impaired, Nebraska Center for the Education of Children Who Are Blind or Visually Impaired, Nebraska City, NE, [Functional Assessment]

Blaylock, Luanne, COMS, Educational Vision Specialist, Pulaski County Special School District, Little Rock, AR [Patterns Revision]

Boley, Cheryl, M.Ed., Administrator of Braille Production Program, Ohio State School for the Blind, Columbus, OH [Patterns Revision]

Bonenberger, Shannon, M.Ed., Teacher of the Visually Impaired/Certified Orientation and Mobility Specialist, Ohio School for the Blind Outreach Department, Columbus, OH [Patterns Revision]

Buckley, Wendy, M.Ed., Teacher of the Visually Impaired, Boston, MA [Digital Light Box Artwork: Supporting Language and Literacy]

Buhler, Kristen, M.S. In Education and M.M. in Choral Conducting, Teacher of Blind and Visually Impaired, Northwest Regional ESD, Hillsboro, OR [Patterns Revision]

Burnett, Rebecca, Ph.D., Itinerant Teacher, Nashville Public Schools, Nashville, TN, [ToAD] and [FVLMA]

Cantrell, Phillip, Ph.D., Assistant Professor, Longwood University, Farmville, VA, [Address:Earth]

Carlsen, Tess, Doctoral student, Vanderbilt University, Nashville, TN [Emergent Literacy Focus Group B]

Cecil, Cindy, M.Ed. Teacher of the Visually Impaired, New Albany, IN [Switch Counter]

Chen, Deborah, Ph.D., Associate Professor, San Francisco State University, San Francisco, CA, [Developmental Guidelines for Infants with Visual Impairments]

Coomes, Adam, Cartographer, University of Louisville, Louisville, KY, [Address: Earth]

Crawford, James Scott, COMS, CLVT, Lafayette, LA [O&M for Wheelchair Users]

Croft, Jo Ellen, M.Ed., COMS, Educational Vision Specialist, Pulaski County Special School District, Little Rock, AR [Patterns Revision]

Curtin, Tim, Inventor, Lafayette, IN, [MaximEyes Video Magnifier]

D' Andrea, Frances Mary, American Foundation for the Blind, Doctoral student, University of Pittsburgh, Pittsburgh, PA [Emergent Literacy Focus Group A]

Denning, Andrew, Ph.D., Associate Professor, University of Southern California, Davis, CA, [Address: Earth]

Devine, Kevin, Cartographer, University of Louisville, Louisville, KY, [Address: Earth]

Dilworth, Kate, M.S., Special Education, Teacher of the Visually Impaired/Certified Orientation and Mobility Specialist, Northwest Regional ESD, Hillsboro, OR [Patterns Revision]

Dornbusch, Helen, O.D., Optometrist, San Francisco State University, San Francisco, CA, [Optimizing Reading of Text]

Douglass, Sue, M.Ed., Teacher of the Visually Impaired, Castro Valley, CA [Jumbo Work & Play Tray]

Erwin, James, Historian, Iowa City, Iowa, [Address: Earth]

Ethridge, Edith, M.A. Ed., CLVT, Low Vision Specialist, Kentucky School for the Blind, retired, Louisville, KY [V-File]

Feldman, Pauletta, Special Projects Coordinator/Visually Impaired Preschool Services, Louisville, KY [Emergent Literacy Focus Group B]

Finley, Robin, M.Ed., Reading Specialist, Ohio State School for the Blind, Columbus, OH [Emergent Literacy Focus Group A]

Finley, Robin, M.Ed., Reading Specialist, Ohio State School for the Blind, Columbus, OH [Patterns Revision]

Fox, Dana, Teacher, Governor Morehead Preschool, Raleigh, NC [Emergent Literacy Focus Group A]

Goshe, Lisa, M.A. in Special Education, Teacher of the Visually Impaired, Columbus City Schools, Columbus, OH [Patterns Revision]

Greeley, J.C., M.A., Program Coordinator, Anchor Preschool, Denver, CO [Emergent Literacy Focus Group B]

Greeley, J.C., M.A., Program Coordinator, Anchor Preschool, Denver, CO [SAM: Symbols and Meaning]

Greenlee, Bill, Ph.D., School Psychologist, Kentucky School for the Blind (ret.), [Kaufman Tests of Educational Achievement, Second Edition (KTEA-II)]

Hagood, Linda, M.A., CCC-SLP, Austin, TX [SAM: Symbols and Meaning]

Hall-Lueck, Amanda, Ph.D., Associate Professor, San Francisco State University, San Francisco, CA, Best Intervention Techniques] and [Developmental Guidelines for Infants with Visual Impairment]

Hanchett, Carol, Ph.D., Professor, University of Louisville, Louisville, KY, [Address Earth]

Harrell, Lois, B.S., Pediatric Vision Consultant, Placerville, CA [Moving Ahead Tactile Graphic Storybooks]

Hartmann, Elizabeth, M.Ed., Associate Professor, San Francisco State University, San Francisco, CA, [Developmental Guidelines for Infants with Visual Impairments]

Hassman, Dotta, M.L.S., IMC Coordinator, Iowa Braille School, retired, Vinton, Iowa [Early Braille Trade Books]

Heinze, Toni, Ph.D., Associate Professor, Northern Illinois University, DePauw, IL, [Best Intervention Techniques]

Holbrook, Cay, Ph.D., Associate Professor, Educational and Counseling Psychology and Special Education, University of British Columbia, Vancouver, British Columbia, CANADA [Early Braille Trade Books]

Holbrook, Cay, Ph.D., Associate Professor, Educational and Counseling Psychology and Special Education, University of British Columbia, Vancouver, British Columbia, CANADA [Emergent Literacy Focus Group A]

Holbrook, Cay, Ph.D. Associate Professor, Educational and Counseling Psychology and Special Education, University of British Columbia, Vancouver, British Columbia, CANADA [Patterns Revision]

Ingber, Janet, M.A., Music Therapist and Author, New York, NY [Parenting Book]

Jaffe, Lynne, Ph.D., LD Specialist and Reading Specialist, Tucson, AZ [Woodcock-Johnson III: Tests of Achievement---Braille Adaptation]

Judge, Joann P., CAPE, Lancaster, PA [Tactile Food Pyramid]

Kekelis, Linda, Ph.D., Associate Professor, San Francisco State University, San Francisco, CA, [Developmental Guidelines]

Kendrick, Deborah, M.A., Author and Journalist, Cincinnati OH [Parenting Book]

Koniak, Lane, M.S., Retired TVI, Portland, OR, [Address: Earth]

Larsen Morgese, Zoe, M.A., CCC-SLP, Denver, CO [SAM: Symbols and Meaning]

Lieberman, Lauren, Ph.D., SUNY Brockport, NY, [Jump Rope to Fitness, Walk/Run for Fitness Kit]

Lucas, Jeffrey, Ph.D., Associate Professor, University of North Carolina at Pembroke, Pembroke, NC, [Address: Earth]

Matsui, Ayako, Tokyo, Japan

McCarthy, Mary L., M.Ed., Teacher of the Visually Impaired, Perkins School for the Blind, Watertown, MA [Wilson Reading System]

McClurg, Lana, M.A., Teacher of the Visually Impaired, Arizona Schools for the Deaf & the Blind, Tucson, AZ [Woodcock-Johnson III: Tests of Achievement---Braille Adaptation]

McCulloh, Karen, RN, B.S., Executive Director Disability Works, Chicagoland Chamber of Commerce, Morton Grove, IL, [Nonverbal Behavioral Curriculum]

McKenzie, Amy, Ed.D. Assistant Professor, Florida State University, Tallahassee, FL [Emergent Literacy Focus Group A]

Mowerson, Lisa-Anne, M.S., B.A., Certified Vision Rehabilitation Therapist, Wallingford, CT [Labeling Book and Kit]

Mumford, Robin, Inventor, Garden City, NJ, [Vivid Vision Lamp]

Nannen, LeAnn, M.Ed., COMS, Educational Vision Specialist, North Little Rock School District, North Little Rock, AR [Patterns Revision]

Nelson, Catherine, Ph.D., Salt Lake City, UT [Manual for Child-Guided Strategies for the Assessment of Children who are Deafblind and Have Multiple Disabilities: The van Dijk Approach to Assessment]

Noftsker, Michelle, Teacher, Foundation for Blind Children [Emergent Literacy Focus Group B]

Novak, Andrew, Ph.D., Assistant Professor, Boston University, Boston, MA, [Address: Earth]

O'Connor, Kevin, M.P.S., M.A., B.A., Marriage and Family Therapist, Arlington Heights, IL [Parenting Book]

O'Donnell, Betsy, M.S., Certified Orientation and Mobility Specialist, Philadelphia, PA [Orientation and Mobility for Families]

Olson, Paul H., Instructor/COMS, North Dakota Vision Services/School for the Blind, Grand Forks, ND. [Treks]

Pepper, David, Ph.D., Professor, University of Southern California, Davis, CA, [Address: Earth]

Perla, Fabiana, Ed.D, Certified Orientation and Mobility Specialist, Philadelphia, PA [Orientation and Mobility for Families]

Read, Izetta, B.A., Teacher of the Visually Impaired, Santa Barbara County Education Office, Santa Maria, CA [Patterns Revision]

Rines, Justine Carlone, M.S., CCC-SLP, Perkins School for the Blind, Watertown, MA [Wilson Reading System]

Rosen, Sandy, Ph.D., Coordinator, Programs in Orientation & Mobility, Guide Dog Mobility, San Francisco State University, San Francisco, CA [Step by Step]

Rosenblum, Penny, Ph.D, Adjunct Professor, University of Arizona, Tucson, AZ [Emergent Literacy Focus Group B]

Roudik, Peter, Ph.D., Senior Legal Specialist, Law Library of Congress, Washington, D.C., [Address: Earth]

Rowley, Rosalind, M.Ed., Teacher of the Visually Impaired, Perkins School for the Blind, Watertown, MA [Wilson Reading System]

Sabhlok, Anu, Ph.D., Assistant Professor, University of Louisville, Louisville, KY, [Address: Earth]

Sadler, Amy, Cartographer, University of Louisville, Louisville, KY, [Address: Earth]

Sanford, LaRhea, Ph.D., Visiting Lecturer, Vanderbilt University, Nashville, [ToAD]

Schedlin, Haley, MS Ed., Camp Abilities, SUNY Brockport, Brockport, NY [Jump Rope to Fitness, Walk/Run for Fitness Kit]

Schimmelpfennig, Sue, M.A., Teacher of the Blind and Visually Impaired, Northwest Regional ESD, Hillsboro, OR [Patterns Revision]

Scoggins, Deanna, M.A.T., M.S.S.W., Teacher of the Visually Impaired (Retired), Kentucky School for the Blind, Louisville, KY [Patterns Revision]

Smith, Derrick W., Ed.D. University of Alabama in Huntsville, Huntsville, AL [MathBuilders: Units 5, 6, 7, & 8]

Smith, Matthew, Cartographer, Louisville, KY, [Address: Earth]

Smith, Millie J., M.Ed., Teacher of the Visually Impaired, Consultant, Farmersville, TX, [SAM: Symbols and Meaning] and [TADPOLE]

Stocker, Jennifer, M.H.S., OTR/L, Louisville, KY [SAM: Symbols and Meaning]

Stratton, Josephine, Ed.D. Norwich, NY [Revision of the On the Way to Literacy Handbook; Moving Ahead Tactile Graphic Storybooks]

Susan A. Osterhaus, M.Ed., Secondary Mathematics Teacher/Teacher of the Visually Impaired, Austin, TX [Braille/Print Yardstick]

Swenson, Anna, M. Ed., Teacher of the Visually Impaired, Fairfax Co. Public Schools, Dunn Loring, VA [Early Braille Trade Books]

Truan, Mila, Ed.D. Reading Specialist, Tennessee School for the Blind, Nashville, TN [Moving Ahead Tactile Graphic Storybooks]

Truan, Mila, Ed.D. Reading Specialist, Tennessee School for the Blind, Nashville, TN [Patterns Revision]

Ward, Marjorie E., Ph.D., Associate Professor, Emeritus, Ohio State University, Columbus, OH [Patterns Revision]

Wingell, Robin, B.S. Ed., Teacher of the Visually Impaired, Santa Barbara County Education Office, Santa Maria, CA [Patterns Revision]

Zebahazy, Kim, Ph.D., Assistant Professor, Northern Illinois University, DeKalb, IL [Emergent Literacy Focus Group B]

Field Evaluators

ALL-IN-ONE Board and Magnetic Sorting Circles and Shapes

Eaton, Jennifer, Coordinator of Early Childhood Education/Teacher of the Visually Impaired, Susquehanna Association for the Blind and Visually Impaired, Lancaster, PA

Elzy, Judith, Teacher of the Visually Impaired, Kentucky School for the Blind, Louisville, KY

Lamb, Morina, Teacher of the Visually Impaired, Harrisonburg City Schools, Harrisonburg, VA

Mann, Nancy, Teacher of the Visually Impaired, USD 501 Topeka Public Schools, Topeka, KS

Medley, Anita, Teacher of the Visually Impaired, COMS, DeSoto County Schools, Hernando, MS

Mirabel, Ana, Vision Teacher, O&M Instructor, and Independent Consultant. Haymarket, VA

Passarieu, Shawn, Teacher of the Visually Impaired and Orientation and Mobility Instructor, San Diego County Office of Education, North Coastal Consortium for Special Education, Oceanside, CA

Thornton, Sheila, Diagnostician/Teacher of the Visually Impaired, Lovington Schools, Lovington, NM

Weaver, Erin, Teacher of the Blind and Visually Impaired, Genessee Valley BOCES, LeRoy, NY

Widoe, Betty J., Vision Consultant, Bellevue Public Schools, Bellevue, NE

Brigance ® Diagnostic Inventory of Early Development II (IED-II)

Bailey, Karel, Teacher of the Visually Impaired, Southside Vision Consortium, PECES, Farmville, VA

Blackwell, Susan, Teacher of the Visually Impaired, Borger Independent School District, Borger, TX

Carr, Gina, Teacher of the Visually Impaired, Macon-Piatt Special Education District, Decatur Public Schools, Decatur, IL

Crawford, Shavon, Educational Diagnostician, Governor Morehead Preschool, Greensboro, NC

George, Theresa, CTBVI, COMS, Marshall County School Board, Benton, KY

Schlesselman, Dolores, (Infant) Teacher of the Visually Impaired, Region IV, Baytown, TX

Snow, Brenda, Teacher of the Visually Impaired, Borger Independent School District, Borger, TX

Consumable Number Lines

Aranguren, Maria, Teacher of the Visually Impaired, Western Suffolk BOCES, North Babylon, NY

Barnes, Ginger, Teacher of the Visually Impaired, Hardin County Schools, Elizabethtown, KY

Bieri, Lisa, Teacher of the Visually Impaired, Moniteau Co., California, MO

Brown, Stephanie, Primary Teacher, Kentucky School for the Blind, Louisville, KY

Chlapek, Janet, Teacher of the Visually Impaired, Temple Independent School District, Temple, TX

Demaris, Melinda, Teacher of the Visually Impaired, Wicomico County Schools, Salisbury, MD

Durant, Pam, Teacher of the Visually Impaired, Vermont Association for the Blind and Visually Impaired, Burlington, VT

Herder, Jane, Teacher of the Visually Impaired, St. Louis Public Schools, St. Louis, MO

Howarth, Daniel, Teacher of the Visually Impaired, Vermont Association of the Blind and Visually Impaired, Montpelier, VT

May, Christine, Teacher of the Visually Impaired, Cypress-Fairbanks Independent School District, Houston, TX

Mitchell, Sarah, Mathematics Teacher, Missouri School for the Blind, St. Louis, MO

Shaw, Eric, Teacher of the Visually Impaired, Vermont Association for the Blind and Visually Impaired, Rutland, VT

Stallings, Janice, Vision Specialists, Liberty Public Schools, Liberty, Mo

Underwood, Melinda, Teacher of the Visually Impaired, Vermont Association of the Blind and Visually Impaired, Brattleboro, VT

Widoe, Betty, Teacher of the Visually Impaired, Bellevue Public Schools, Bellevue, NE

Developmental Guidelines for Infants with Visual Impairments

Brown, Jill, M.Ed., Certified Teacher of the Visually Impaired/Certified Orientation and Mobility Specialist, Crowley Independent School District, Crowley, TX

Chiasson, Kari, Ed.D. Professor, University of North Dakota, Grand Forks, ND

Eades, Debby, M.Ed., Certified Teacher of the Visually Impaired, Certified Orientation and Mobility Specialist, Indiana School for the Blind, Indianapolis, IN

Jakel, Bernadette, Parent, Fairfield, CT

McComiskey, Anne, M. Ed., BEGIN Program Director, Atlanta, GA

McEnderfer, Julie, M.Ed., Certified Teacher of the Visually Impaired, Pasco, WA

Vooys, Connie, M.Ed., Certified Teacher of the Visually Impaired, Troy, NY

Digital Light Box Artwork: Supporting Language and Literacy

Berger, Linda, Teacher of the Visually Impaired, Town and Country, MO

Bruegger, Tammy, Special Education Assistive Technology Teacher, Kansas City, MO

Deimund, Mandy, Teacher of the Visually Impaired, Cape Girardeau, MO

Drezek, Wendy, Teacher of the Visually Impaired, Winston Salem, NC

Durkel, Jim, Teacher of the Visually Impaired, Austin, TX

Gregori, Melissa, Teacher of the Visually Impaired, Corpus Christi, TX

Kreyer, Kori, Teacher of the Visually Impaired, Haywood, WI

Layfield, Terry, Teacher of the Visually Impaired, Red Oak, TX

Smith, Pamela, Teacher of the Visually Impaired, Winston-Salem, NC

Wheeldon, Karen, Teacher of the Visually Impaired, Grain Valley, MO

Flip-Over Books: Line Paths and Parts of a Whole

Duby, Debra, Teacher of the Visually Impaired, Arizona School for the Deaf and Blind, Phoenix, AZ

Dyer, Lyla, Teacher of the Visually Impaired, Certified Orientation and Mobility Specialist, Prince George's County Public Schools, Oxon Hill, MD

Garrett, Michelle, M.Ed., Certified Teacher of the Visually Impaired, Certified Orientation and Mobility Specialist, Crowley Independent School District, Crowley, TX

Gonzales, April, Blind Children's Specialist, Department of Assistive and Rehabilitation Services, Dallas, TX

Gordon, Beth, Educational Consultant for the Visually Impaired, Clark County Special Education Cooperative, Jeffersonville, IN

Harsany, Kathy, Education Consultant, Board of Education and Services for the Blind, Windsor, CT

Heywood, Nancy, Teacher of the Visually Impaired, Washoe County School District, Reno, NV

Lakin, Gayle, Vision Teacher, Pershing Elementary and Middle School, Springfield, MO

Lee, Jennifer, Resource Teacher, Omaha Public Schools, Omaha, NE

Mitchell, Mary, Itinerant Teacher of the Visually Impaired, Jefferson County Public Schools, Louisville, KY

Moeller, Susan B., Teacher of the Visually Impaired, Kansas State School for the Blind, Kansas City, KS

Moyer, Gloria, Teacher of the Visually Impaired, Otis Elementary, Chicago, IL

Mumford, Judy, Teacher of the Visually Impaired, Academy School District Twenty, Colorado Springs, CO

Shular, Melissa, Teacher of the Visually Impaired, Academy School District Twenty, Colorado Springs, CO

Life Science Tactile Graphics

Adelmann, Denise, Teacher of the Visually Impaired, Lockport, IL

Bergman, Peggy, Teacher of the Visually Impaired, Parkview HS, Lilburn, GA

Britcher, Trina, Teacher of the Visually Impaired, Harrison Co. Board of Education, Clarksburg, WV

Clark, Sharon, New Jersey Commission for the Blind/Visually Impaired, Camden, NJ

Culbertson, Katie, Teacher of the Visually Impaired, COMS, Robey Elementary, Indianapolis, IN

French, Barbara, Illinois School for the Visually Impaired, Jacksonville, IL

Geohagan, Lis, Arkansas School for the Blind, Little Rock, AR

Hoisington, Meridith, Teacher of the Visually Impaired, Eagan, MN

Miller, Cindy, Illinois School for the Visually Impaired, Jacksonville, IL

Rahni, Fay, The New York Institute for Special Education, Bronx, NY

Roth, Alan, Science Teacher, Indiana School for the Blind and Visually Impaired, Indianapolis, IN

Shepard, Christy, Teacher of the Visually Impaired, Cy-Fair ISD, Houston, TX

Stoltman, Wendy, Brighton School District, Brighton, CO

Ulwick-Sacca, Janet, Carroll Center for the Blind, Gloucester, MA

Van Dyke, Laurel, Teacher of the Visually Impaired, Kokomo HS, Kokomo, IN

Lighting Guide and Kit

Pitzer, Christine, M.A., Rehabilitation Teacher, Blind and Visually Impaired Services of Indiana, Clarksville, IN

MathBuilders Unit 8: Data

Barnes, Ginger, Teacher of the Visually Impaired, Hardin County Schools, Elizabethtown, KY

Carter, Cynthia, Teacher of the Visually Impaired, Duncanville Independent School District, Duncanville, TX

Chlapek, Janet, Teacher of the Visually Impaired, Temple Independent School District, Temple, TX

Demaris, Melinda, Teacher of the Visually Impaired, Wicomico County Schools, Salisbury, MD

Herder, Jane, Teacher of the Visually Impaired, St. Louis Public Schools, St. Louis, MO

Lawrence, Roxanne, Teacher of the Visually Impaired, North Colonie School District, Latham, NY

May, Christine, Teacher of the Visually Impaired, Cypress-Fairbanks Independent School District, Houston, TX

Toy, Renee, Teacher of the Visually Impaired VI, Texas School for the Blind and Visually Impaired, Austin, TX

Van Dyk, Kelly, Teacher of the Visually Impaired, Vermont Association for the Blind and Visually Impaired, Rutland, VT

Widoe, Betty, Teacher of the Visually Impaired, Bellevue Public Schools, Bellevue, NE

MiniBook

Brannan, Buddy, Adult Braille User, Erie, PA

Chavez, Olivia, Adult Braille user, El Paso, TX

Chuha, Louise, Adult Braille user, Braddock, PA

Cohen, Peter, Adult Braille User, Ellenville, NY

Courcelles, Martin, Adult Braille User, Toronto, Ontario, CANADA

Dixon, Judy, Adult Braille User, Arlington, VA

Eccles, Jim, Adult Braille User, Vancouver, WA

Emmons, Betty, Adult Braille User, Anthony, KS

Giesbrecht, Kerri, Adult Braille User, British Columbia, CANADA

Hoerber, Robin, Adult Braille User, Midlothian, VA

Jackson, Dezman, Adult Braille User, Mobile, AL

Larson, Ann, Adult Braille User, Muskogee, OK

Lieberg, Marlaina, Adult Braille User, Burien, WA

Lien, Candy, Adult Braille User, Fargo, ND

Mervis, Allison, Adult Braille User, Munhall, PA

Morrow, Kimberly, Adult Braille User, Overland Park, KS

Neal, Olga, Adult Braille User, Grand Forks, ND

O'Brien, Sherill, Adult Braille User, Tampa, FL

Piscitello, Charlie, Adult Braille User, Batavia, NY

Porter, Anna, Adult Braille User, Lancaster, PA

Sherman, Becky, Adult Braille User, Kent, WA

Sorter, Judi, Adult Braille User, Vancouver, WA

Thompson, Corietta, Adult Braille User, Silver Springs, MD

Turner, Richard, Adult Braille User, Portland, OR

Walsh, Kate, Adult Braille User, Springfield, PA

Ward, Jean, Adult Braille User, Smyrna, TN

Werner, Greg, Adult Braille User, Snyder, NY

Wiglesworth, Keith, Adult Braille User, Rockingham, NC

Witucki, Kristen, Adult Braille User, Princeton, NJ

Sense of Science: Astronomy

Cook, Delena, Teacher of the Visually Impaired, California School for the Blind, Fremont, CA

Di Lullo, Cristina, Teacher of the Blind and Vision Impaired, Educational Services Center for Cuyahoga County, Valley View, OH

Dunlop, Susan, Certified Teacher of the Visually Impaired, Rockwall Independent School District, Rockwall, TX

Etter, Joan, Supplemental Services Teacher of the Visually Impaired, Clermont County

Educational Services Center, Batavia, OH

Huntoon, Linda, Science Teacher, Florida School for the Deaf and Blind, St. Augustine, FL

Ridgeway, Alice, Middle School Science Teacher, Georgia Academy for the Blind, Macon, GA

Robinson, Cindy Jo Ruiz, Teacher of the Visually Impaired, Louisiana School for the Visually Impaired, Baton Rouge, LA

Slocum, Michelle, Teacher of the Visually Impaired, West Virginia School for the Blind, Romney, WV

Summ, Catherine, Education Consultant, State of Connecticut Board of Education Services for the Blind, Windor, CT

Whitten, Twila, Teacher of the Visually Impaired, Silverton Independent School District, Silverton, TX

Wykoff, Marsha, Teacher of the Visually Impaired/Special Services, Weiser School District, Weiser, ID

Step by Step

Ambrose Zaken, Grace, Ed.D. Certified Orientation and Mobility Specialist, Project Coordinator RT and O&M Programs, Hunter College CUNY, Department of Special Education, Wappinger's Falls, NY

Brostek, Donna, Certified Orientation and Mobility Specialist, Independent Contractor, Laurenceberg, KY

Griffin-Shirley, Nora, Associate Professor, Certified Orientation and Mobility Specialist, Virginia Murray Sowell Center for Research and Education in Visual Impairment, Texas Tech University, Lubbock TX

Hapeman, Julie, Certified Orientation and Mobility Specialist, Milwaukee WI

Long, Richard, Associate Professor, Certified Orientation and Mobility Specialist, Western Michigan University, Kalamazoo MI

Sudoku Partner 6 x 6

Congdon, Caroline, Milwaukee, WI

Hill, Bob, Lansing, MI

Uesato, Dani Lynn, Honolulu, HI

Wagreich, Barbara, Lexington, MA

30-Love: Tennis Guidelines for Players with Visual Impairments and Blindness

Bohm, Doreen, Teacher of the Visually Impaired, St. Cloud, MN

Bowen, Christy, Teacher of the Visually Impaired and Adapted Physical Education Teacher, Kansas City, KS

Buchanan, Trish, Teacher of the Visually Impaired, Spokane, MO

Cobb, Tim, Teacher of the Visually Impaired, Adapted Physical Education Teacher, St. Louis, MO

Conners, Scott, Adapted Physical Education Teacher, Tucson, AZ

Deskin, Cindy, Adapted Physical Education Teacher, Springfield, MO

Errante, Steven, Adapted Physical Education Teacher, Norfolk, VA

Gerdes, Judy, Adapted Physical Education Teacher, St. Cloud, MN

Gunther, James, Adapted Physical Education Teacher, Norfolk, VA

Jacob, Jill, Teacher of the Visually Impaired, Hermann, MO

Rice, Cathy, Adapted Physical Education Teacher, Blue Springs, MO

Ritter, Traci, Paraprofessional for the Visually Impaired, Jackson, MO

Vought, Susan, Teacher of the Visually Impaired, Malone, NY

Wells, Karen, Principal, Kansas City, MO

Treks

Amueller, Cheri, The New York Institute for Special Education, Bronx, NY

Bundren, Erin, Virginia School for the Deaf & Blind, Staunton, VA

George, Terri, Benton Elementary School, Benton, KY

Killebrew, Becca, COMS, Nashville, TN

Klein, Lori, COMS, St. Paul, MN

Lansaw, Jane, Criss Cole Rehabilitation Center, Austin, TX

Montes de Oca, Patricia, COMS, Castaic Union School District, Castaic, CA

Norris, Daniel, Teacher of the Visually Impaired, COMS, Vermont Association for the Blind and Visually Impaired, Montpelier, VT

Phangia, Nana, COMS, West Valley City, UT

Schwartz, Jeff, ESE Itinerant, Ft. Lauderdale, FL

Tudor, Joyce, San Diego Center for the Blind, San Diego, CA

TurboPhonics

Aranguren, Maria, Teacher of the Visually Impaired, Centereach, NY

Brush, Amy, Teacher of the Visually Impaired, CABOCES, Olean, NY

Chamberlain, Mary Noel, Teacher of the Visually Impaired, Des Moines, IA

Elmore, Mary, Teacher of the Visually Impaired, Wilkes County Schools, North Wilkesboro, NC

Foesterling, Sandra, Teacher of the Visually Impaired, Cleveland Elementary School, Hamilton, OH

Galluch, Karen, Teacher of the Visually Impaired, Buffalo, NY

Gurley, Donna, M.Ed., Certified Teacher of the Visually Impaired/Certified Orientation and Mobility Specialist, Iredell-Statesville Schools Statesville, NC

Halton-Bailey, Barbara, Teacher of the Visually Impaired, Charlotte, NC

Kraft, Aura, Teacher of the Visually Impaired, Huntington Station, NY

Lewis, Barbara, Teacher of the Visually Impaired, North Carolina

Maguire, Cristina, Teacher of the Visually Impaired, Wyckoff, NJ

Pastwa, Janet, Teacher of the Visually Impaired, Tampa Bay, FL

Pierce, Carol, Teacher of the Visually Impaired, Haverhill, MA

Simmons, Jennifer, Teacher of the Visually Impaired, Central Davie Education Center, Mocksville, NC

Stern, Diane, Teacher of the Visually Impaired, Henry Viscardi School, Albertson, NY

Young, Tonya, Teacher of the Visually Impaired, Canton, NY

Zink, Karen, Erie 1 BOCES, West Seneca, NY

Accessible Test
Department
Activities

Deborah H. Willis
Director

Accessible Tests Department
(Formerly: Test Central)

(Continued)

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; and
5. Research into test-related issues.

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 members included:

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, M.A., M.S., 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 [deceased 2005]
Debbie Willis, Director of Accessible Tests Department, APH

Recommendations of the Council included the following:

• Develop, use, and share standard guidelines for adapting tests into braille, tactile graphic, large print, recorded, and electronic formats
• Develop, use, and share concepts of universal design
• Address, convey, and facilitate best practices and appropriate accommodations when testing or assessing blind and visually impaired individuals
• Foster professional development in the test and assessment area
• Conduct research on various "key" aspects of testing and the test-taking environment

A training workshop for test editors was conducted in FY 2002. The test editor trainees were tested to determine their level of test editing skills. Tests were scored and feedback was provided to each of the 21 trainees who had completed the take-home test. Throughout FY 2002, Test Central project staff attended and presented at numerous relevant workshops and conferences.

Two test editor positions were approved; 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 Accessible Textbook 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 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. 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 that 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. Several discussions focused on common problems involved in testing students with disabilities.

Some of the recommendations that resulted from the Second TCC were:

• Conduct research on tactile graphics, large print and universal design issues
• related to tests and assessments.
• Determine the best way to present different graphics in accessible media.
• Recommend language and points for states to consider in establishing test contracts.
• Develop and maintain an adapted test item data bank.
• Utilize standard symbols determined by BANA for tactile graphics in tests.
• Determine best way for blind and visually impaired students to accomplish performance items.
• Promote availability of practice materials in accessible media.
• Promote the need for blind and visually impaired students to be included in the pilot test phase of test development.

In spring 2003, the department was named Accessible Tests Department. APH was visited by Educational Testing Service (ETS) security staff; and APH was certified in 2003 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.

The Director of Accessible Tests determined that an array of sample test items would be a useful training tool for future workshops and presentations, as well as helpful with clearly identifying, relaying and explaining issues to test editors and transcribers, test developers and publishers, other school and state assessment personnel, test takers, their families and caregivers. Department staff created a sample test to demonstrate the need to edit test items originally designed for regular print presentation and to help point out specific 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 multimedia presentation of the test items.

In September 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 for training purposes at this 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. The survey, "Let's Get Ready for Testing," asked trustees and vision teachers which practice materials and test prep materials they were using and what materials were needed. Results showed overwhelmingly that test prep materials for use by students who are blind or visually impaired was a very high priority need and that each state used different materials to help prepare their students for taking state assessments. Based on the results of this survey, generic test preparation materials were selected for adaptation into accessible media.

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 November 2003.

Consultant Carol Allan 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. Department of Education staff representing 12 states along with several test publishers attended. 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 of Accessible Tests, 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 at a steady pace, 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 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: Jane Erin of the University of Arizona on Effects of Test Medium, the ABC Braille Study by Anne Corn at Vanderbilt, et al., 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 proofreaders 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 test-related Services Available brochure. This 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 was 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 Accessible Textbooks Department, is a 30-year veteran braille transcriber who has worked on state, local, and commercial tests for ten years. Dena also served on the Braille Authority of North America's (BANA) Braille Formats Technical Committee.

A third Accessible Tests Workshop was presented in the last quarter of FY2004. This "Workshop for State Assessment Personnel: Making Tests Accessible to Students with Visual Impairments" was held at APH on September 15-16, 2004. It 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.

Key endeavors in FY2005 included promoting education of issues regarding making test items truly accessible, contributing to universal design elements, networking and 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 state and alternate assessments.

While three Accessible Tests Workshops were envisioned for FY 2005, 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) 3-year grant to develop "best practices" for audio description of higher level science and mathematics material. Beginning in FY 2005, Accessible Tests staff and APH studio staff 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.

A wide variety of state assessments and commercially available tests were edited and produced in accessible media on a contract basis during FY 2005. These included approximately 265 unique state assessments provided in some combination of braille, tactile graphics, enlarged print, and audio formats. Accompanying test administration notes were provided in accessible media when specified in the contract. 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. 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. 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 will be field tested in FY 2006. 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 was made available on the APH web site and was used for training purposes during workshops and conferences.

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, 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 2005 edition of EnVision is available at: http://www.lighthouse.org

Several presentations were provided in FY 2005. 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, Superintendent of the School for the Blind in Vancouver, Washington, and Gary Snyder, 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 the 2004 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 (JTLI) 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 that 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 answered to help ensure future test items are accessible to students who are visually impaired.

Barbara Henderson worked with Consultant Lynne Jaffe, a learning disabilities specialist, to create a presentation on Woodcock-Johnson III Tests of Achievement in Braille. 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. 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 FY 2006.

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. Barbara also furnished updated information on APH tests and test-related materials for the winter 2005 revision of Lighthouse International's Assessment Compendium: Instruments for Assessing the Skills and Interests of Individuals with Visual Impairments. The free, online document was made available through VisionConnection at: http://www.visionconnection.org/Content/ForProfessionals/PatientManagement/Pediatrics/AssessmentCompendium.htm

In FY 2006, the goal of the Accessible Tests Department as it relates to the APH mission continued 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 continued to provide presentations and workshops, participate in various collaborative efforts and meetings, serve as focus group, task force, and committee members, and attend relevant classes, workshops, and events. Additional handouts, documents, and surveys were authored and disseminated. More information, resources, and related links were added to the Accessible Tests web page, and discussion regarding development of some "Test" webcasts and APH's first Test and Assessment catalog got underway.

Phil Hatlen and Debbie Willis joined forces as co-chairs of Goal 8 (Expanded Core Curriculum) to address this National Agenda goal. Debbie also continued to serve as chair of Goal 6 (Assessment). At APH's 2005 Annual Meeting, poster sessions, concurrent sessions, and a general session presentation were provided on test and assessment topics, and related issues such as the expanded core curriculum. Related meetings such as the AFB Solutions Forum and National Agenda Committee Meeting were attended. Immediately following Annual Meeting, Carol Allman provided an "On the Road" workshop at the New York AER and an in-service to the New York Department of Education and state assessment staff on testing students who are blind or visually impaired. Surveys and networking with the field and with our customers continued as a means to determine customer satisfaction and specific needs for products, services, and information. Test-related contract work to review and edit state assessment and alternate assessment items, and prepare test notes for administering the alternate media editions, was accomplished throughout the fiscal year.

Early in FY 2006, staff from Accessible Textbooks Initiative & Collaboration (ATIC) and the Accessible Tests Department moved into a newly renovated area of APH. Discussions on effectively working together to provide instructional and test materials in high quality, accessible media in a timely manner ensued. Some ATIC staff was shared on a part-time basis with Accessible Tests and provided project support. Guidelines and ways of providing more consistent presentation of instruction and test materials were explored. Dena Garrett, Accessible Media Editor for ATIC, provided copies of test guidelines developed through Accessible Tests to each member of BANA's committee that is reworking Braille Formats: Principles of Print to Braille Transcription 1997. Since transcribers across the country adhere to BANA guidelines, Dena and Accessible Tests staff will work with BANA committee members to adopt test guidelines so that future test materials will be formatted and transcribed in a more consistent manner.

In order to provide education, information, training, and resources on making test items accessible in various media for test-takers who are blind or visually impaired, Accessible Tests staff, along with Research Staff and a guest speaker from the National Alternate Assessment Center at the University of Kentucky, provided four major workshops during FY 2006; two at APH and two on-the-road in connection with other scheduled conferences. During these workshops, well over 100 professionals and students from across the country received training, information, and resources; some of these individuals returned to their school systems or companies and provided training to their colleagues. Numerous state departments of education personnel from across the country participated in the FY 2006 workshops. Test publishers attending these workshops included representatives from ACT, Inc., Data Recognition Corporation, Educational Testing Service, Pearson Assessments, Measured Progress, and ThinkLink Learning. Some major agencies represented included Association of Test Publishers, ATECH Services, and Design Science, Inc.

The National Center for Leadership in Visual Impairment (NCLVI) is a collaborative agreement funded by the U.S. Department of Education, Office of Special Education Programs. NCLVI was created in order to increase the number of leaders in the field of blindness and visual impairment. Since assessment of students with visual impairments is a significant area of concern, the topic of discussion for NCLVI scholars during the month of November 2005 was statewide assessments presented in accessible formats to students who are blind or visually impaired. Carol Allman and Debbie Willis joined primary instructor Amanda Hall-Lueck as Leadership Discussants during this "Assessment" course.

Accessible Tests staff attended and/or presented at various conferences which included the Association of Test Publishers Conference, the Council of Chief State School Officers Conference on Large-Scale Assessment, the Second Invitational CASMA-ACT Conference, the Educational Testing Service and College Board sponsored conference on Accommodations for Students with Disabilities, Kentucky AER, Kentucky Valley Special Education Cooperative Institute, and the National Association for Adults with Special Learning Needs. Presentations were also provided to groups of teachers and university students, such as Jefferson County Vision Teachers, and Vanderbilt and University of Louisville graduate students, who visited APH.

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Barbara participated as a consultant and panelist in a two-part study conducted by the National Center on Educational Outcomes. The results of the study were published as an online technical report titled, Considerations for the Development and Review of Universally Designed Assessments. This document was made available at:
http://education.umn.edu/NCEO/OnlinePubs/Technical42.htm

During FY 2006, Barbara continued to work with the Kentucky Department of Education and the Kentucky School for the Blind to review the online version of the Commonwealth Accountability & Testing System (CATS) in order to ensure accessibility for students who are blind or visually impaired. Accessible Test Editors Monica Coffey and Kris Scott participated on a statewide Bias Review Committee to examine potential test items on Kentucky's Core Content Tests.

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The Director of Accessible Tests served on the National Agenda Committee as chair of the assessment goal to help ensure assessment of students who are blind or visually impaired will be conducted, in collaboration with parents, by personnel having expertise in the education of students with visual impairments. Phil Hatlen and Debbie Willis continued to co-chair the expanded core curriculum goal. Two surveys to determine a national picture of the current status of the expanded core curriculum were developed and disseminated in FY 2006; results of these surveys were compiled and reported in FY 2007 by Dr. Phil Hatlen. Debbie was also appointed a member of the American Psychological Association's (APA) Task Force to improve access to standardized tests and test-related materials for graduate students, professionals, and parents who are blind or visually impaired. Accessible Tests also worked on a contract basis with a graduate student in need of a braille edition of the Mini International Neuropsychiatric Interview (MINI) for class as well as professional use. Debbie served on the Association of Test Publishers Education Division 2007 Poster Committee.

More information and features were added to the Accessible Tests Department web page in the third quarter of FY 2006. Items added include How to Contact Test Publishers and Hot Links. Hot Links include a link to APH's Louis Database as well as the Accessible Media Producers (AMP) Database, and the National Agenda website. To add educational value, awareness of accommodations, and interest, a photo montage showing children taking tests using various accommodations and in various accessible media has been added to the main page. Finally, easier navigation and updated links are features of the new and improved page. Development of a Test and Assessment catalog was initiated; it was made available in the third quarter of FY 2007. Results of assessment survey 2007: New Directions were posted in the second quarter. Plans are to repeat this survey approximately every two years in order to stay in touch with test-related needs of individuals who are blind or visually impaired.

Accessible Tests staff continued a collaborative effort begun in 2005 with the National Center for Accessible Media (NCAM), AFB, and RFB&D staff to research most promising practices in narration of math and science content for Digital Talking Books and materials. Staff helped to identify Science, Technology, Engineering, and Math (STEM) professionals and students to participate in a survey which is currently underway in the second year of the project.

Test and assessment projects in the areas of 1) contract work and 2) project development that results in catalog products were undertaken. In FY 2006, approximately 345 unique tests and assessments, answer documents, and test-related reference sheets were reviewed, edited, and produced in accessible media. This represents a 30% increase over a one-year period in the number of unique test materials produced on a contract basis. These tests were requested by various test publishers and state department of education staff from states that included Connecticut, Illinois, Indiana, Kansas, Kentucky, Louisiana, Michigan, Nevada, New York, South Carolina, Tennessee, and West Virginia. Though varying in content, these tests generally assessed mathematics, science, social science, reading, and writing. Accessible Tests staff also edited and produced the Ballard & Tighe IDEA English Language Proficiency tests which are used by several states for all grades in both contracted and uncontracted braille. Of the tests prepared, seven forms were alternate assessments reviewed and edited for West Virginia, and 12 forms were alternate assessments for Michigan. Test administration notes were written and provided, as requested, for about 80% of these tests. Additional city and state assessments and alternate assessments will continue to be reviewed and edited by the Accessible Test Editors, and/or produced at APH in accessible media, as requested and as resources are available to provide high quality tests in accessible media and timely delivery of test materials.

Barbara Henderson participated in the National Association for Adults with Special Learning Needs (NAASLN) International Conference, November 13-15, 2006, in Denver, Colorado as one of four presenters in a regular session on Accessible Tests for Adult Students. Finally, Barbara joined five other people for a special focus group session on the Current Status of Testing Accommodations for the NAASLN population.

Carol Allman and Barbara Henderson participated in the First Annual Invitational Summit on Universal Design in Assessment which was sponsored by the National Center on Educational Outcomes (NCEO) at the University of Minnesota; eight partners and an additional eight test publishers participated. Panel members are working on an article to be submitted to a juried publication in FY 2007.

The project leader and Monica Turner visited two schools in Hardin County, Kentucky, to observe low vision students taking computer-based tests. The School District's Assessment staff showed APH staff their computer labs and discussed some of the accessibility problems they've encountered. The project leader and Field Services Rep Monica Turner presented a 1-hour presentation on "Test Preparation Issues for Visually Impaired Students" at the 2007 Council on Exceptional Children (CEC) Convention. The meeting was held in Louisville, April 17-20, 2007. Debbie Willis, Kristopher Scott and Barbara Henderson presented a 90-minute session at the CCSSO Conference in Nashville, Tennessee in June 2007. In addition, the staff and lead presenter/facilitator Dr. Carol Allman conducted a half-day workshop on making test items accessible when presented in various media.

The project leader participated in a May 2007 meeting of the Universal Design for Learning (UDL) Expert Workgroup, sponsored by the Kentucky Department of Education, at Strode Elementary School in Winchester, KY. Strode is one of ten model schools which lead the state in UDL activities and projects as well as having an excellent web sites. Participants were able to observe UDL principles being utilized in elementary and middle school classes.

During this fiscal year, Accessible Test Editors took on three new challenges: 1) reviewing, editing, and preparing scripts for use by Recording Studio staff, as well as proofing the recorded masters, 2) checking print tests to be "enlarged" for errors or issues as a result of the enlargement process, and 3) reviewing and editing states' alternate assessments. Approximately 500 tests and test-related materials were produced in various accessible media during FY2007. An additional project to review and make recommendations to a test under development with regard to color blindness and low vision concerns was undertaken. Elaine Kitchel, Low Vision Project Leader in the Research Department, contributed her time and expertise to the success of this project and the continuing professional development of Accessible Tests staff.

Work during FY 2008

For some years there has been discussion and debate as to the benefit of intelligence or cognitive tests administered to individuals who are blind or visually impaired. At the Spring 2007 Advisory Committee Meetings, members of the Educational Services Advisory Committee recommended that APH's Accessible Tests staff consider the following question: Are the results of an intelligence or cognitive test meaningful to individuals with visual impairments, and useful to their instructors, families, and decision makers? An Intelligence Testing Committee made up of APH staff and field experts had been formed in January 2007 so APH was prepared to examine and respond to this concern. Intelligence Testing Committee members include:

Stephen A. Goodman, M. A., M. S., California School for the Blind
Carol Anne Evans, Ph.D., Davis School District, Utah
Marnee Loftin, M. A., Texas School for the Blind and Visually Impaired
Will Evans, M. A., Products and Services Advisor, APH
Barbara Henderson, M. A., Test and Assessment Project Leader, Accessible Tests
Department, APH
Michael Sell, B. A., Test Editor, Accessible Tests Department, APH
Debbie Willis, M. A., Director of Accessible Tests Department, APH

As of July 2008, members met a total of 13 times via teleconference. During the initial meeting, committee members determined that the priority was to develop and disseminate "key points" in a position paper regarding intelligence testing of individuals who are blind or visually impaired. After careful consideration and discussion, the following position statement was drafted, "Cognitive or intelligence testing of individuals who are blind or VI will provide useful and valuable information to test-takers, their families, instructors, and other decision makers, if appropriate guidelines are followed." Nine key points and guidelines were formulated. These were presented as a panel session at the 2008 International AER held in Chicago. Additional presentations at the 2008 International AER Conference included "The Journey of a Test: how it Becomes Accessible to Students Who Are Blind or Visually Impaired" by Test Editor Kerry Isham, "Striped Lands and Dotted Seas: Editing Tactile Graphics" by Test Editor Michael Sell.

Feedback received from the audience who attended the panel presentation on intelligence testing of individuals with visual impairments was positive. In FY2009, the audience's input will be used to revise the next draft of the position paper. The final paper will be reviewed by about a dozen experts in the field. Their reviews will be used to finalize the full-length position paper. Both the full-length paper as well as a short version will be freely disseminated through various organizations and interested individuals. A version will be submitted for publication, as well as being made available on APH and other relevant web sites.

In January 2008, Barbara Henderson observed one of the pilot test sessions at Kentucky School for the Blind (KSB) of the 2008 Commonwealth Accountability and Testing system (CATS) Online. Measured Progress staff and KDE staff also visited KSB recently to observe how students are able to take the online test independently, after entering the test site, using their assistive technology. Barbara teamed with KSB staff to discuss a few technical problems encountered during the pilot test. Subsequently, a letter was drafted by the accessibility "team" to Measured Progress and KDE so that they could trouble-shoot in time for the real online test.

Accessible Tests staff embarked upon a new collaborative effort with California School for the Blind (CSB) to provide training materials for several workshops on "standardized test preparation for VI students." APH's Test Ready multimedia test prep materials will be used by CSB teachers to provide practice in test-taking skills. CSB staff using select editions of APH's Test Ready materials during these workshops will provide feedback to APH's Accessible Tests staff. It is anticipated that information from the CSB workshops will form the basis for some training modules on specific test-taking skills needed by students who are blind or visually impaired.

In April 2008, Barbara Henderson completed the third round of surveys, as a panelist representing APH, in NCAM's 3-year project entitled "Effective Practices for Description of Science Content within Digital Talking Books." APH produced tactile graphics to accompany descriptions in this last round of the survey--- which is the end-user survey. The survey was sent to college students and professionals in the STEM fields. The purpose of including a tactile graphic was to enable researchers to determine whether or not auditory input is enhanced by accompanying tactile input on complex science material. Barbara, as a project panelist and describer, worked with APH staff to design the tactile graphics and facilitate the project internally. Project Director Bryan Gould presented preliminary findings of the study at the 2008 ATIA Conference. A full report on the study will be published in FY 2009, leading eventually to the publication of a guidelines document. Bryan Gould and Kay Ferrell presented a session on this project at the 2008 International AER Conference.

The collaborative effort continued with CASAS, an organization devoted to assessment of adult basic skills required for success in the workplace and in life, to develop and research the first braille edition of a CASAS assessment instrument. Barbara Henderson assisted CASAS staff in identifying additional field testing sites where braille readers ages 15 and up might participate. The goal for the CASAS study was to secure 50 field test participants by the end of calendar year 2006. In FY2007 and FY2008, CASAS carried out the second round of field testing, with contracted braille readers ages 15 and up. By the conclusion of the field test, 60 subjects had participated. The calibration items were based upon real-life scenarios. Dr. Ginny Posey, Senior Researcher at CASAS, visited APH in July 2008 to tour the facility, meet with some APH staff, and to work with Barbara on the research report. Results of the study will be prepared and submitted to a journal for possible publication in FY2009.

Accessible Tests staff met with Dena Garrett in order to develop a list of test rules or guidelines, along with examples, of items not covered by current BANA code. Department staff also met with Diane Spence at APH to discuss the list of test guidelines and the need for BANA transcription rules/guidelines. BANA formed a Test Committee to develop rules/guidelines for transcribing high stakes tests; members include APH Accessible Media Editor and certified braille transcriptionist Dena Garrett and Dr. Carol Allman. Their first meeting was held via teleconference in August 2008; a timeline of approximately two years to undertake and complete this work was discussed. Teleconferences will continue throughout FY2009 and a face-to-face meeting was tentatively planned for summer 2009.

At the request of the test publisher, Barbara reviewed KeyMath 3 pre-publication test items for low vision and color deficient vision issues. Barbara and Low Vision Project Leader Elaine Kitchel provided reviews on the pre-publication test items. These reviews were used by the test publisher's project staff to finalize test items in the new KeyMath 3. Accessible Tests staff is also pursuing permission from the test publisher to make a braille/tactile version of KeyMath 3 available. This and other catalog items under development by the department's Test and Assessment Project Leader are in various phases. See the "Test and Assessment" section of this document for status reports on individual test-related projects which were either completed in FY2008, underway, or under consideration as future projects.

In late winter 2008, Debbie Willis participated as a member of NCEO's National Accessible Reading Assessment Projects (NARAP) Principles and Guidelines Committee. The purpose of the meeting held in Washington, DC was to bring together a diverse panel of experts and stakeholders to provide project staff with feedback on the draft of the Principles and Guidelines, to provide advice on establishing levels of support for the Guidelines, and to help design a dissemination plan once the Principles and Guidelines are finalized. A group of APH staff was instrumental in prepping Debbie for this meeting, and for compiling significant edits, suggestions and questions for the NARAP project staff to consider.

Debbie was also invited to attend the third biennial CASMA-ACT (Center for Advanced Studies in Measurement and Assessment-American College Testing) Invitational Conference on Current Challenges in Educational Testing. Two hundred individuals involved in assessment, research, and education gathered at the ACT Conference Center in Iowa City. Performance testing simulations were discussed and demonstrated, media personnel and test users provided perspectives on challenges to testing, and a five-person panel presented their views on hot topics in the assessment arena. Dr. James Popham, voted as one of the top 20 educators of the 20^th century at UCLA, gave the keynote address on "Instructional Sensitivity." According to Dr. Popham, "almost all of today's accountability tests are unable to ascertain instructional quality, that is, they are instructionally insensitive. Accountability tests, such as our nation's No Child Left Behind (NCLB) assessments, differ substantially in their ability to detect instructional quality."

Presentations in FY2008 included a poster session by Test Editor Kerry Isham on "Test Accommodations for Students Who Are Blind or Visually Impaired" provided to Ex Officio Trustees and invited guests attending our October 2007 Annual Meeting. Test and Assessment Project Leader Barbara Henderson teamed with Linnie Lee of the KY Department of Education and Chloe Torres of Measured Progress to present a regular conference session at the Association of Test Publishers (ATP) Conference on Innovations in Testing. Their presentation on "Making Online Tests Accessible for Students with Visual Impairments" included video clips of students who are blind and some with low vision taking the KY online pilot test during spring 2008. Challenges and positive outcomes of the online testing experience were presented from three different viewpoints.

Professional development opportunities for members of Accessible Tests continued throughout FY2008. Some Accessible Tests staff was involved in a conference call on alternate assessments with staff from the National Alternate Assessment Center (NAAC) housed at the University of KY in Lexington. NAAC staff spoke on alignment methods and models, dealing with how academic performance and grade level are significant points of alignment and what sort of criteria are used for measurement. New Test Editors Michael Sell and Kerry Isham were provided several opportunities during the school year to observe students in a variety of classes at the KY School for the Blind as well as observing students who are blind or visually impaired in classrooms in Jefferson County KY Public Schools. Michael Sell successfully completed his lessons on literary braille, submitted his transcribed manuscript and received his certification in literary braille transcription from the National Library Service.

Some additional activities this fiscal year included a review of Tests of Adult Basic Education for English Language Learners (TABE CLAS-E) for CTB/McGraw-Hill publishers. The object was to discover any biases toward English Language Learners who have visual impairments. Barbara Henderson and Debbie Willis worked with NCEO staff to review and provide feedback on "Case Studies of English Language Learners (ELLs) with Visual Impairments." Test Editor Kris Scott participated as a member of KY's Bias Review Committee. Test Editor Kerry Isham reviewed hundreds of potential test items in the areas of mathematics, science, and reading for bias and access by students with visual impairments. Numerous phone conferences and some in-person meetings were held by APH staff, test publishers, state and local assessment staff, and accessible media producers. Barbara Henderson and Kerry Isham edited and reviewed last year's West Virginia alternate assessment items and provided feedback to WV alternate assessment staff.

A survey about types of answer documents needed for marking answer choices on classroom tests and standardized tests was developed, finalized, and posted on the APH web site. Announcement of the survey for prospective participants was circulated on various listserves as well as included in two monthly editions of the APH News. Data were received from 230 respondents. These data are in the process of being reviewed, compiled, and categorized in order to make decisions regarding types of accessible answer documents that need to be designed and produced. A report on the survey results will be posted on the APH web site during the first quarter of FY2009. Design, development, and field testing of various tactile and large print answer documents will be underway in FY2009.

Accessible Tests staff sponsored its first webcast in FY2008. Fred Otto and Karen Poppe, Tactile Graphics Specialists in the Research Department, provided a webcast on "Tactile Graphics: Touching on the Basics." Eighty individuals/groups logged onto the webcast that was viewed by over 200 participants. Tactile graphics packets containing samples of released test items and a graphic produced in four different formats had been prepared and shipped to webcast registrants prior to the live, interactive presentation. Additional packets which were requested were made available to about 20 people who viewed the archived tactile graphics presentation via our APH web site.

Forty-six members of the Council of Chief State School Officers (CCSSO) division on Assessment of Special Education Students (ASES) visited APH for an exciting and informative half-day workshop during their two-day CCSSO ASES Meeting in Louisville. It was this group's first time meeting in Louisville and first time visiting APH. Construction on APH's new front yard and building had just been completed and opened days before their visit so they were able to see, enjoy, and appreciate our newly remodeled site. Members of the CCSSO ASES Group toured the facilities and were offered presentations which included an overview of assessment issues, some braille basics, an explanation of the roles of the Test Editor, Transcriber and Proofreader, enhanced print as well as tactile graphics issues and guidelines. The workshop concluded with demonstrations of editing regular print test items for presentation in braille, tactile graphics, enhanced print, and audio formats. Some of the thoughtful questions and concerns expressed by ASES members included the readability of tactile graphics, what can be used when sighted students are using their graphing calculators, and use of color and grayscale for students with color blindness or low vision. Members left with numerous handouts and resources available to them, with some questions answered as well as some new ones.

In preparation for the August 2008 workshop, Dr. Carol Allman, and members of APH's Accessible Tests and Research staff reviewed, edited and updated the second edition of TEST ACCESS: Making Tests Accessible for Students Who Are Blind or Visually Impaired, and produced the third edition of this document. The new edition will be made available on the Accessible Tests Department web page either late in FY2008 or early in FY2009.

The original selection of released sample test items from the states of Illinois and Ohio which had been used for previous workshops was reviewed and edited, and prepared introductory information which had not been included in previous editions of the sample test items, was prepared. The Ohio and Illinois sample test items were reproduced with permission as 2008 APH Sample Test Items in braille with tactile graphics, large print, and on audio CD. In addition, a second set of released sample test items used with permission from the states of Florida, Maine, and Texas were selected and produced in the same media as the above mentioned original sample test items. The second set was produced as a Supplement: APH Sample Test Items ©2008. The supplement covers sample test items for math, science and writing for grades 4-11. These sample test items, along with the new third edition of TEST ACCESS: Making Tests Accessible, were used for training purposes during the August 2008 workshop on Making Test Items Accessible for Students Who Are Blind or Visually Impaired; 30 individuals representing test publishers, state departments of education, and various assessment personnel from across the country participated and received training during this workshop. Both sets of sample test items will be used for similar purposes at future workshops and presentations. This was the first workshop at APH to be audio-video recorded by APH staff, Maria Delgado and Michael Sell; plans are to make the recorded presentations, PowerPoint presentations, handouts and additional resources available in late FY2008 or very early in FY2009 via the Accessible Tests Department web page on the APH web site (http://www.aph.org).

FY2008 was a very busy and productive year with regard to test-related contract work. Over 600 state and local assessments as well as some alternate assessments, commercially available assessments such as the WIAT II and TerraNova, and related materials such as parent/teach guides, manuals, reference sheets and charts were produced and shipped this fiscal year. Tests were reviewed and edited for presentation in braille, tactile graphics, large print, enlarged print, and/or audio formats; some of the tests were produced in both contracted and uncontracted braille. Test Administration Notes were prepared for about 75% of these tests, according to customer specifications. The majority of this work was undertaken by the Test Editors and various production staff throughout APH.

Accessible Tests staff continue to gratefully acknowledge the direction and support of Executive Committee members and Ex Officio Trustees, and all the wonderful partners within APH and with individuals, agencies, schools, and organizations outside of APH who worked together to help make instructional materials and tests available in accessible media for individuals with visual impairments, who promoted the inclusion of individuals with visual impairments during test development, and who were actively engaged in improving the test performance of blind and visually impaired individuals through research, education, and communication. As Helen Keller said, "Alone we can do so little; together we can do so much." Together, we have accomplished much, and there is still much to be done. See the next section on plans for FY2009.

Work planned for FY 2009

Accessible Tests staff will work closely with APH's Contract Administration, Production, Research, ATIC, Field Services, and Communications staff, and will engage in discussions and seek direction from Executive Committee members and Ex Officio Trustees, particularly members of the Educational Products Advisory Committee and Educational Services Advisory Committee. Additional city and state assessments and alternate assessments will continue to be reviewed and edited by Accessible Tests Editors, and/or produced at APH in accessible media, as requested and as resources are available to provide high quality tests in a timely manner. Test Administration Notes will be provided for accessible media as specified by each contract or agreement. Research and development efforts that result in test-related catalog products will continue. The needs of the field will be surveyed, high priority needs identified, products completed, product-related services provided, and customer satisfaction gauged.

A new, updated assessment catalog will be developed. This catalog will list age-spans, target audience, and application of each test. The Accessible Tests web page will also be updated with new links to resources and an annotated bibliography of publications on assessment. The need for a list serve or blog on assessment topics so that test administrators can network and get input from the field will be examined.

Accessible Tests staff will offer leadership through services, collaborative efforts and partnerships, and product-related research and development. Workshops at APH, "on the road" workshops in connection with other conferences, presentations, and webcasts on test topics and issues will be developed and made available on the APH website. Training sessions on accessible versions of the Woodcock-Johnson III: Tests of Achievement will be planned Collaborative efforts, networking and partnering with test publishers, item developers, and assessment personnel across the country will be pursued. Research and cooperative efforts with universities and agencies such as the Association of Test Publishers, the American Psychological Association, the National Center on Educational Outcomes at the University of Minnesota, the National Alternate Assessment Center at the University of Kentucky, the Braille Authority of North America, American Foundation for the Blind, and others will be engaged in order to continue addressing the tracks identified at the outset of Test Central (now APH's Accessible Tests Department).

The resources and guidelines for making test items accessible in various media and the special issues with regard to testing students with visual impairments will be reviewed, revised, updated, and freely shared. Test-related information and links to resources will continue to be provided and updated on the Accessible Tests web page. Test guidelines will be discussed with members of BANA, and efforts will be made to encourage BANA to adopt guidelines so that tests and assessments will be produced in braille according to standard guidelines.

Tests
&
Assessments

Accessible Answer Documents

(Continued)

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 W. Henderson, Project Leader
Kerry Isham, Accessible Tests Editor, Co-Project Leader
Elaine Kitchel, Low Vision Project Leader, Project Consultant
Eleanor Pester, Braille Project Leader, Project Consultant
Debbie Willis, Director of Accessible Tests, Project Advisor

Background

As states moved toward No Child Left Behind (NCLB) compliance, materials such as accessible answer documents must be supplied if students with visual impairments are to take the test independently and successfully. The original goal was to collaborate with a major test publisher on development of a machine scorable, accessible "scannable answer sheet" or "bubble sheet," for use by braille or large print readers. Such sheets are now totally inaccessible to blind and low vision students, preventing them from full participation in assessment opportunities alongside their peers.

A proposed timeline was submitted but the project leader was unable to bring this project into active status during FY 2006 due to prior commitments. No additional work was done on the project during that time frame.

In FY 2007, it was decided that finding a partner for research into necessary design considerations for accessible answer documents was more important than ever. Many states were moving to computerized scoring of their achievement tests and current scannable answer documents were still not useable by test takers with visual impairments. The project leader made several contacts with test publishers and research entities, but a committed partner could not be identified. Therefore, the project remained on the PARCing Lot throughout FY 2007.

Work during FY 2008

Although a partner to help develop an accessible scannable answer sheet could not be located, it was determined through customer inquiries that various formats of accessible large print and braille answer documents were needed for a variety of purposes. Therefore, the original goal of this project, i.e. to develop an accessible scannable answer sheet, was changed to the current goal of providing well-designed, accessible answer documents in braille and large print for use during instructional activities, for test preparation, and in actual test situations.

In the first quarter of FY 2008, the project leader pulled this project into active development. A survey about kinds of answer documents needed by teachers and other service providers was developed, and in March 2008, it was posted on the APH web site. The survey was also mailed and/or emailed to test publishers, education agencies, and individuals listed in the departmental database. Over one hundred and twenty three people from twenty-four states and numerous agencies submitted a survey. The project leaders analyzed survey results in the last quarter of FY 2008.

Work planned for FY 2009

Results of the survey will be reported and posted on the Accessible Tests Department web page early in FY 2009. The results will be used to inform decision-making on this product. Work with graphic designers to create prototypes for field-testing will get underway as soon as survey results are available. Field test sites will be identified and contacted, a review questionnaire will be developed, and field-testing will begin.

Brigance® Diagnostic Comprehensive Inventory of Basic Skills,
Revised
(CIBS-R): Student Large Print Edition
A.k.a. Brigance Green

(Completed)

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 W. Henderson, Project Leader
BISIG Impact Group, Graphic Art & Layout
David McGee, Manufacturing Specialist

Background

Based upon feedback from the field, it was 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. Numerous phone calls from teachers as well as personal requests from ex officio trustees informed the PL of this need. Access to the publisher's files and a new process at APH for production of full-color large print made this project much more feasible than had been originally thought; subsequently, the PL brought the idea forward to the appropriate committees in FY 2005.

Publisher's files were requested and received in the third quarter of FY 2006, and file conversion began. The project leader worked with BISIG Impact Group staff to set specifications for the large print format, and a PDC meeting was held at APH to determine product structure and timelines.

Work with BISIG Impact Group staff on reformatting each of the eleven subtests continued, until a proof of the two-volume large print set was ready for the project leader to review. This review was completed in the last quarter of FY 2007.

Work during FY 2008

BISIG finalized the electronic files from January to April 2008, according to the project leader's reviews. A specifications meeting was held in April and a production target date established, leading to final production masters in July 2008 and product availability in the last quarter of FY 2008. This project is complete.

Brigance® Diagnostic Inventory of Early Development II
(IED-II): Large Print Edition and Tactile Edition
A.k.a. Brigance Yellow

(Continued)

Purpose

To provide accessible versions of this early educational skills inventory, to be utilized by early interventionists and diagnosticians who work with infants and preschoolers with visual impairments. Assessment of very young children is difficult without specific materials, protocols, and rationales.

Project Staff

Barbara Henderson, Co-Project Leader
Rosanne Hoffmann, Research Assistant
Monica Turner, Accessible Test Editor/Co-Project Leader
BISIG, Graphic Art & Layout
David McGee, Manufacturing Specialist

Background

In keeping with an APH tradition, a tactile supplement to the Brigance Yellow tests was planned before the new print edition was released. The PL and the Director proposed adding a large print edition of the updated assessment. The project idea was brought before the appropriate APH committees and approved.

In FY 2005, permissions were sought. The electronic files were also requested. The publisher, Curriculum Associates, was very cooperative in providing these materials quickly and free of charge. The project staff was assigned within a few months and preliminary designs for product structure were documented.

In the first quarter of FY 2006 a PDC meeting was called in order to brainstorm methods of presentation of manipulative items and a time line was developed. BISIG worked with the publisher's files to create a working document for editing the examiner's manual. A separate document was created for layout of the large print examinee's pages and for the braille transcription. The project co-leader began revising the examiner's manual.

Work on the large print reformatting and on the braille transcription continued toward a prototype. Field review and field testing at six sites was initiated in the last quarter of FY 2007.

Work during FY 2008

Field-testing continued through the first two quarters of FY 2008. Monica Turner left the department, so the PL assumed role of project leader. With a new assistant, the project leader worked to compile field test results and summarize findings. The PL categorized types of revisions needed. It was determined that an updated and annotated bibliography of resources was to be supplied along with the tactile and large print test materials.

Work planned for FY 2009

An annotated bibliography and updated resource list will be developed as soon as current project staff can allocate the time. Revisions on tactile and large print test items will continue.

Collaborative Assessment DVD Series

(Continued)

Purpose

To fill the need for teacher-training materials on the topic of assessment and to provide a series of DVDs 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 W. Henderson, Project Leader
Michael Sell, Accessible Test Editor, Co Project-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.

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.

The project was not removed from the PARCing Lot in the second quarter of FY 2006 as planned. Work schedules of CSB staff prevented their involvement until at least January of 2006. No further work was undertaken on this project during FY 2006, with the exception of a teleconference between CSB staff and APH project staff in August 2006 to discuss reviving the project and next steps. The project was revived and again pulled from the PARCing Lot.

It was decided that the project leaders would travel to CSB in the fourth quarter of FY 2007 to meet with the assessment team, hold a planning meeting, and to meet the students who would be filmed for the DVDs. Outlines for scripting were developed and time lines documented. In this same period, RFPs went out to several videographers in Kentucky and California.

Work during FY 2008

A videographer was selected. Two teleconferences were held with CSB staff to discuss next steps.

Work planned for FY 2009

Monthly teleconferences will be held with CSB staff until scripting is at a usable stage. Thereafter, a contractual agreement will be reached with the videographer and filming will begin. Footage will be reviewed, edited and revised, and additional scripting added. The review/editing process will continue until content for the first DVD in the series is finalized.

(Continued)

Kaufman Test of Educational Achievement (KTEA-II)
Large Print Edition and Braille Adaptation

Purpose

To make a widely used individualized academic achievement test available in braille/tactile and large print formats

Project Staff

Barbara W. Henderson, Project Leader
Cindy Adair, Hardin Co., KY, Schools, Project Consultant
Bill Greenlee, Ph.D., Kentucky School for the Blind (ret.), Project Advisor
Dena Garrett, Accessible Media Editor, Project Advisor

Background

KTEA-II has a broad scope and is targeted towards students ages 5 through 25.

Students performing at lower than expected levels, such as students with multiple disabilities, can successfully demonstrate some of the straight-forward, skill-specific tasks presented in this test. Key academic skills in reading, math, written and oral language can be assessed and remediated based on age and grade equivalent standards.

Practitioners in the field have expressed need for a test which requires less time to administer than some of the other popular achievement tests, and enables them to get baselines and information for immediate intervention. In 2005 the project leader proposed KTEA-II as a product. It was approved and placed on the PARCing lot to await further development. At the suggestion of staff at Kentucky School for the Blind, who needed to use the test with several students, this project was moved onto the active timeline in the third quarter of FY 2007.

Work during FY 2008

Work began with discussions of formatting considerations for both braille and large print editions. The project consultants and project leader met in January and planned work for the remainder of the fiscal year. A working meeting with the project consultants was held in March in Elizabethtown, during which decisions were made on design of tactile graphics and print materials for braille readers on half of the subtests.

A second working meeting at APH in July was very productive. The remaining subtests were edited for braille and tactile presentation. The consultants supplied the project leader with extensive notes which will be used to produce markups for braille translation and large print formatting; these activities will begin in the last quarter of FY 2008 and will result in prototypes for field testing and expert review in early FY 2009.

Work planned for FY 2009

Field testing and expert review will be undertaken and completed. The PL and the consultant will review recommendations and facilitate revisions. Designs for artwork and packaging will be finalized.

KeyMath®-3: Braille/Tactile Adaptation

(Continued)

Purpose

In keeping with a long-time collaborative tradition between AGS/Pearson Assessment and APH, another braille/tactile adaptation of KeyMath will be developed.

Project Staff

Barbara W. Henderson, Project Leader
Debbie Willis, Project Advisor
Dena Garrett, Project Advisor

Background

Continuing a long tradition of working with AGS Publishing to develop the original KeyMath and KeyMath Revised, in braille/tactile formats, APH arranged with the new publisher, Pearson Assessment, to develop KeyMath-3. Field testing by Pearson was completed in 2007 and publication of the print battery occurred in the first quarter of FY 2008. Pre-publication copy and verbal copyright permissions were secured from the publisher in the last quarter of FY 2008. At the request of Pearson, by way of a special contract, the project leader and project advisors reviewed all test items for bias and for color vision deficit considerations.

Work during FY 2008

Several people were highly recommended by project leaders, ex officio trustees, and teachers for the position of project consultant. The recommendations were reviewed by the PL. Braille/tactile adaptations were considered by the PL in preparation for braille transcription. Follow-up requests for written copyright permissions were sent to the publisher.

Work planned for FY 2009

A project consultant will be selected by the PL and the director and written copyright permissions will be secured. Final editing for braille and tactile presentation of test items will occur as soon as these pieces are in place.

Test and Assessment Needs

(Continued)

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

Background

Meeting the needs of TVIs and others who are called upon to assess visually impaired students is the focus of this home project. For instance, the project to make Harcourt's Wechsler Individual Achievement Test II (WIAT-II) available in braille/tactile format was proposed and implemented as a result of being expressed as a high priority need by the field. This test can now be ordered from APH (who has the braille/tactile plates already made) as long as permission is requested by the individual or organization and is granted by Harcourt Assessment. The individual or organization in need of this test may then contact APH to order a copy of the WIAT-II in braille/tactile format. Custom Contract staff are willing and able to assist with this procedure.

In order to provide information about which tests are currently available in accessible formats, the project leader worked with the Directors of Accessible Tests and Communications in FY 2007 to develop the new Assessment Catalog and with Research Department staff to review current assessment products for obsolescence or modernization. The project leader also worked with Malcolm Turner to update the Accessible Tests web page. Comments received on how the field has come to view the Accessible Tests web page included "the best information source out there."

Work during FY 2008

The PL reviewed several well-known assessments for which new editions will be released soon, in consideration of possible APH products. Commercially available products for development of Daily Living Skills, Job Skills Assessment, and Career Interest Inventories were reviewed by project staff because of their particular importance to experts in transition for VI students. As a result, a product on how to use transition assessments and screens was planned.

A brief intelligence test was selected for consideration as a new product. See information on the Intelligence Testing Position Paper and the IQ Testing Workgroup in the Accessible Tests Department section of this report.

Over 200 customer service calls and emails this year were forwarded to the project leader by Customer Relations and other APH staff for more detailed information than they could supply on the topic of tests and assessments.

Kerry Isham, a new test editor, took over responsibility for web content and updates as of the first quarter of FY 2008, and worked with John Aicken to put some changes in place.

Work planned for FY 2009

A general assessment needs survey (which is usually conducted every two years), formation of a list serve on assessment of K-12 students who are blind or visually impaired, a web page update, and an updated bibliography of publications on assessment are all possibilities for FY 2009 depending upon time, staff availability, and priorities.

Test Ready® Test Preparation Series

(Continued)

Purpose

To make generic test preparation/practice materials available in accessible formats (braille, large print, and audio) for the purpose 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 W. Henderson, Co- Project Leader
Michael Sell, Accessible Tests Editor, Co-Project Leader
Dena Garrett, Accessible Media Editor, Project Editor
Kristopher Scott, Accessible Tests Editor, Project Editor
Monica Vaught, Project Assistant
BISIG Impact Group, Graphic Art/Layout

Background

The PL did a review of commercially available test preparation and practice test materials prior to proposal of a new product. In response to a recommendation from the EPAC and ESAC committees, the PL selected and brought forward the Test Ready® Series from Curriculum Associates. The project was approved in FY 2004. The subject areas chosen were: Math, Reading, Language Arts, Science, and Social Studies.

Plus Mathematics and Plus Reading, each comprised of 7 levels and 7 teacher guides, were the first subjects produced because of their high priority for visually impaired students (refer also to NCLB regulations). Visually impaired students have traditionally done poorly on math compared to their sighted counterparts due to lack of accessible test materials. Math practice is therefore essential for braille readers especially. The project leaders reviewed the math series and determined that most items were adaptable for VI students. Literacy is another high priority skills area for students who are braille or large print readers.

In early FY 2005, Kristopher Scott joined Barbara Henderson as co-project leader. The project leaders and the project assistant organized a database for documenting editing of the media. The project editors began editing, each taking a different subject area for consistent presentation. The project leaders received electronic files from the publisher and arranged with BISIG staff to convert those files. Several meetings were held to discuss how to present and package the materials for marketing and catalog listings.

A trial run on the project was delayed until an .HTML file and an audio version could be prepared. It was agreed that Alternative text (Alt-text) and a clean MsWord file were needed for generation of the .HTML file. The co-project leader was unable to devote time to the project due to a large volume of state tests in need of editing. Michael Sell, a new Accessible Tests editor, became the co-Project Leader in FY 2007 and Level 7 Plus Math (2 out of 128 total products) moved forward.

Audio scripts were developed by the project leaders during the first and second quarters. Alt-text descriptions were finalized in the third quarter and BISIG began their work on the .HTML components.

Work during FY 2008

Revised MsWord files for Level 7 Plus Math were completed by the PLs and sent to BISIG for use in formatting the .HTML files. BISIG developed a process and format for coding .HTML files for subsequent titles in the series. The PLs began working on scripting for the next titles according to this template. They also worked with braille transcription to develop a process in that department. Finally, in preparation for a Product Development Committee (PDC) meeting, the project leaders created a flowchart and a consistent workflow description so that subsequent titles in the series can travel through various processes smoothly and quickly.

At the spring 2008 meeting at APH, members of APH's two advisory committees, EPAC and ESAC, recommended that the Test Ready materials be made available as soon as possible. As a result of this recommendation, an analysis of the various steps, time, staff and equipment needed to complete each is underway in order to determine how to effectively and efficiently develop and produce these 128 high quality products in a timely manner.

Woodcock-Johnson III Tests of Achievement Braille Adaptation

(Continued)

Purpose

To make this widely used Psychoeducational Assessment instrument available in braille/tactile format

Project Staff

Barbara W. Henderson, Project Leader
Lynne E. Jaffe, Ph.D., Learning Disabilities and Reading Specialist, Project Consultant
Carol Anne Evans, Ph.D., School Psychologist, Farmington, UT Schools, Project Consultant
Lana McClurg, M.A., TVI, Arizona Schools for the Deaf & Blind, Project Consultant
Dena Garrett, Accessible Media Editor, Project Advisor
Nancy Etter, Braille Transcriber
David McGee, Manufacturing Specialist
BISIG Impact Group, Design and Layout

Background

The Woodcock-Johnson III (WJ-III) Tests of Achievement are widely known and trusted, and commonly used to assess academic strengths and weaknesses in children and adults. More than any other single title; practitioners in the field of visual impairment have expressed their desire to have APH provide an adaptation of the Woodcock-Johnson for braille readers. The WJ continued to be identified by recent focus groups, workgroups, and in assessment surveys as one of the top three needed tests alongside Brigance Green (CIBS-R) and Wechsler Individual Achievement Test (WIAT). WJ-III was brought forward as a project in 2001 in preparation for publication of the 2001 revision. Copyright permissions were sought from the publisher and a search for qualified consultants was carried out.

Written permissions arrived in FY 2003. Consultants were hired, prototypes of three of the tests were developed, and field testing/expert review was carried out in nine locations across the country. Braille transcription was ongoing for the remaining tests and review of the braille was performed by the consultant(s) and project leader as each was completed.

When field test/review results came back, the PL analyzed reviews and initiated appropriate revisions. Review and revision occurred between FY 2004 and FY 2005. Revised braille tests were then reviewed by the consultants.

The PL and BISIG collaborated to design cover art and regular print product components. Work in this area continued through FY 2006.

Writing of the Examiner's Manual for the Braille Edition and the Supplemental Manual for the Braille Edition was finished in early FY 2007. In the same period, the project consultant conferred with the author, Dr. Richard Woodcock, who became very interested in the edition for braille/tactile readers. He proposed substituting certain "equivalent" tests for existing tests in the WJ III, so that all clusters would remain intact. In this manner, no parts of the test would be inaccessible to persons who are visually impaired. Additionally, Dr. Woodcock offered to furnish a special Compuscore CD for the braille adaptation as his contribution to the project. A teleconference was held with Riverside Publishing staff and the staff of the Woodcock-Munoz Foundation in Olympia, WA, to discuss the compuscore programming. During this timeframe, the project leader and the project consultant began work on the new test items from Dr. Woodcock with the assistance of APH braille transcribers.

Work during FY 2008

The project leader and consultant facilitated creation of the Test Record for the Braille Adaptation. Programming on the special compuscore began and was completed by Woodcock-Munoz Foundation staff in the special Compuscore and Profiles Program, and Quality Assurance was carried out by outside contractors with the assistance of the Woodcock-Munoz Foundation. The PL worked closely with the programmers at the Woodcock-Munoz Foundation and the project consultant to supply information and content for the software program and packaging; a desktop icon was designed for the special software program; new cover artwork was designed by BISIG for the software splash screen and packaging. The PL and transcriber continued to work on development of the new braille tests from Dr. Woodcock and made revisions on existing tests.

It is only through the permission of Riverside Publishing, the dedication and contributions of test author Dr. Richard Woodcock, and the willing partnership and good work of staff at the Woodcock-Munoz Foundation that this historic equivalent version of the Woodcock-Johnson III: Tests of Achievement in braille is moving forward toward a reality. The Compuscore and Profiles Program will be usable by school psychologists and test administrators in order to more accurately assess the abilities of students who are blind or visually impaired.

Work planned for FY 2009

Revisions and new transcription of tests will be finalized in the first quarter. The PL will work with an assistant to complete templates for the print component of the braille tests and with the consultant and BISIG to finalize content on product manuals. Availability is targeted for early in calendar year 2009. The PL and staff will begin planning training workshops and informational web casts on the WJ III braille adaptation targeted at school psychologists and test administrators.

Research
Department
Activities

Ralph E. Bartley, Ph.D.
Director

Adult Life

Adult Life Needs

(Ongoing)

Purpose

To develop adult life products and services that are affordable, user-friendly, and consumer driven and that address the diverse needs of the blind and visually impaired population

Project Staff

Mary T. (Terrie) Terlau, Project Leader
Carol Roderick, Research Assistant

Background

Product development in the area of Adult Life was initiated at APH in the summer of 1998. The first products derived specifically from this effort were made available during FY 1999. Product research along with consumer and professional networking has continued to characterize the development of products for adults.

Work during FY 2008

APH Adult Life products and their applications to specific populations were presented by the Adult Life Project Leader at the following venues: Annual Conference of the MidAmerica Conference of Rehabilitation Teachers and the Association of Southeastern Rehabilitation Teachers, Los Vegas, Nevada, November, 2007; National Transition Network Forum, Austin, Texas, February-March, 2008; International Conference on Aging, Disability, and Independence, St. Petersburg, Florida, March, 2008; Envision the Future, Transition from School to Adult Life, the Perkins School for the Blind, March, 2008, Watertown, Massachusetts; National Convention of the American Council of the Blind, Louisville, Kentucky, July, 2008; Biennial Conference of the Association for the Education and Rehabilitation of the Blind and Visually Impaired, Chicago, Illinois, July, 2008.

Information about specific products under development is provided in the remainder of this section.

Work planned for FY 2009

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.

Braille Financial Record Keeper

(Continued)

Purpose

To provide braille users with a system for easily storing and locating personal financial information

Project Staff

Mary T. (Terrie) Terlau, Project Leader
Fred Gissoni, Project Assistant

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 that APH develop a tool to organize and access financial information for braille users. The Braille DateBook, 1-07899-06, 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 the following link: http://sun1.aph.org/advisory/2003adv11.html

Information about the Braille DateBook can be found at the following link:
http://sun1.aph.org/advisory/2006adv07.html

It was decided that question stems would be embossed onto the DateBook paper rather than provided on pressure-sensitive labels for the customer to attach to the page. The project leader reformatted material from the EZ Track Financial Record Keeper for 8.5" x 11" braille paper and found that approximately 230 pages were required to allow space to fill in this material. The project leader evaluated two strategies for reducing the number of pages without loss of significant financial information: (1) providing guidelines and allowing users to enter data in a more free-flowing manner; and (2) using fewer, more general item stems so that less page space was needed for specific questions. Neither of these strategies proved to be ideal.

During FY 2007, assistance of Gissoni, Technical Support Specialist at APH, was sought and obtained. The project leader and Gissoni have discussed solutions and are exploring new ideas for maintaining product integrity and reducing the number of pages, the most promising being a book describing how to make a Financial Record Keeper based on the types of income and expenses relevant to the individual.

Work during FY 2008

Gissoni and Terlau discussed difficulties inherent in attempting to create a record book that would work for most people. They are considering the development of a guide book that would describe how individuals could create record books that are individualized for their particular types of financial records. Such a handbook might include sample pages and blank sheets for constructing customized record pages.

Work planned for FY 2009

Prototype development and field review will be undertaken after basic design issues have been resolved.

Functional Assessment

(Continued)

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, Adult Life 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. Bender's system is being used as the basis for the Functional Assessment project because of its comprehensive coverage of functional skill areas, scorable testing protocols, and concise, clear testing directions.

Telephone conferences with Bender have resulted in the finalization of four areas to be included in the Functional Assessment. Bender has submitted some additional materials for areas not previously covered. Bender is also developing strategies to assess a child's readiness to learn and be tested on functional skills. Based on this plan, Bender submitted revised materials for all levels of all four assessment areas: food management, clothing management, self management, and home management. Item editing/revision and creation of additional items have begun. Bender continued to work on assessment items, and revised and resubmitted several sections per discussion with the project leader.

Work during FY 2008

Because project leaders' time was required for other projects, essential work on the functional assessment prototype was postponed during FY 2007.

Work planned for FY 2009

Bender and the project leader will complete item revisions so that various levels of the instrument reflect relatively similar increments of skill change. Prototype development is expected to be completed and expert review will be initiated.

'K' Sonar Instruction Manual

(Completed)

Purpose

To provide orientation and mobility instructors with the conceptual context and sequenced student exercises for teaching the effective integration of the 'K' Sonar and the long cane

Project Staff

Mary T. (Terrie) Terlau, Project Leader
William Penrod, Project Consultant
Ann Travis, Research/Project Assistant
Erica Rucker, Research/Project Assistant

Background

In December 2004, APH released the 'K' Sonar, an electronic travel device that aids perception by providing information about the location and type of object in its range. Skilled 'K' Sonar users can move around obstacles quickly, without touching them with a cane, and can locate landmarks that are out of their cane's reach. Skilled 'K' Sonar users can also distinguish various types of objects according to the quality of 'K' Sonar sounds produced. A demonstration recording, packaged with the 'K' Sonar, showed the pitch-distance relationship (the lower the pitch, the closer the object), and also showed how the 'K' Sonar produced different tone colors in response to the amount and type of ultrasound reflected back from various objects.

During the years since the 'K' Sonar has been available, numerous orientation and mobility specialists have requested a more structured instruction manual for the device. The product under development provides such a comprehensive approach to 'K' Sonar instruction. When mounted on a cane, the 'K' Sonar contributes to a synergy in which the travel device resulting from the combination of 'K' Sonar and long cane is more than the sum of each individually. The 'K' Sonar Instruction Manual will offer orientation and mobility instructors the conceptual context in which to understand this synergy and a series of sequenced exercises designed to integrate information and experience derived from the 'K' Sonar; the cane; and the student's overall kinesthetic, proprioceptive, and motor response systems.

Work during FY 2008

As a result of structured experiments with the 'K' Sonar and the long cane, the project leader has developed an instructional model for integrating 'K' Sonar and long cane skills, and has operationalized this model into a sequence of exercises. The project leader has written the first draft of the manual, which includes essential background information for understanding the operation of the 'K' Sonar and sequenced exercises for teaching its integration with the long cane.

Work planned for FY 2009

The project leader wrote a second draft of the manual, which included more thorough exercise content and a more effective activity sequence. William Penrod, Director of the Orientation and Mobility masters' degree program at the University of Louisville, examined and edited the manual. The manual was then made available for free download from the APH website:
www.aph.org/manuals/ksonar.pdf

Labeling Book and Tool Kit

(Continued)

Purpose

To provide information to adults who have lost vision 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 provides guidance in organizational techniques as well as labeling. A Labeling Tool Kit is also being 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. Rehabilitation teachers can also use these materials with students whom they see infrequently.

During FY 2004, Lisa-Anne Mowerson 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 were completed. During FY 2005, revision and editing of materials in the second third of the book was undertaken. During FY 2006, the project leader completed the editing/writing of the middle third of the book. The consultant and project leader redesigned the structure for the final third of the book. This portion of the book was originally based on structure and presentation style used in face-to-face teaching; consequently, the book's material required major reorganization in order to support learning without the aid of a teacher and student group. During FY 2007, the consultant rewrote the final chapters of the book, and the project leader expanded and edited them.

Work during FY 2008

Because project leaders' time was required for other projects, essential work on the functional assessment prototype was postponed during FY 2007

Work planned for FY 2009

The project leader and consultant will complete the revisions of the final third of the book, and a draft will be prepared for field review. Field reviewers will be selected and the field review process will be undertaken. Materials will be edited based on field review results and final text will be made available for graphic design.

MagneTachers for Braille Labels

(Continued)

Purpose

To provide a durable magnetic material on which labels for cans and other metal surfaces can be brailled with a braillewriter or a slate and stylus and that can then be reused repeatedly on cans or other metal surfaces

Project Staff

Mary T. (Terrie) Terlau, Project Leader
David McGee, Manufacturing Specialist

Background

Braille labels that are placed on canned foods often are made from pressure-sensitive Dymo-Tape™ or another permanently affixed braille labeling material. Such labels are thrown away with the can and cannot be reused. Discarding labels that, if attached in another way, could be reused on other cans of the same type of food is costly in terms of labeling materials and time taken to re-braille the same labels. Magnetic Dymo-Tape™ offers one solution for reusable can labels. However, some persons find this material difficult to handle because it is fairly thin. A thicker magnetic label that could hold braille well would offer a more widely acceptable label for canned goods.

During FY 2006, the project leader and manufacturing specialist reviewed a variety of magnetic vinyl samples for thickness and ability to hold braille. A material and a packaging strategy were selected. During FY 2007, the manufacturing specialist located a manufacturer capable of providing rolls of magnetic vinyl in the size and quantity that were needed. Content for braille/print directions was finalized. In-house expert review was conducted and appropriate changes were made. Information for the writing of specifications was collected.

Work during FY 2008

Internal expert review of materials and instructions was conducted and the product was made available for sale. However, the project leader noticed that braille labels on the finished product did not adhere well to the sides of metal cans. A search for vinyl incorporating a stronger magnetic material was undertaken.

Work planned for FY 2009

An engineering change will be instituted such that material incorporating a stronger magnet will be used for these labels.

MagneTachers for Large Print Labels: Jumbo Size

(Continued)

Purpose

To provide a magnetic label for canned goods or other metal surfaces that will hold large print letters made with bold-line pens or markers up to an inch in height

Project Staff

Mary T. (Terrie) Terlau, Project Leader
David McGee, Manufacturing Specialist

Background

Persons who can no longer read labels on canned food products frequently make large print labels on file cards and attach these cards to cans with a rubber band. Large print label-making devices can also be used. However, each of these methods is problematic. Rubber bands can slip off of round cans and can also become entangled with cards on neighboring cans on the cupboard shelf. Label makers are expensive and may not make print large enough for some persons with low vision. A strip of magnetized vinyl with a paper surface would allow persons with low vision to write labels and reuse them on other cans of the same food.

During FY 2006, samples of magnetic vinyl were examined by the project leader and manufacturing specialist, and desirable features were determined. It was necessary to locate samples that were coated with a paper-like finish that would hold writing when done with bold-line pens or markers. Vendors who produced these materials were located.

During FY 2007, the manufacturing specialist searched diligently for a manufacturer capable of providing rolls of magnetic vinyl with the necessary coating in the size and quantity that were needed. A manufacturer was found late in FY 2007. Content for braille/print directions was finalized. In-house expert review was conducted and appropriate changes were made. Information for the writing of specifications was collected.

Work during FY 2008

Internal expert review of materials and instructions was conducted and the product was made available for sale. However, the project leader noticed that braille labels on the finished product did not adhere well to the sides of metal cans. A search for vinyl incorporating a stronger magnetic material was undertaken.

Work planned for FY 2009

An engineering change will be instituted such that material incorporating a stronger magnet will be used for these labels.

MagneTachers for Large Print Labels

(New)

Purpose

To provide a magnetic label for canned goods or other metal surfaces that will hold large print letters made with bold-line pens or markers up to a half-inch in height

Project Staff

Mary T. (Terrie) Terlau, Project Leader
David McGee, Manufacturing Specialist

Background

Persons who can no longer read labels on canned food products frequently make large print labels on file cards and attach these cards to cans with a rubber band. Large print label-making devices can also be used. However, each of these methods is problematic. Rubber bands can slip off of round cans and can also become entangled with cards on neighboring cans on the cupboard shelf. Label makers are expensive and may not make print large enough for some persons with low vision. A strip of magnetized vinyl with a paper surface would allow persons with low vision to write labels and reuse them on other cans of the same food.

During FY 2007, MagneTachers for such labels that were 1-inch tall were already being developed. However, a large number of persons with low vision read print that is one-half-inch tall or smaller. Using larger labels can be cumbersome. To meet the needs of persons with low vision who can read smaller handwriting, the appropriate magnetic vinyl was located, and plans to produce a half-inch tall, 120-inch roll of MagneTachers for Large Print were made.

Work during FY 2008

Internal expert review of materials and instructions was conducted and the product was made available for sale. However, the project leader noticed that large print labels on the finished product did not adhere well to the sides of metal cans. A search for vinyl incorporating a stronger magnetic material was undertaken.

Work planned for FY 2009

The manufacturing change will be complete--the product will be available for sale made of stronger magnetic material. Labels will adhere appropriately to the sides of canned foods.

MagneTachers for Sherlock Labels

(Completed)

Purpose

To securely attach Sherlock Labels to cans and other metal surfaces in such a way that labels can be removed and reused

Project Staff

Mary T. (Terrie) Terlau, Project Leader
David McGee, Manufacturing Specialist

Background

The Sherlock Talking Label Identifier, 1-07410-00, is a hand-held auditory label maker; hold the Sherlock device against one of its paper labels or plastic tags, record your label message, and Sherlock will play back your label message whenever you show it the specific label or tag. This device is useful for persons who can no longer read large print and who do not know braille. The pressure-sensitive Sherlock labels can be permanently attached to items such as books and CDs. In order to reuse labels on consumable items, they can be attached to a card that is fastened to a box or can of food by a rubber band. Although attaching a card to a box of food is fairly easy and efficient, using this method to attach Sherlock labels to cans is problematic. Rubber bands can slip off of round cans and become entangled with cards on neighboring cans on the cupboard shelf. To resolve this problem, a new means of attaching Sherlock labels to cans must be devised that will hold labels firmly to cans without the need for cards and rubber bands and that also will be easily detached from empty cans and reattached to full ones.

Additional information about the Sherlock Talking Label Identifier can be found at the following link: http://sun1.aph.org/advisory/2005adv06.html#np1

During FY 2006, the project leader and the manufacturing specialist determined the most effective types and thicknesses of magnetic vinyl for use with Sherlock labels. The Sherlock Label can be permanently attached to a rectangle of such material with the label's pressure sensitive adhesive. The magnetic vinyl with the Sherlock label attached adheres to food cans or any other metal surface and can be removed, like any other magnet, by exerting slight pressure with the fingers. When attached to its MagneTacher, a Sherlock label can be reused on cans and other metal surfaces indefinitely.

During FY 2007, the manufacturing specialist located a manufacturer capable of providing magnetic vinyl with the magnetic field direction required in order for Sherlock labels to be read on metal surfaces. Content for braille/print directions was finalized. In-house expert review was conducted and appropriate changes were made. Some information for the writing of specifications was collected.

Work during FY 2008

It was determined that APH would produce two products involving MagneTachers for Sherlock labels: two sheets of MagneTachers for Sherlock Labels (24 MagneTachers) and one package of Sherlock Labels (25 labels); or two sheets of MagneTachers for Sherlock Labels (24 MagneTachers) with no Sherlock Labels. These two catalog items make it possible for persons who have MagneTacher labels to buy only the MagneTachers and for persons who have used all of their Sherlock labels to buy both the labels and the MagneTachers in the same kit. Specifications and tooling were completed and these two MagneTacher products became available for sale.

Work planned for FY 2009

Because MagneTachers for Sherlock labels are available for sale, no additional development is anticipated in 2009.

MagneTachers for Small Braillables
(Formerly: MagneTachers for Small Braillables)

(Completed)

Purpose

To provide a durable magnetic backing onto which the APH Small Braillable can be fastened so that the Braillable can be used repeatedly on cans or other metal surfaces

Project Staff

Mary T. (Terrie) Terlau, Project Leader
David McGee, Manufacturing Specialist

Background

Braillables are pressure-sensitive labels (produced by APH) that can be brailled, pulled off their backing, and pressed onto material to be labeled. The small Braillable labels, Catalog #1-08872-00, hold two lines and 15 cells of braille. These labels could be reused on canned foods or other metal surfaces if they could be attached to a magnetic backing. Additional information about Braillable Labels can be found at the following link:
http://sun1.aph.org/advisory/2004adv09.html

Work during FY 2006, the project leader and manufacturing specialist reviewed and selected appropriate magnetic vinyl to provide a magnetic backing for the Small Braillable Labels. To make a Braillable Label with a magnetic backing, braille on the Braillable, remove it from its sheet, remove a MagneTacher from its sheet, and attach the Braillable to the MagneTacher.

Work during FY 2008

During FY 2007, the manufacturing specialist located a manufacturer capable of providing magnetic vinyl, kiss-cut label sheets with cuts slightly larger than Sherlock Labels. Content for braille/print directions was finalized. In-house expert review was conducted and appropriate changes were made. Some information for the writing of specifications was collected. After considering two packaging protocols, it was determined that MagneTachers for Small Braillables would be sold in a pack by themselves, with no Braillables in the pack. Two sheets of magnetic vinyl, kiss-cut so that a shape slightly larger than the small Braillable can be easily detached, yield MagneTachers for 24 Braillables. This product became available for sale during FY 2008.

Work planned for FY 2009

Because MagneTachers for Small Braillables be are available for sale, no development activity is anticipated for this product in the future. Instructions will be written; packaging decisions will be made; and the product will be produced and become available for sale.

MiniBook

(Continued)

Purpose

To provide a quick and easy method for jotting down short braille notes

Project Staff

Rosanne Hoffmann, Project Leader
Mary T. (Terrie) Terlau, Project Leader
Fred Gissoni, Project Assistant

Background

When persons who can see need to write down a phone number or other small note, they quickly pull a pen from their pocket and are writing on a Post-It, pad, or other available paper within seconds. The quick note can be later transferred to a planner or other more permanent storage. APH provides several products that involve small notebooks and small slates; such products allow a person who is blind to carry braille-writing materials with them in a large pocket or bag. However, when using these materials, it can take 30 seconds or more to get a slate out of a pouch or notebook pocket, put it onto a small piece of paper, get the stylus in a hand, and be ready to write. Frequently, a person who is blind must ask a speaker to repeat information because of the time it takes to get such braille-writing materials ready to write.

The MiniBook offers a solution to this problem because it is small enough to fit in a shirt pocket, can hold a slate fastened to the first blank page in the book, and offers a stylus that can be easily removed from a pocket in the binder. During FY 2006, the size of the notebook was resolved and an appropriate-sized slate mold was ordered. Small twin-looped notebooks with detachable pages were added to materials under consideration for inclusion in the MiniBook kit.

During FY 2007, prototype materials were developed as follows: small 2-ring notebooks; drilled paper packs; small spiral notebooks with perforated pages for easy page removal; a customized, 4-line, 15-cell slate; a brief guidebook for using the MiniBook materials; tall and short APH flat styli. Field review was undertaken with 32 adult consumers, half of whom were frequent and half of whom were occasional slate-and-stylus users. Each of these groups was divided into two equal parts--one part testing the spiral notebook first, and the other testing the binder first. The first set of field test materials were mailed out, and most have submitted their evaluations of these materials. The second set of materials has been sent out and respondents will have completed these evaluations before the end of FY 2007.

Work during FY 2008

Field test responses have been collected and analyzed; changes in the slate mold and substitution of a saddle stylus for the APH flat stylus are being considered based on field review responses.

Work planned for FY 2009

The MiniBook will be produced and become available for sale.

Money Talks

(Continued)

Purpose

To provide a Windows-based bank account management software package that will be easily accessible to blind and visually impaired persons

Project Staff

Mary T. (Terrie) Terlau, Project Leader
Larry Skutchan, Technology Project Leader
Rob Meredith, Programmer
Darleen Donhoff, Administrative/Technical Assistant

Background

Keeping bank account records on a computer provides a reliable method of maintaining check registers and account balances. However, mainstream 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:

• added register management;
• added support for check printing and embossing;
• added code to translate, format, and emboss the register data;
• added support to import Quicken Interchange Format files (QIF).

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 6 months prior to the product becoming available for sale in July 2005.

Enhancements to Money Talks made in FY 2006 include:

• Adds the ability to speak through the self-voicing interface while making a
• selection
• Relaxes the way the program imports QIF data. Some QIF files incorrectly put the Type: Bank for each transaction in the file, but the specification calls for only one of these at the beginning of the file. Money Talks now imports these incorrect files
• Adds a status bar indicator to show the status of expanded splits
• Adds the ability to delete categories by typing the name and pressing Ctrl+D.
• Previously, the user had to locate the list item before deleting.
• Adds the ability to reuse a newly entered category in the Split dialog

Version 1.1, December 2005

• Corrects a bug that caused the program to ignore requests to post recurring transactions every x days. The program always used 21 days no matter what number the user specified.
• Adds the Use Bank Name, Use Bank Item, Use Bank Date, and Use Bank
• Memo checkboxes to the General tab of the Settings dialog to let the user control which information from the bank overwrites existing information in a transaction when importing QIF files
• Adds the Cleared and Uncleared Transactions commands to the View menu.
• These commands let the user restrict the view to those transactions that are either cleared or uncleared. Previously, it was only possible to move to the previous or next uncleared transaction.
• QIF files now respect the Windows regional settings for dates.
• Adds the Credits Before Debits option in the General tab of the Settings dialog. The option is used to let you list credit transactions before debits that occur on the same day.
• Allows self-voicing to work with the registration dialog

Work during FY 2008

Improvements and upgrades to the program, made during FY 2007, are based on ongoing feedback from the field and include:

Version 1.2, February 2007

• No longer suppresses the Category and Subcategory fields of the register on printouts
• Improves weekend action handling for recurring transactions with dates at the beginning or end of the month
• Adds the Select by Date option to the Edit menu
• Adds the ability to move directly to any column in the register
• Adds the Restrict menu. The Restrict menu contains items related to restricting the view that were formerly found on the View menu.
• Removes support for guessing at the next check number in recurring transactions. The check number is now cleared when the recurrence posts.
• Adds the ability to import Comma Separated Value (CSV) files
• Adds a unique sound for the instance where you move to a cleared transaction that falls below the minimum balance
• Adds the Lowest Running Balance command
• Adds commands to restrict the view to transactions that occurred this year or last year
• Increases the speed at which the program closes in an attempt to solve the update problems seen by some
• Corrects a problem with improper postings of semimonthly transactions
• Corrects a bug that made check numbers get out of sequence when posting recurring transactions containing check numbers
• Corrects a bug in the category summary where the displayed data were incorrect if splits were expanded
• Adds the subcategory name "no subcategory" to items in the category summary that do not have subcategories
• Updates the info for the specified pay name when editing a transaction. Before, pay name info was only updated when adding a new transaction.
• Fixes a bug where the next check number could appear in the item list twice
• Adds the Hide Selection command to the View menu to let you temporarily hide any transaction
• Adds H to the list of commands the user may press while in the Status column to hide the current transaction
• The minimum number of days that can be used for the recurring every X days transactions are now three. Using one or two days got confusing when weekends were thrown into the mix.
• Corrects a problem where the program let the user transfer sub-transactions in a split transaction to another account
• Adds Or to the find capabilities
• Adds the ability to restrict the view to Split transactions
• Adds three commands, U, X, and S, to the commands you may type in the status column to restrict the view to uncleared, cleared, and split transactions
• Corrects a bug that prevented recurring transactions from posting on the correct day with the Every X Days setting in some circumstances
• Adds the ability to speak through the self-voicing interface while making a selection
• Relaxes the way the program imports QIF data. Some QIF files incorrectly put the !Type: Bank for each transaction in the file, but the specification calls for only one of these at the beginning of the file. Money Talks now imports these incorrect files.
• Adds a status bar indicator to show the status of expanded splits
• Adds the ability to delete categories by typing the name and pressing Ctrl+D. Previously, the user had to locate the list item before deleting.
• Adds the ability to reuse a newly entered category in the Split dialog

Version 1.2.X, August 2007

• Adds support for dates in QIF files that contain dashes instead of slashes
• Adds support for dates in QIF files that contain no separator characters

Work planned for FY 2009

Upgrades and improvements will continue to be made based on feedback from the field.

Nonverbal Communication Curriculum

(Continued)

Purpose

To develop an instructional curriculum that will help adults who are blind or visually impaired understand and integrate nonverbal communication skills into their daily lives

Project Staff

Mary T. (Terrie) Terlau, Project Leader
Karen McCulloh, Consultant/Author

Background

The ability to communicate nonverbally is an essential skill for successful functioning in occupational and interpersonal situations. Because learning about and producing nonverbal communication is derived from visual modeling and is based on availability of visual information, persons with visual impairments may experience difficulties in both understanding the meaning of nonverbal behavior and producing understandable nonverbal communications. They may need specific educational experiences to help them understand what is going on around them and to develop positive methods of nonverbal communication.

This project will result in a curriculum that will help people who are visually impaired learn how to integrate nonverbal communication skills into their daily interactions. Topics such as gestures, posture, social distance, appearance, voice intonations, and facial expressions will be covered. This curriculum will help blind or visually impaired individuals become more successful within interpersonal communication situations such as job interviews, professional meetings, advocacy situations, and everyday social interactions.

Karen McCulloh has submitted materials to be used to select and prepare students for the instructional course. Scheduling complications have slowed down progress, but materials submitted have been excellent; and McCulloh plans to continue to submit material as quickly as her work schedule permits. McCulloh has submitted assessment protocols and background for Session 1.

Work during FY 2008

McCulloh has submitted complete materials for conducting Session 1.

Work planned for FY 2009

Submission of materials for subsequent sessions is anticipated. Conference calls will be scheduled on an as-needed basis.

O&M for Families

(Continued)

Purpose

To provide orientation and mobility instructors with an interactive computer-based tool to create individualized orientation and mobility (O&M) progress booklets for a student and his/her family

Project Staff

Mary T. (Terrie) Terlau, Project Leader
Fabiana Perla, COMS, Consultant/Author
Betsy O'Donnell, COMS, Consultant/Author
Larry Skutchan, Technology Project Leader
John Hedges, Programmer
Erica Rucker, Research Assistant
Ann Travis, Research Assistant

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 instructors 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 instructors 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 instructor could complete for the family of a particular student. Perla and 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 instructor 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 Perla and 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 regarding 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 2006, Perla and O'Donnell completed prototype content and the project leader completed the final edit of text. All material was "plugged" into the screen-by-screen outline. The programmer brought this revised material into the program, and early prototypes of the program were evaluated by the programmer and project leader. Necessary program changes were outlined, the programmer revised the program, and additional changes were suggested by in-house staff.

Work during FY 2008

Color, contrast, the appearance of token characters on-screen, and the use of small scroll boxes for viewing and selecting from long lists of data have been addressed by in-house testers. Programmer is making changes that will meet these specifications.

Work planned for FY 2009

The computer program will be changed in line with suggestions from project leader and research assistants. The resulting prototype will be evaluated by consultants, and then will undergo field review by orientation and mobility instructors. Final changes will be made for a release version; graphic design will be updated; and the program will become available for sale.

Parenting Book

(Continued)

Purpose

To provide visually impaired parents with support and information about parenting techniques that have been effective for other visually impaired parents

Project Staff

Mary T. (Terrie) Terlau, Project Leader
Janet Ingber, Consultant/Author
Kevin E. O'Connor, Consultant
Deborah Kendrick, 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 17 effective parents who were visually impaired. Research conducted at APH confirmed that very little information was available for blind parents regarding issues related to visual impairment and parenting. The need for an informational parenting book was further assessed through a survey of professionals in the field of visual impairment and blindness. Survey results indicated that: training was not available for professionals in the area of parenting and visual impairment; there were a significant number of blind parents who could have benefited from information related to blindness and parenting; and a self-help informational book could maximally benefit many such parents or parents-to-be. Of particular concern among survey respondents was the need for support and information to counteract the negative stereotypes about blindness such as the belief that persons with visual impairments could not be effective parents.

To meet the need for accurate information and support for parents with visual impairments, the development of an expanded version of Ingber's work was undertaken.

During FY 2004, a database was developed to record, store, and manipulate information to be obtained from questionnaires and phone interviews. Parent volunteers were recruited through APH Ex Officio Trustees, the APH monthly newsletter, e-mail list announcements, contacts with staff and/or relevant committees of the American Council of the Blind and the National Federation of the Blind, and word of mouth. Parent participants either had raised or were raising at least one child when the parent was legally blind. Parents were also selected because of their interest in and commitment to parenting and because of their desire to share what they had learned with other parents.

Ingber contacted and conducted phone interviews with 62 blind parents. She recorded results of these interviews into the database and submitted this material to the project leader. The project leader completed content analysis and results summaries for the data. Ingber has submitted first and second drafts of the first four chapters of the book. The project leader and Ingber have done extensive editing and revisions on these four chapters, which are now in their final form.

Ingber has completed a draft of all remaining chapters of the book. The project leader has reanalyzed data to expand on material written, and has edited/written material for all chapters.

Work during FY 2008

Project leader has completed final edits of all chapters; proof-reading and insertion of photos has begun.

Work planned for FY 2009

Prototype layout will be completed. Kevin O'Connor, a parenting expert, will read the book draft and suggest any revisions necessary to ensure that the book reflects current promising practices in the parenting field. Deborah Kendrick, author and journalist, will suggest revisions based on her expert knowledge of the field of visual impairment and parenting. It is anticipated that the book will become available for sale in late FY 2009.

Permabraille Sheets for Braille DateBook

(Completed)

Purpose

To provide sheets drilled for the Braille DateBook binder that hold braille dots securely over time for material that the user wants to keep permanently

Project Staff

Mary T. (Terrie) Terlau, Project Leader

Background

Since the publication of Tactile Treasures in 1997, APH has used vinyl material as braille paper for products that must hold up under conditions of heavy use. In 2007, Karen Poppe obtained field test results from blind adults, transcribers, and others regarding the suitability of this material for durable braille in other settings. Feedback indicated that sheets provided clear, smooth braille and that dots held up well. As a result of this feedback, APH developed PermaBraille sheets in a variety of sizes.

Because some materials that users include in their Braille DateBooks is of a permanent nature, it seemed appropriate to drill packets of 4" X 6" sheets of this paper to fit into the Braille DateBook binder rings.

Work during FY 2008

Material was cut and packaged by the vendor, then hole-punched at APH.

Work planned for FY 2009

Because PermaBraille sheets were made available or sale in FY 2008, no further development is anticipated.

Printing Guide

(Continued)

Purpose

To develop teaching materials and printing templates to assist persons who are blind to learn to print legible capital letters according to positions of the braille dots in a cell

Project Staff

Mary T. (Terrie) Terlau, Project Leader
Monica Vaught, Research Assistant/Co-Project Leader
Linda Ray, Project Consultant
Frank Hayden, Technical Research Division Manager
Tom Poppe, Model/Pattern Maker

Background

Although computers increasingly are being used as a means of written communication on the job and in social and recreational life, production of legible written communication still remains an essential skill. Jotting notes to colleagues, writing a quick comment on a page of printed material, leaving a note on the refrigerator for a family member, and filling in information on a check while shopping are only a few of the tasks that are accomplished more easily with a pen than with a computer.

Some congenitally blind persons have developed legible script and/or print styles. However, many adults who did not have functional vision during primary and elementary grades have not learned to produce print or script letters that sighted persons can read.

Linda Ray, a teacher of the visually impaired, submitted one print teaching method for consideration. With this method, students are taught to shape block print capital letters by connecting dot positions within a braille cell for each letter. Additionally, students are taught to print within a template of lines of rectangular openings. By using this template, cell boundaries can be detected when printing, print remains constant in size, and characters do not drift into one another.

Early research indicated that, though braille dot positions had been used to teach both printing and script writing throughout the blindness field, teaching curricula and materials had been developed primarily for script and not for print. Print samples from persons using Ray's print teaching method and from persons who had been taught to print using a variation on this method were examined. Preliminary data indicated that, with several significant exceptions, the connecting dots method of print teaching in combination with a printing template resulted in very readable block print. However, when printed with this method, several letters were indistinguishable or ambiguous. It was deemed desirable to develop a system that could eliminate as much ambiguity as possible. Additionally, it was deemed necessary to provide materials that could help students improve their production of diagonal lines.

To resolve ambiguity between block letters of D and O, attempts were made to teach students to draw curves by using templates with curved rather than sharp corners and tracing boards with curved letters. Tracing boards also included K, M, V, W, and Y, to help students learn to draw more complex diagonals.

Results of preliminary field testing showed that curved templates and tracing boards did not help students print curved letters; D-O and 8-B remained indistinguishable. Results also indicated that tracing boards might be helpful for teaching diagonals to some students, but a more streamlined approach to materials development was needed.

To resolve the D-O ambiguity, a Greek Delta character was offered for D; this character is very recognizable and may be easier to produce than the curved D. The small Y and a restructured B were also included. The product was reconfigured to provide one learning page per letter. Each learning page will include a letter description (the braille dot combinations to be connected for that letter), a raised image of the letter shape, and an engraved, pencil-traceable letter. Additional feedback from the field was sought by consulting Sally Mangold and by conducting a focus meeting at the AERBVI International Conference in July, 2004.

Feedback from the field was reviewed and a plan for the project prototype was finalized. As a result of this input, an additional description of each print letter based on position in the cell and not on dot numbers will be included on learning pages. Letters will also be presented in an order that allows students to master simple strokes and then join them into multi-stroke letters. Placement of letter descriptions and of embossed and engraved letter shapes on learning pages was finalized.

Work during FY 2008

Project leader's schedule constraints precluded further development of the product prototype.

Work planned for FY 2009

The project leader will work closely with the model maker to develop product prototypes, which will then be submitted for field review. Field test prototypes for the learning pages will be developed. A guide book for teachers will be written, and a printing template based on the braille slate will be developed. Field testing will be undertaken.

Step By Step: An Interactive Guide to Mobility Techniques

(Continued)

Purpose

To offer university students who are studying to become orientation and mobility specialists a visual tool that they can use outside of class time to learn, review, and practice the mobility techniques that they are learning to teach

Project Staff

Mary T. (Terrie) Terlau, Project Leader
Rosanne Hoffmann, Research Assistant/Co-Project Leader
Sandy Rosen, Author/Consultant

Background

In the Product Idea Submission Form that Sandy Rosen prepared for APH, she provided the following background information about this project. "A laserdisc prototype (developed through a grant funded by the U.S. Department of Education, was originally field-tested by students and faculty in orientation and mobility at three universities: The University of Texas at Austin, Western Michigan University, and San Francisco State University. Feedback from students and faculty not only revealed multiple effective uses for such a database and interactive learning tool, but it also confirmed that there were significant differences among the universities in how students were taught to perform mobility skills.

"Surprised by this finding, and wanting to develop a tool that would have national relevance, a symposium was held at San Francisco State University in February 1993. University faculty in O&M from throughout the United States were brought together to share the methods of performing mobility techniques that they each teach at their respective universities and colleges. In this symposium, participants demonstrated their individual methods for performing each technique and, as a nationally representative group, came to a general consensus on acceptable basic standard and accepted alternate methods for performing techniques."

Compiling information developed at this symposium, Rosen produced the Step by Step program, which she describes in the Product Idea Submission Form. "Step by Step combines text, full-motion and stop-action video, and photographs to demonstrate and describe basic, intermediate, and advanced mobility skills used by travelers who are blind. It is an interactive instructional program that has been developed to supplement university professional preparation programs. Users of the program can test their understanding of the techniques, identify errors commonly made by those who are learning to travel, and determine appropriate measures to correct each error. It is a system that lends itself to both individual use and collaborative learning where small groups of students go through the activities together.

"The focus is on learning the elements of how each technique is performed, visually identifying common performance errors made by travelers who have visual impairments, and then learning how to correct those errors in order to enable a person to travel more efficiently, effectively, and to avoid potential injury."

Rosen provided APH with both written and DVD materials. Written materials include photos and detailed descriptions of all techniques covered by the symposium. Additional written materials provide a quick review of all techniques. Videos and electronic photos provide both demonstrations of techniques and assessments in which students select the video that best answers a specific technical question.

The co-project leader has viewed videos and has read written materials. Written materials are well-prepared. They require correction of only a few keyboarding errors in order to be submitted for expert review.

Rosen has redone a number of photos and videos that were "blurry," and she will submit replacement pages and video to APH as soon as they are prepared.

Work during FY 2008

Materials were originally developed with Macintosh® hardware and were to operate on both the Mac and PC platforms. A persistent problem, involving the cut off of materials in scroll boxes on the DVD when run on a PC, has been solved by reprogramming by Rosen. Five field reviewers have been selected, complete materials and a questionnaire have been sent to them, and expert review results are anticipated from all reviewers before the end of the 2008 FY.

Work planned for FY 2009

Changes to materials based on field review results will be made as needed, and the product will become available for sale.

Transition Tote System, Revised

(Continued)

Purpose

To update materials and resource lists in a curriculum that teaches skills necessary for successful entry into the world of work

Project Staff

Mary T. (Terrie) Terlau, Project Leader
Karen Wolffe, Project Consultant

Background

In light of the high unemployment rates for people who are blind or visually impaired, the 1993 Educational Research and Development Committee of APH strongly recommended that APH develop career preparation materials. The Transition Tote System was produced to meet this need. This product provided instruction in the following skill areas: personal organization, self-awareness, self-advocacy, work exploration, job seeking, and job keeping. An extensive list of important educational and vocational resources was also included. The Transition Tote Case was developed to provide an organizational system for storing job-search materials and to serve as a carrying case for braille and large print media, cassette recorders, note takers, and laptops.

Revision of the Transition Tote System is needed because its resource sections have become outdated, because experienced users suggest that several new content areas should be included, and because the Tote Case has never functioned as originally intended. Resource information was collected during 1996 and 1997. Major changes in assistive technology, vendor contact information, and service delivery systems have occurred since that time and need to be incorporated into resource lists. Inclusion of material that might help students use recorded materials more effectively and that might improve students' self-advocacy should be considered. The Transition Tote Case is not sturdy enough to transport electronic equipment, note takers, and computers safely.

The Transition Tote Case appearance issues were corrected by a new vendor. However, the new case stock does not resolve issues related to transport of electronic equipment.

Changes to be considered in a new version of the case were discussed in an informal meeting with a developer of the original project. An additional text section was also discussed.

During FY 2006, the project leader acquired background materials on state standards and requirements for transition classes.

During FY 2007, the project leader contacted the primary consultant on the original Transition Tote regarding revision issues. This consultant would like to update and provide major expansion of the Transition Tote system. During FY 2007, the consultant conducted extensive exploration of additional funding sources and potential collaboration partners.

Additional information about the Transition Tote System can be found at:
http://sun1.aph.org/products/2005.html#m2

Work during FY 2008

The primary consultant indicated that additional funding sources did not develop for this project. She proposed a series of revisions which were approved by the project leader. She has agreed to write the revision material at no cost to APH. To date, she has submitted one set of revisions and the project leader has returned these to her with suggested edits.

Work planned for FY 2009

Revisions and edits will be completed and the revised Transition Tote materials will be submitted for graphic design. Production of new materials will begin late in FY 2009 or early in FY 2010.

Travel Tales

(Continued)

Purpose

To develop a story book that models appropriate orientation and mobility skills used by young blind and visually impaired protagonists

Project Staff

Mary T. (Terrie) Terlau, Project Leader
Suzette Wright, Consultant/Project Advisor

Background

Sighted children learn from other children and adults who model relevant travel skills; they see people waiting for walk lights, boarding public transportation, and moving safely through the environment on television, in books, and almost everywhere in visual range. Blind children do not benefit from sighted models for two reasons: first, they cannot see the behaviors being modeled; and second, many travel skills used by sighted persons are not relevant to the travel needs of blind children who must learn an alternate set of travel skills that will enable them to move safely and effectively through the environment without seeing it. Because blindness is a low incidence disability and because accurate portrayal of effective blind travelers by the media is extremely rare, blind children generally do not have access to models from whom they can learn more about the value and applicability of the orientation and mobility skills that they develop in school.

The original Travel Tales book made story teaching materials--with a young blind traveler as protagonist and model--available to the orientation and mobility field. When Mostly Mobility, producers of this book, stopped production, they opened a dialog with APH regarding their material.

After careful review, it was determined that the original work, if revised, could provide an excellent resource for use with young persons as they develop their orientation and mobility skills. Full rights to the material were obtained by APH.

Suzette Wright and Terrie Terlau met to discuss content to be updated. Wright described a story idea that would introduce the collection and that would help reluctant cane users be drawn into the book. This introductory story and additional expanded content could make the book an effective tool for modeling and for motivating orientation and mobility students.

Work during FY 2008

Project Leaders' full schedules did not allow for work on Travel Tales during FY 2008.

Work planned for FY 2009

As Project Leaders' schedules permit, new content and story revision will be undertaken. Revisions planned include the expansion of some stories; the inclusion of ethnic/racial/gender diversity in protagonists; and the development of a sequence of stories about children with low vision using low vision orientation and mobility techniques.

Art

Braille Beads

(Continued)

Purpose

To create inexpensive plastic braille beads for students to create bracelets, chokers, and ankle bracelets for personal use, gifts, and to support fundraising efforts

Project Staff

Tristan Pierce, Project Leader
Frank Hayden, Technical Research
Tom Poppe, Model Maker
Katherine Corcoran, Model Maker
Anita Rutledge, Design Specialist/Process Engineer

Background

While visiting residential schools for the blind, APH staff noticed that teachers use beading as a way to create fun, wearable art and to develop skills such as fine motor and sorting. Research showed that the few types of braille beads available on the market were very expensive (manufactured from metals and blown glass), making them unattainable through school budgets or for the average family to purchase.

Work during FY 2008

A request for bids was sent out, and two companies responded. The cost of the movable mold is too expensive to produce short runs for field testing.

Work planned for FY 2009

APH will determine if rapid reproduction is possible for prototypes.

Braille

Alphabetic Braille and Contracted (ABC) Braille Study

(Continuing through 2009)

Purpose

The Alphabetic Braille and Contracted Braille (ABC) Study was conceived as a 5-year exploration of literacy environments, skills, and experiences of children who are totally blind or have light perception only. The organizing factor of the study was a comparison of students who were initially taught contracted braille with those initially taught uncontracted braille. The study also collected data on the larger issue of how the learning environment impacts literacy skill acquisition, especially in the context of braille reading. Children in the United States and Canada were enrolled. Due to assistance from the Canadian Braille Authority and the American Foundation for the Blind, the project expanded its budget to include 6 years of research (5 years of data collection).

Core Team

Anne Corn, Ed.D. Vanderbilt University, Principal Investigator through Summer 2007
Robert Wall Emerson, Ph.D., Western Michigan University, Statistician, Data Storage
Jane Erin, Ph.D., University of Arizona at Tucson, Quantitative Research Team Leader
Sharon Sacks, Ph.D., California State University Qualitative Research Team Leader
Diane P. Wormsley, Ph. D., North Carolina Central University, Principal Investigator beginning Summer 2007

2006-2007 was the final year of the project. During this past year, 2007-2008, the Research Team has been conducting an analysis of data and preparing articles for dissemination of the research information.

Below is the list of contributors to the project and their roles in the project.

ABC Braille Cumulative Contributor List

Research Team

• Lizbeth Barclay, M.Ed., California School for the Blind
• Anne Corn, Ed.D., Vanderbilt University, Principal Investigator through Summer 2007
• Chris Craig, Ed.D., Missouri State University, 2002-2005
• Frances Mary D'Andrea, M.Ed., American Foundation for the Blind, University of Pittsburgh
• Rob Wall Emerson, Ph.D., Western Michigan University, Statistician
• Jane Erin, Ph.D., University of Arizona, Quantitative Team Leader
• Stephanie Herlich, M.Ed., Pleasanton Unified School District
• Cay Holbrook, Ph.D., University of British Columbia
• Julie Anderson-Ituarte, M.A., Lecturer, Missouri State University, 2002
• Alan Koenig, Ed.D., Texas Tech University, Quantitative Leader through 2004
• Sharon Sacks, Ph.D., California School for the Blind, Qualitative Team Leader
• Debbie Sitar, M.Ed., Teacher of the Visually Impaired, Assessment Coordinator
• Diane P. Wormsley, Ph.D., North Carolina Central University, Principal Investigator beginning Summer 2007

Research Support

• Tessa Wright Carlsen, M.Ed., Vanderbilt University
• Cheryl Kamei Hannan, M.A., California State University, Los Angeles

Research Assistants

• Jennifer Cook, Vanderbilt University, Year 3
• Julia Hedrick, M.Ed., Vanderbilt University, Year 2
• Sara Hines, M.Ed., Vanderbilt University, Year 4
• Jill Robbins, M. Ed., Vanderbilt University, Year 1
• Tessa Wright Carlsen, M.Ed., Vanderbilt University, Years 5 and 6

Observers

• Cynthia Bachofer, M.Ed., Vanderbilt University
• Jennifer Bell Coy, M.Ed., Vanderbilt University
• Janetta Davenport, M.Ed., Vanderbilt University
• Meg Gilchrist, M.Ed., Vanderbilt. University
• Barbara Leach, M.Ed., Vanderbilt University
• Kelly Lusk, Ph.D., Vanderbilt University
• Heather McDonough, M.Ed., Vanderbilt University

APH Officers

• Robert "Bob" Brasher, Vice-President, Advisory Services and Research
• Tuck Tinsley III, Ed.D., President

APH ABC Braille Study Staff

• John Aicken, M.B.A. Assistant Director of Research
• Ralph Bartley, Ph.D., Director of Research
• Eleanor Pester, M.S., Braille Project Leader

APH Support Staff

• Janie Blome, Director of Field Services
• Tessa Wright Carlsen, Research Assistant
• Barbara Henderson, Test and Assessment Project Leader
• Kristopher Scott, Accessible Test Editor
• Debbie Willis, Director of Accessible Tests
• Production Staff
• Technical Research Staff

Financial Contributors

• American Printing House for the Blind, primary financial support
• American Foundation for the Blind National Literacy Center
• Canadian Braille Literacy Foundation
• Special Education Technology, British Columbia
• Texas Tech University

In Kind Contributors

• American Printing House for the Blind
• California State University, Los Angeles
• California School for the Blind
• Governor Morehead School for the Blind
• North Carolina Central University
• Pennsylvania College of Optometry
• Texas School for the Blind and Visually Impaired
• Texas Tech University
• Mila Truan
• University of Arizona
• University of British Columbia
• Vanderbilt University
• Vanderbilt University Vision Research Center
• Western Michigan University

Test Publisher Acknowledgement
We would like to thank the following for allowing APH to emboss the test instruments we used.

• Curriculum Associates Inc. (Brigance Comprehensive Inventory of BasicSkills)
• Texas Education Agency (Texas Primary Reading Inventory)
• Kendall Publishing Company (Jerry L. Johns Basic Reading Inventory)
• Region IV Education Service Center (Adapted Assessment of Braille Literacy Skills)
• Harcourt Assessment (Stanford Achievement Test Series)

Background

The ABC Braille Study is a 5-year study of literacy acquisition in children who are braille readers. The study explored the development of literacy skills and charted literacy experiences of children who initially learn contracted braille as well as those who initially learn uncontracted braille.

While this study seeks to develop guidance for teachers of students with visual impairments with regard to initial instruction in braille, it also provides the first in-depth look at how young blind children are learning to read, write, and spell. This study is the first time a consortium of eight universities, two organizations, and a special school for the blind, have joined forces to conduct research.

Children in the study resided in the U.S. and Canada and attended special schools and local education agencies, as well as pre-kindergarten programs, e.g., Head Start. They were enrolled in the study in either pre-kindergarten or kindergarten and were followed through the fourth grade.

Work during FY 2008

This past 2007-2008 academic year involved the consolidation of research data and analysis by the Research Team. Over the course of the study 45 students were enrolled. Four children were dropped from the study because they had been identified as having multiple disabilities. Three other children left the study for various reasons. Data from these children will be included where it is appropriate to do so. Enrolled children resided in 12 U.S. states and one Canadian province, with children coming from a range of educational environments.

In addition to specific writing group work, the Research Team presented general results of the research study at several conferences. At the APH Annual Meeting in October 2007, the preliminary findings of the research study were unveiled. Two sessions for Ex Officio Trustees were held: one was on Lessons Learned, and the other addressed the portion of the study related to hand movement in reading braille. Other conferences or venues where presentations were made include: The Canadian Vision Teachers Conference, Getting In Touch With Literacy Conference, California Transcribers and Educators of the Visually Handicapped Conference, and the International AERBVI Conference. There was also an informal presentation at the International Council on English Braille meeting in Melbourne, Australia.

During the course of the past year, a number of small groups worked together on various aspects of analysis and determining results of the study data. A number of teleconference calls also moved the work of writing up results ahead. In addition, APH hosted two face to face meetings. One was held in January at the California School for the Blind which generously provided accommodations and some meals. The second was held at APH in June, and included a time when the ABC Braille Research Team could provide feedback to APH on products related to braille literacy, as well as have time to work in small writing groups.

Work planned for FY 2009

During the 2008-2009 school year, researchers will be continuing to work in their various writing groups. Writing teams will be pulling together the existing literature and research, and including the data from the ABC Braille Project into submissions for various journals. At the moment there are approximately seven teams at work. Two articles are presently being finalized for submission to JVIB. It is anticipated that many articles will be submitted for possible inclusion in the special JVIB issue on literacy to come out in 2009, the 200^th anniversary year of Louis Braille's birth.

Braille Code Recognition Program

(Completed)

Purpose

To increase braille reading efficiency through contraction recognition training and testing

Project Staff

Eleanor Pester, Project Leader
Ann Travis, Research Assistant/Co-Project Leader

Background

This is a revision of a product that has been in our catalog since 1965. It is based on research that is valid, but the materials are badly in need of redesign for use with students in today's special education programs. In FY 2003, both the Product Advisory and Review Committee and the Product Evaluation Team approved this product for redesign. In FY 2004, it was decided to contact a sample of customers who had purchased this product to determine how they were using the current product, to ask for suggestions for the redesign of the product, and to get their opinions on some specifics being considered for the redesign. The current product materials were reviewed thoroughly, and the product redesign is expected to include braille student practice exercises to increase the student's reading speed and fluency and braille test materials to identify specific contractions the student is having difficulty with so that work can be concentrated on these. Simplified instructions for the teacher will be included in both print and braille. In FY 2005, work on the customer survey proved unfruitful since purchasers had little recall of the product or could not be reached. The practice exercises were scanned in preparation for production. In 2006, the practice exercises and the tests were reformatted for presentation in large print. The braille is expected to remain the same as the original. The writing of a teacher's manual with instructions for using the materials with a student was begun. In 2007 reformatting and writing were completed with the addition of two stories containing all of the Braille contractions for reading practice in context and with specific directions for pretesting, posttesting, and using the practice materials.

Work during FY 2008

The teacher's manual was transcribed into Braille and all print and Braille materials were printed and packaged. On July 9, 2008, this revised program went on sale under the new name, Braille Contraction Recognition Program. This product can be ordered as a Print or Braille Teacher Kit, each containing one complete set of Braille student materials and a teacher's manual and materials in the teacher's preferred reading medium. Additional student materials are also available separately.

Revision of Patterns: The Primary Braille Reading Program

(Continued Series)

Purpose

To revise and update Patterns: The Primary Braille Reading Program

Project Staff

Eleanor Pester, Project Leader
Deanna Scoggins, Consultant/Writer
Terri Gilmore, Graphic Designer
Rosanne Hoffman, Research/Project Assistant
Carol Roderick, Research/Project Assistant
Elaine Kitchel, Low Vision Project Leader/Writer

Background

Patterns: The Primary Braille Reading Program was designed to teach reading to children who will use braille as their primary reading medium. It was built on strong reading and braille principles and has remained an effective learning tool since its debut in 1980. In education, where textbooks over 5 years old are considered outdated, Patterns is now ancient history. Times have changed, and for some years full inclusion has been in vogue, first with whole language and then with phonics playing important roles as methods of teaching reading. Some teachers are having a difficult time justifying use of a program the age of Patterns. Young braille readers, however, still need a firm foundation of beginning braille reading upon which to build. It is the goal of this project to produce an updated and enhanced braille reading program for beginners by building on the successes and philosophy of Patterns.

In September 1997, the project advisory committee met at APH to discuss revision of Patterns: The Primary Braille Reading Program. Decisions were made regarding features that should be kept, features that should be changed, ways to update the content, and topics that would be of interest to today's visually impaired children. The committee discussed current trends in reading for the general population, some new programs, and methods for teaching reading and language arts, and the use of tactile graphics with young children.

In 1998, a detailed timeline and budget were developed for this project. Work on a revised prototype of the early levels of the program began. An extensive bibliography on the latest literature related to braille reading was compiled and reviewed by project personnel. Current reading programs and methods were also reviewed.

In 1999, the basic prototype for the kindergarten level of the Patterns revision was developed, and ideas for possible supplementary phonics and character development tapes, games, and books were explored.

In 2000, changes were made in the kindergarten level based on conference sessions, reviews of research, and project advisory committee recommendations. Work began on the 1st grade level of the program. New approaches to teaching reading continued to be investigated.

In 2001, work continued on the kindergarten and 1st grade levels of the program. A draft of the kindergarten level was completed and turned over to APH by the textbook writer.

In 2002, work continued on the preparation of the kindergarten level for field testing and on the development of the 1st and 2nd grade levels. It was decided to talk about a child rather than children in the text since the majority of braille readers are educated in public rather than in residential schools and are likely to be working on braille reading individually rather than in a group. The kindergarten lessons were edited to reflect this change.

In 2003, introductory lessons for the kindergarten level were written and the decision was made to teach braillewriting of the letter words and letters at the same time as the letter words, letters, and sounds are taught in reading rather than waiting until the students can read ten words or so to start writing. Efforts were also made to clear the project leader's schedule so that more time could be devoted to this project. Meanwhile the textbook writer continued work on the text and teacher's guide for the 1^st grade.

In 2004, content editing of the kindergarten level was completed. This included adding a teacher's note on using the braillewriter versus the slate and stylus to introduce braillewriting and adding allergy alerts when food is used as part of a lesson. The mechanics of braillewriting were taught early to allow the child to be as independent as possible as early as possible. A checklist for the mechanics of braillewriting was provided to help the teacher track the child's progress and identify where the child still needs help. Some selections written especially for the original Patterns were edited to relate better to kindergarteners and to emphasize concept development for a visually impaired child. Meetings were held with the graphic designer to discuss graphics needed and work out designs for covers. Several meetings were also held to talk about production. Work continued on the 1^st grade level which included the development of original stories and activities for the lessons and additional planning on selections and phonics and vocabulary to be included. During the summer, the project leader held a working meeting with six teachers of primary visually impaired children and the textbook writer. This group discussed state assessment standards and drafted test and remediation materials for the kindergarten and first grade levels of the revised program.

In 2005, additions were made to the kindergarten level for presenting the tactual graphics on the covers and those used in the introductions of the color words to children who are blind and have limited concept development and usually do not automatically recognize two dimensional representations of three dimensional objects. These textbook introductions were also used along with the titles to begin working on the skill of forecasting. Forms were created for recording the progress on the work covered in each textbook. For field testing, the eight textbooks were then produced in braille and the Teacher's Edition, Posttest Manual, and Assessment Forms were produced in both print and braille. Sample print lessons were laid out two different ways with icons and formatting for field testing. Using the items written by the Teachers of the Visually Impaired last summer, the Kindergarten Posttest was put together. Several evaluation forms were developed for the field testing and expert review.

In 2006, field testing was conducted. Results were reviewed as they came in and then pulled together in a more complete report. Revisions included additional worksheets, suggestions for read-aloud books at the end of each lesson, and the correction of copy errors. A general introduction to the program, a specific introduction for the kindergarten level, and an introduction for the posttest were written. Acknowledgements, references, a table of contents, a scope and sequence chart for the level, several appendices, and an index of skills were added. Copyright permissions were secured where they were needed and replacement selections were found and lessons rewritten when permissions were unable to be secured. Such selections were often ones that evaluators had recommended changing anyway. A number of new books and research articles were reviewed during the writing of the introduction and are very helpful as the 1^st grade level is developed. A group of teachers of the visually impaired from Ohio is helping with the development of some of the stories.

The kindergarten level of Building on Patterns became available for purchase in November of 2006. In 2007, development of the lessons for 1^st grade continued. When a draft of the 1^st grade lessons was about half done, two experts reviewed the lessons. Possible cover art and titles for the proposed seven units for the level were discussed with one of the experts and our graphic artists. The other expert felt that too many things were being taught in each lesson. The project leader worked with this expert/consultant on reordering the phonics and the language activities, spreading them out over the lessons for the year, and teaching them in a more systematic way. A few of the reading selections were also reordered to better fit the phonics and language being taught. This consultant cut and pasted the lessons that were done to conform to the new plan, filled in new activities when they were needed, and edited the reading selections and the spelling activities accordingly. The project leader continued on with work on additional reading selections, comprehension questions, oral reading and fluency activities, and vocabulary and concept development activities. In May the project leader and the other expert who had reviewed the lessons co-hosted a meeting with the head of the Ohio teacher group and two of the teachers from the 2004 Summer Group, one from California and one from Oregon. The expert proposed reordering each lesson into a 5-day schedule and supplementing it with additional tactile graphics and other supplementary activities. Following the meeting, each of the three participants from OH, CA, and OR formed teams of teachers of visually impaired students to work on this.

Work during FY 2008

Work continued on the lessons in much the same way as it had during 2007 with the project leader and the local consultant developing lessons but with the addition now of preparing the lessons to go out to the teacher teams, working with the teams to try to keep some consistency in the lessons and new lessons coming to them when they were ready for them, doing additional editing of the lessons coming back from the teams, checking print layout copy for the units being prepared for field testing, and answering questions from the Braille transcriber. In May a new team of three teachers of visually impaired students in Arkansas were trained in reordering and supplementing lessons by a team leader from CA and the expert whose idea it was to reorder and supplement the lessons. In June members of the teacher teams and other consultants met at APH and discussed questions the groups had about the development of the remainder of the lessons for Building on Patterns Grade 1 and began planning for the development of BOP Grade 2 as soon as Grade 1 is completed. In September the first two units of BOP-1 with all accompanying materials were sent out for field testing. The other 5 units are expected to follow in quick succession. Evaluation forms and a follow-up posttest for Grade 1 will also be sent.

Work planned for FY 2009

Development of Grade 2 materials will begin using the teams of writers and the lesson formats that are in place. As soon as possible, data from Grade 1 field testing will be reviewed and analyzed and any necessary revisions will be made. If revisions are not too extensive, production of BOP-1 is planned for the beginning of the 2009-2010 school year.

Core Curriculum

Early Braille Trade Books

(Continued)

Purpose

To provide emergent and beginning braille readers with a wide selection of small books that provide practice and reinforcement of early reading skills and aid in the development of reading fluency

Project Staff

Jeanette Wicker, Project Leader
Dotta Hassman, Consultant
Cay Holbrook, Consultant
Anna Swenson, Consultant
Darlene Donhoff, Manufacturing Specialist
Frank Hayden, Technical Research Division Manager
Erica Rucker, Research Assistant
Anita Rutledge, Design Specialist/Process Engineer
Rodger Smith, Programmer

Background

The need for Early Braille Trade Books was identified by the Early Literacy Focus Group conducted by Suzette Wright in the summer of 2005. These small books for emergent readers are used in classrooms to support the reading curriculum and are available from several publishers. In the winter of 2006, APH conducted a reading survey to determine the types and series of leveled reading materials used by teachers of the blind and visually impaired.

Using information gained from the Early Literacy Focus Group and the customer surveys, the Wright Group Books were chosen for the first project. Cay Holbrook, Associate Professor at the University of British Columbia, agreed to serve as the consultant for this project. In July of 2007, Holbrook along with five of the original members from the Early Literacy Focus Group of 2005 met in Louisville Kentucky to review and select books to be included in the kits.

Members of the work group included:

• Anthony, Tanni, State Consultant on Visual Impairment, Colorado Dept. of Education, Denver, CO
• Brasher, Jeanie, Teacher, Kentucky School for the Blind, Louisville, KY
• D'Andrea, Frances Mary, Doctoral Student at the University of Pittsburg, Pittsburgh, PA
• Hassman, Dotta, retired, Instructional Materials Center, Iowa Braille School, Vinton, Iowa
• Swenson, Anna, Teacher of Students with Visual Impairments, Fairfax Co. Public Schools, Dunn Loring, VA

The group developed a final rubric, based on the work of Holbrook, for selection of books. They also reviewed 90 books from the Wright Group Sunshine Kits and determined the type of information about the book to include for the teacher. Hassman agreed to serve as a consultant to complete a text analysis of each of the books. One set of 13 books was selected for the development of an initial prototype to be used in field testing and review.

Work during FY 2008

The prototype of a kit of commercially available leveled books adapted for braille readers was completed. The initial design of the prototype included a commercially available book with braille overlays and a guide for teacher. The teacher's guide would include the number and frequency of the braille contractions in the book, punctuation marks, and composition signs, as well as the theme of the book with connections to core curriculum and expanded core curriculum.

In the development of the prototype for field evaluation the format for the teacher's guide changed from a print document to a web site hosted by APH. The web site allows the teacher to continually update the student record and access records of books. Anna Swenson became a consultant for the project and wrote the follow-up activities for each book.

Work planned for FY 2009

The prototype, including the web site, will be field tested in the fall of 2008. Changes and modifications will be made to the materials and the web site based on reviewer's feedback. Additional books will be selected to add to the collection of Early Braille Trade Books.

Wilson Reading System

(Continued)

Purpose

To provide a remedial reading program for students with visual impairments

Project Staff

Jeanette Wicker, Project Leader
Mary McCarthy, Consultant
Justine Carlone Rines, Consultant
Rosalind Rowley, Consultant
Darlene Donhoff, Manufacturing Specialist
Frank Hayden, Technical Research Division Manager
David McGee, Manufacturing Specialist

Background

The Wilson Reading Program, with its well developed multi-sensory approach, is one of the most respected programs used to teach reading in the United States. This program has been used to teach reading to students with visual impairments who experience reading difficulties but is not available for sale in Large Print or Braille. Teachers working with students at Perkins, Arizona, and North Carolina Schools for the Blind have reported good results.

The project was approved by PET and PARC committees in July 2006. Three teachers from Perkins School for the Blind, Justine Rines, Mary McCarty, and Roz Rowley, were contracted as consultants for the project. A contractual agreement was reached with the Wilson Reading Systems to produce the materials in Braille and Large Print.

As there are many components to the system, it was decided to produce the Readers, Levels 1, 2, & 3 in Braille as quickly as possible since the readers required no modification.

Work during FY 2008

Student Readers 1, 2, and 3 became available for sale in Braille in February 2008. The consultant from Perkins developed supplemental worksheets that reinforce Braille skills and knowledge of Braille contractions.

Work planned for FY 2009

Develop prototypes of the remaining components of the Wilson Reading System for field evaluation.

Word PlayHouse

(Completed)

Purpose

To provide emergent, beginning, and struggling readers a tool for learning basic concepts and skills necessary to become fluent readers

Project Staff

Jeanette Wicker, Project Leader
Katherine Corcoran, Model Maker
Terri Gilmore, Graphic Designer
Frank Hayden, Technical Research Division Manager
David McGee, Manufacturing Specialist
Tom Poppe, Model Maker
Erica Rucker, Research Assistant

Background

The National Reading Panel has identified phonemic awareness and letter recognition as the two best school-entry predictors of how well children will learn to read during the first two years of instruction. Many reading series provide a set of letter, blends, diagraphs, and word families to help students learn alphabetic principle, letter-sound correspondence, and spelling patterns. Sets are not available in large print and braille.

A teacher in the field submitted the idea for Word PlayHouse. She had been creating a set of letters for her students each year and requested that APH make a more durable set. In FY 2006 the submission was approved by the PET and PARC committees. A Product Development Committee meeting was held to gain input from peers. Research was conducted to determine the quantities of letters and word families needed for a complete set. Ten prototypes were developed by the technical research department and were field tested in the spring of 2007. Field reviewers provided positive feedback but asked for additional letters.

Work during for FY 2008

Revisions based on field reviewers' comments were completed for Word Playhouse. Tooling and production were completed. The product became available for sale in July 2008.

Cortical
Visual
Impairment

Cortical Visual Impairment (CVI) Projects and Needs

(Continued)

Purpose

To help APH determine both short and long term goals for future research and product development in the CVI field

Project Staff

Christine Roman, Ph.D., CVI Project Leader
Erica Rucker, Research/Project Assistant

Background

The groundwork established by the CVI Synergy Group in 2002 led to the completion of several projects in 2004-05. The Research Department named Christine Roman as part-time Project Leader. Several projects were developed from the list of ideas presented by CVI Synergy in May, 2002. Plans to establish a CVI Advisory Committee were begun. The CVI Advisory Committee will resume the work initiated by the CVI Synergy Group. This Advisory Committee will provide input to the Project Leader in terms of future projects and field testing of new CVI products.

Work during FY 2008

The project leader and staff will continue to work on a comprehensive functional vision assessment designed for students with CVI. An additional project is the continuation of a CVI Starter Kit that will include materials designed to adapt objects and two-dimensional materials according to the specific characteristics associated with CVI. CVI Sequences and CVI Challenges will be adjusted according to the input provided by the field reviewers. Finally, updates have been made to the APH CVI Web site and CVI appropriate adaptations of existing APH products. This year a CVI Advisory Group was formed to consult with the CVI Project Leader and as a result, a Statement of Purpose/Position Paper is being developed. The major goal of this paper is to define the needs of students with CVI as being distinct from the broader category of visual processing disorders.

Work planned for FY 2009

The major project planned for FY 2008 will be the continued work on the CVI Assessment Kit. The Assessment Kit will be based on the CVI Range developed by Christine Roman. The Kit will contain a copy of Cortical Visual Impairment: A Guide to Assessment and Intervention published by the American Foundation for the Blind. Video samples will be gathered to help guide users through the assessment process. In addition to the CVI Assessment Kit, the other major projects will be the completion of the CVI Starter Kit and the CVI Stick & Stay Kit developed by Billie Frayer. Updates to the CVI Web site will continue to be made.

CVI Assessment Kit & CVI Starter Kit

(New)

Purpose

To provide educators with materials that will facilitate functional vision assessment of students with CVI. It will include a text that can be used for background information and instructions/procedures for conducting the CVI Range (Roman, 2001, 2005). Materials in the kit will be aimed at assessment of students who have severe (Phase I), moderate (Phase II), or mild (Phase III), CVI.

Project Staff

Christine Roman, CVI Project Leader
John Aicken, Assistant Director, Research
APH Production Staff

Background

CVI is the primary cause of visual impairment in children in the US and developed nations and presents unique challenges to educators. Most educational assessments and materials designed for students with ocular visual impairment are ineffective with students with CVI. The CVI Range provides educators with a specialized protocol for determining the degree and extent of CVI. Since functional educational visual assessment is mandatory for eligibility and program planning, this kit will support teachers in their efforts to make these decisions.

Work during FY 2008

This kit will contain a copy of the text by Christine Roman is complete and available for purchase. The text published by the American Foundation for the Blind contains assessment forms and assorted materials that may be used to conduct the assessment. This text forms the foundation for the specialized assessment used to evaluate the functional vision of infants, children, and older students who have CVI. The Assessment Kit will contain concrete materials, video examples, and additional guidelines for the completion of the assessment.

The Starter Kit, which will most likely appear as a separate product, will include "raw materials" used to make CVI specific adaptations to functional objects and materials used in daily routines. A guidebook will accompany this kit.

Work planned for FY 2009

Materials used in assessment will be developed to coordinate with specific aspects of the text. An instructional video will provide guided practice and examples of assessment strategies. An APH product review will be completed and changes will be made according to reviewer comments and recommendations. These kits are extensive projects and will require at least 10 additional months of work.

CVI Complexity Challenges

(Continued)

Purpose

To help students with CVI systematically identity details in two-dimensional materials. The design would be similar to the APH Common Object Pictures and could be used with or without the Lightbox. Each card sequence would begin with a single image; subsequent cards would add a single additional detail until approximately six details are added to the original image. The complexity cards could be stacked in any order so the student would be less likely to memorize image by position or order.

Project Staff

Christine Roman, Project Leader
John Aicken, Assistant Director, Research
Candace Jaworski, Graphic Designer, BISIG Impact Group

Background

This product addresses specific needs related to the CVI characteristic of visual complexity. Many students with CVI have difficulty visually attending to two-dimensional images and identifying salient details of pictures or symbols especially when the image is presented with additional details or elements.

Work during FY 2008

This product was developed in conjunction with Candace Jaworski from BISIG Impact Group. Candace Jaworski prepared illustrations that represent the salient image as well as the images that add complexity. A user manual will provide guidelines for use. The art work is now complete and the product is currently in field review. An APH product review will be completed and changes will be made according to reviewer comments and recommendations.

Work planned for FY 2009

This product will be available for sale during 2009.

CVI Sequences

(Continued)

Purpose

To help students with CVI practice locating a figure against backgrounds that increase in visual complexity. This product would be comprised of a series of sets in which the student would be asked to locate a common figure (apple, ball, shoe...) against backgrounds that increase in complexity. The overlay backgrounds would be overall patterns that begin with low complexity design. Overlay cards would increase in complexity requiring the student to extricate the figure from greater degrees of visual "clutter." Each set would have five cards, one figure card, and four overlays of complexity. To provide guidelines regarding the medical conditions associated with a diagnosis of CVI.

Project Staff

Christine Roman, Project Leader
John Aicken, Assistant Director, Research
Candace Jaworski, Graphic Designer, BISIG Impact Group

Background

This product addresses specific needs related to the CVI characteristic of visual complexity. Many students with CVI have difficulty visually attending to two-dimensional images and identifying salient details of pictures or symbols especially when the image is against a patterned background.

Work during in FY 2008

This product was developed in conjunction with Candace Jaworski from BISIG Impact Group. Jaworski prepared illustrations that represent the salient image as well as the images that add complexity. A manual has been developed to provide instructions and suggestions for use. An APH product review will be completed and changes will be made according to reviewer comments and recommendations.

Work planned for FY 2009

This product will be available for sale in 2009.

CVI Stick & Stay Kit

(New)

Purpose

To provide an independent child-centered activity or play kit used in conjunction with a student wheelchair or highchair tray. Billie Frayer from Dallas, Texas, developed an original form of this kit, the Stick & Stay Kit. The CVI version will have materials that have reduced visual complexity and that have strong elements of single color objects. The tray cover is a washable, black cloth material that has strips of Velcro used to attach the numerous elements contained in the kit.

Project Staff

Christine Roman, Project Leader

Tristan Pierce, Project Leader, Multiple Disabilities
John Aicken, Assistant Director, Research
APH Production Staff

Background

This product promotes increased independent play/exploration, visual attention and visual motor/function for students with CVI who require simple, moving, color materials. These principles are consistent with the principles of CVI found in the literature. Again, this CVI version is intended to meet the specific needs of students who require adaptations to materials based on the characteristic visual behaviors associated with CVI.

Work during FY 2008

Work on the CVI Stick & Stay has begun via discussions with Billie Frayer, the owner of the original product, Stick & Stay. Adaptations have been made to the background "mat" and to a number of the individual activities contained in the kit. Educators who work with students who have CVI and additional disabilities have met with the project leader and have offered suggestions that are being integrated into the CVI Kit.

Work planned for FY 2009

Adaptations and adjustments will continue to be made. An APH product review will be completed and changes will be made according to reviewer comments and recommendations. A manual will be developed to provide instructions and suggestions for use.

CVI Website

(Continued)

Purpose

To provide accurate and beneficial information to families, educators, and medical personnel who work with individuals with cortical visual impairment

Project Staff

Christine Roman, CVI Project Leader
Erica Rucker, Research/Project Assistant
Inge Formenti, Librarian
Malcolm Turner, Web Master

Background

CVI Synergy, a group of nine professionals, representing both education and medicine, met at APH in May 2002. The group agreed to act as advisors via a listserve to help APH develop a new Web site dedicated to CVI. Unable to attend the meeting, Dr. Jim Jan served via telephone and e-mail as the medical advisor.

In 2003 the Multiple Disabilities Project Leader developed the outline for the Web site and with a research assistant began writing text for the site and requesting submissions from the field. The APH Librarian obtained permissions on articles recommended by CVI Synergy to be placed on the Web site. Photographs of children using homemade and APH products were taken.

In May 2003, Dr. Jan organized CVI Synergy West in Vancouver, British Columbia, Canada. This second group, also representing medicine and education, addressed the issue of definitions associated with CVI. This meeting resulted in the medical-based definition and the education-based definition for CVI that APH uses on the Web site. APH announced in January of 2004 that Christine Roman would serve as the new CVI Project Leader/Consultant.

Work during FY 2008

Updates on the CVI Web site include any new definitions of CVI, educational programming suggestions, information on materials and articles in publication, and current CVI issues. Featured Presentations provide updated information pertaining to special topics of interest. In 2006 six individuals committed to providing new contributions to the Web site, primarily in the area of educational applications of CVI methodologies. The CVI Web site has a Contact link that is available for individual comments, questions and suggestions. These communications are gathered by the research assistant and responded to by the project leader.

Work planned for FY 2009

The website, a continuing project, will be updated as new information is gathered. A reprint of an article on the use of CVI adaptations in a special education classroom will be added. A number of changes and additions will be made based on suggestions from APH staff and comments offered through the Contact Us link on the Web site.

Early Childhood

Classroom Calendar Kit

(Modernization)

Purpose

The purpose is to modernize the Classroom Calendar Kit and the Individual Calendar Kit to have them work interchangeably with each other, and have them meet the early childhood standards used by virtually every preschool and early elementary classrooms.

Project Staff

Burt Boyer, Early Childhood Project Leader
Donna Brostek, Consultant

Background

Classroom discussions relating to the calendar has become more than just learning months of the year, dates, and events. Several teachers of the visually impaired has suggested that APH should review the Classroom Calendar Kit and the Individual Calendar Kit and make revisions that bring them in line with early childhood standards. Teachers of the visually impaired are presently having to make their own individual calendars because of the following:

1. Patterning is being emphasized during calendar time.
2. Shapes, and colors, are being used for calendar activities. For example:
   Yellow circles, blue squares, orange triangles, red rectangles, pink stars, purple ovals, etc...
3. Teachers mix and match the sets to create patterns on the calendar.

The current size of the calendar is fine. It is recommended that a reusable board that is either plastic, with either Velcro or magnetic, so it can be reused over with number sets instead of current paper version. Patterning with shapes and colors at calendar time relates to the integrated curriculum approach (date, reading, numbers, lettering, patterning, shapes, colors, etc.), and this revision will address this issue more appropriately and consistently. This modernization will be very beneficial to teachers of the visually impaired and other service providers, as they are having to make these calendars as described, and this is very time-consuming.

Work during FY 2008

Work has just begun on this modernization of the Classroom Calendar Kit and the Individual Calendar Kit. The early childhood project leader and the consultant have met several times to discuss the modernization, and have identified some suggestions for consideration as the product idea moves forward. Some of the suggestions include:

Work planned for FY 2009

Will continue to modernize the Classroom Calendar Kit and the Individual Calendar Kit in FY 2009. The project leader and consultant will work with tech research to finalize the size of the calendars, and identify the items to be placed on each of the calendars. The goal is to have the calendars ready for field testing by September of FY 2009.

The Early O&M Guide Book

(New)

Purpose

This product is designed to be a practical, easy to use guide that encourages early Orientation & Mobility (O&M).

Project Staff

Burt Boyer, Early Childhood Project Leader
Donna Brostek, Consultant

Background

A comprehensive search of the literature revealed that there is not a lot of information relating to Orientation & Mobility, the early years. More importantly, there did not seem to be an easy to use guide for teaching O&M skills to very young children. Donna Brostek, consultant, and the early childhood project leader concluded that there was a need for such a guide book. A product submittal form was prepared and submitted to APH for review. The Product Evaluation Team (PET) reviewed the product and sent it to two project leaders for evaluation. Both reviewers recommended APH move forward with this product idea. The product idea was first assigned to the Adult Project Leader, but later assigned to the Early Childhood Project Leader.

The idea was then submitted to PARC for review and for approval. PARC approved the product idea, placed it on the parking lot, and then immediately moved it from the parking lot allowing the project leader to move forward with the idea. The product idea addresses 7 components to early O&M training: Sensory Development, Concept Development, Motor Development, Environmental Awareness, Community Awareness, Formal Orientation Skills, and Formal Mobility Skills.

It is important to note that the early childhood project leader and the consultant believes this product addresses the need for a product that gives practical ideas for O&M activities with young children. It is NOT intended to act as a textbook or require lengthy reading. It is aimed at O&M specialists working in early intervention and preschool, but can be easily used by many other service providers, and even caregivers due to its simplicity.

Lessons and products will be collected from those who actually use them on a daily basis, thus O&M specialists who are working in early intervention. Lessons/products will emphasize skills needed for proper O&M techniques as identified by the field through research. The market for this product will be anyone working in early intervention with children who are blind and visually impaired, specifically O&M specialists.

Work during FY 2008

The consultant completed extensive research trying to identify work that had been completed in O&M in the early years. The research identified a few articles, books, and guide books addressing O&M for the early years, but none addressed the topic in the same way this product will do when completed. A work plan was developed by the early childhood project leader and the consultant establishing timelines for various steps in the process. In addition, a completion date of 2010 was set for this product to be available on federal quota.

The work on this product is moving very slowly, but the plan calls for much work to be completed during FY 2009.

Work planned for FY 2009

The early childhood project leader and the consultant plan to develop activities for each of the components (concepts) of this product: Sensory Development, Concept Development, Motor Development, Environmental Awareness, Community Awareness, Formal Orientation Skills, and Formal Mobility Skills. In addition, resources supporting the product will be identified: Pre-Mobility Devices, Adapted Mobility Devices Resources, Adapted Canes and Tips, Tips for Constructing an AMD or Adapting a Cane, and Professional Books.

Emergent Literacy Needs and Planning

(Continued)

Purpose

To gather input from the field regarding emergent literacy materials, including early books, needed by students birth to 5 years; to prioritize those needs and initiate planning for projects to address them

Project Staff

Suzette Wright, Project Leader

Background

Children take their first steps toward learning to read and write early in life. Adults play a critical role, building upon the child's interests as he learns language, concepts, and explores print or braille. Through sharing books and providing other occasions to use written language, adults help a child develop a desire to read and introduce basic rules of written language. The development of oral language skills and phonemic awareness is also been linked by researchers to later reading achievement. Reading aloud, in particular, has been cited as a critical contributor to future success in learning to read. However, young children who will read braille face a limited selection of books in braille, particularly print/braille books that typically sighted parent can read aloud. Young potential braille readers also lack access to pictures provided in books for typically sighted children. Appealing illustrations add interest and meaning for a child who is not yet a reader. For the emergent braille reader, tactile pictures can provide a similar, though more limited service.

With so many books needed by children with visual impairments in both home and school settings, APH has made strong and continuing efforts to poll the field to determine needs and to seek help in prioritizing these needs. A survey was posted at the APH website in April 2004; the survey collected information from 156 respondents regarding a wide variety of types of books and formats suitable for the target audience aged 0-8 years. For a very young child, books with few words and simple illustrations were identified as a top need. A 2-day focus group was held in June 2004 to assist APH in further exploring and prioritizing needs. The need for transcriptions of leveled books (such as those produced by the Wright Group) was a top priority for beginning readers. That project is underway and is being field tested. Inexpensive books with simple texts for children birth to three were rated a high priority by the group; additional storybooks in the Moving Ahead series were fourth in priority.

Work during FY 2008

In December of 2007, two brief focus groups were convened at the Getting in Touch with Literacy conference. The need for very simple, early books for birth to three was again expressed. Among new ideas mentioned were recipe and cooking-related activities as a means to involve preschoolers in using written language. A number of the needs the groups identified could be addressed through offering information and suggestions at an emergent literacy website. This idea also was favored by the groups.

Project submission forms are being completed for these potential new projects; consultants have been contacted and consulting arrangements discussed.

Work planned for FY 2009

The new projects will be planned in greater detail and submitted for review and approval to the PET/PARC committees.

Experiential Learning Kit

(Continued)

Purpose

To set up an experiential learning environment that promotes hand-eye coordination; cause/effect; exploration of environment (satiates curiosity-encourages movement)/depth perception; spatial awareness; cognitive mapping

Project Staff

Charles "Burt" Boyer, Project Leader
Tessa Wright Carlsen, Consultant

Background

In June, 2005, a focus group on early childhood education for children who are blind or visually impaired met at the American Printing House for the Blind to identify potential products for APH to consider. There was lots of discussion about "active learning," and having products that promoted children being active from an early age. Kiara Wilder, one of the participants, suggested we consider developing an experiential learning kit. This is a "starter kit" that will enable families, and those working with families and their infants who are either blind or low vision, to set up an environment that is conducive to experiential learning. The kit would have, as an example:

1. Elastic
2. Toy rings (example, shower curtain rings because they open and lock closed)
3. A shiny red pom pom
4. Shiny metal measuring spoons/cups
5. A rubber squishy toy (in a bright color)
6. Large jingle bells
7. Additional items of bright, simple color and interesting texture

Children who are blind or visually impaired, birth to three, need stimulation to explore their environment, develop auditory and visual skills, and practice their fine and gross motor skills to continually improve them. The concept is to have a portable bar that can be placed across a crib with items attached to it that can be manipulated by the child. This is another effective way to get parents involved in the development of their child

Work during FY 2008

The project leader and the consultant collaborated to complete the following tasks:

1. Researched product name (Experiential Learning Kit) to insure this name did not meet copyright and patent standards. The research validated Experiential Learning Kit could be used for this product.
2. Completed research on activities to be included in the guidebook.
3. Activities were written for the concept areas to be included in the guidebook:
   1. Motor Development
   2. Spatial Awareness
   3. Eye-Hand Coordination
   4. Exploration of Environment
   5. Depth Perception
4. Researched materials to be used for the bar for items that hang from apparatus placed over the baby crib or playpen. After in-depth research, decision was made to have five to seven items made specific for the Experiential Learning Kit. Commercial items may be purchased to complement the made items.
5. Explored materials to be used to develop an apparatus to place over the baby crib or playpen. Additional exploration led to a decision to purchase a commercial mobile that would fit inside a baby crib or playpen and allow for the hang down items to be placed strategically for the infant/toddler to locate and manipulate.

Work planned for FY 2009

1. Write an introduction to product inclusive of:
   • Explanation of the concept/purpose/philosophy of experiential learning
   • Developmental areas that can be addressed
2. Identify and select the material used for the bar to be placed on the crib or playpen to hold the hang-down items
3. Select the items to include in the kit to be used as hang-down items.
4. Purchase commercial mobile(s) to be used for the hang-down items.
5. Adapt the mobile to allow for movement of some of the hang-down items.
6. Have product developed to the point where field testing can occur.

Strive to have the product completed and ready for sale by end of 2009.

Getting To Know You: A Social Skills/Ability Awareness Curriculum for Students with Visual Impairments and Their Sighted Peers

(Continued)

Purpose

The purpose of this curriculum is two-fold: 1) To provide an opportunity for students with visual impairments and their sighted peers to learn and teach each other about the social skills needed to get along in the world and how both sighted people and people with visual impairments may differ in how they project themselves in social situations and 2) To have students with visual impairments teach sighted students the techniques they use to be independent in life. The lesson plans are divided into three levels: Lower Elementary (K-2), Upper Elementary (3-5), and Middle and High School. Each lesson includes an objective, targeted skill areas, an introduction, a list of materials needed, and an activity section that explains how to conduct the lesson. Lessons were designed to be conducted during a short half-hour period, preferably during students' shared lunchtime.

Project Staff

Charles "Burt" Boyer, Project Leader
Nita Crow, Consultant
Stephanie Herlich, Consultant

Background

There are well documented articles and books written on the need for social skills training for students with visual impairments. There are also studies that have found that teachers of the visually impaired often teach social skills incidentally and not on a regular basis. They do not have concrete materials needed to teach social skills and time has not been set aside to address these skills. There is less published information about the curiosity that sighted students have with regard to how their peers who are visually impaired get around in the world and conduct every day tasks. While the two topics appear to be quite different, we found that including them both in this curriculum provided both groups with the opportunity to learn about each other and do so in a safe and accepting environment. The targeted group for every lesson in our curriculum is both students with visual impairments and their sighted peers.

This curriculum focuses on learning those skills that will help students understand each other and learn how they are similar and different. The lessons teach students various skills either in the area of social development or adaptive techniques. Understanding each other and getting along in the world are two of the best educational principles that a student can learn. This curriculum was originally developed in 1997-99 and the lessons have been expanded in the intervening years. The authors have used this curriculum for 8 years with various groups and presented the curriculum at two California State conferences and at the Denver AER International Conference. Additionally at least three other teachers in California have used or reviewed this curriculum and two peer reviewers on the East coast have also reviewed the curriculum. Feedback from peer reviewers has been positive. One suggestion that many reviewers mentioned was a desire for the inclusion of some of the specialized materials listed in various lesson plans. They felt this would make the curriculum a great deal easier for them to use.

Work during FY 2008

The project leader and consultants met twice to review the curriculum, and to make revisions to the original document. In addition, a great deal of time was spent discussing what items to include in the kit to accompany the curriculum guidebook. The project leader developed a plan to make some of the items to include in the kit. Some discussion took place as to whether or not a training video should be considered. The final decision was that this was not needed at this time.

The project leader worked with BISIG to begin the process of having the curriculum guidebook prepared for printing. BISIG is in the process of preparing the guidebook, and several illustrations have been identified to be included in the guidebook. The project leader BISIG are planning to have some pictures of students taken as illustrations depicting a variety of the activities identified in the guidebook.

The project leader and two consultants accomplished the following:

1. Reviewed and revised the Getting to Know You product
2. Identified graphics to be included in the product
3. Identified illustrations to be included in the guidebook
4. Identified items to be included in the kit

Work planned for FY 2009

The project leader will work, with involvement of the consultants, will develop the kit. Some items will need to be purchased (blindfolds, simulators, books). Goals to meet for 2009 include:

1. Project leader will develop the kit to accompany the curriculum guidebook.
2. Project leader will continue work with BISIG to take pictures of students to include in the guidebook as illustrations of a variety of activities.
3. Project Leader will continue to work with BISIG to prepare curriculum guidebook for printing.
4. Project leader will work with APH staff to have product ready for field testing by end of 2009.

Growing Up

(Completed)

Purpose

A practical way to assess using the knowledge of parents, who know their child. It is a complete curriculum that provides for assessment, instruction and monitoring of progress. Specific activities are identified to use to develop areas of strength and weakness. Growing Up is a complete curriculum for children birth to 72 months of age

Project Staff

Charles "Burt" Boyer, Project Leader
Lee Robinson, Consultant
John Aicken, Assistant Director of Research

Background

This program was designed for parents in home-based service programs. It has been used in a variety of settings: schools for the blind, institutions for severely disabled, Head Start programs, and day care programs. The primary audiences would be parents and teachers who work with children with visual impairments including those with additional disabilities. The assessment is completed by parents to identify what the child can do. A profile is developed from this information and leads to specific activities the parent/teacher can work on to achieve the next step in developmental sequences. The curriculum covers the six major developmental domains and has 54 sequences. Each activity suggests materials that can be used.

Because Growing Up is a complete curriculum that provides for assessment, instruction, and monitoring of progress of blind and visually impaired children, birth to 72 months, the project leader wanted to explore how APH might promote this product. Two possibilities exist: It can be a cash product and carried in the APH catalog, or it could become an APH quota product.

Work during FY 2008

APH staff worked with Lee Robinson to include Growing Up in the APH catalogues. An agreement was finalized between APH and Robinson, and Growing Up will be a pass-through item beginning in August 2007. APH will promote the product when exhibiting at conferences and other functions. This project has been completed.

Moving Ahead: Tactile Graphic Storybooks

(Continued)

Purpose

To provide print/braille storybooks for upper preschool, kindergarten and first grade students featuring tactile graphics designed to encourage tactual exploration, refine tactual discrimination, and introduce tactile symbols, simple keys, and maps in the context of a story

Project Staff

Suzette Wright, Project Leader/Author
Lois Harrell, Project Consultant/Author
Mila Truan, Project Consultant
Josephine Stratton, Project Consultant

Background

Symbolic visual displays, such as maps and diagrams, play an increasingly important role in textbooks and computer displays for students with typical vision. They present a special challenge for students with significant vision loss, who are often expected to use a tactile equivalent in the course of their studies and in test-taking. Observers have suggested difficulty interpreting tactile displays may be due, in part, to lack of early exposure. Storybooks developed in this project are designed to give young students early opportunities to explore and interpret tactile illustrations that feature raised symbols, lines and areal patterns. Of equal importance, the storybooks offer exposure to braille and foster key emergent literacy skills. The print/braille text of the books is intended to be read aloud by an adult reader. Embedded text (in large print and the user's choice of either contracted or uncontracted braille) offers opportunities for the student to explore and read single words and short phrases, just as they might read labels included in a tactile diagram.

Initially, project leader efforts focused upon identifying objectives and selecting or creating story texts and graphic media to support these. Lois Harrell served as project consultant, authoring a book and reviewing drafts of other books. Project leader Fred Otto suggested the subject and objectives for another of the stories drafted. Based on input from expert reviewers, four stories were chosen from a large pool of drafts. A variety of tactile media were considered. Paper embossed graphics were selected for the first book. A combination of embossed braille and Tactile Visions graphics was selected for three books.

Multiple prototypes of each of the four books were hand-produced. Accompanying storyboards (featuring symbols from the story mounted to Velcro-backed pieces) were created to enable students to create their own tactile displays. A Reader's Guide including information about introducing the child to the book's tactile graphics and briefly discussing emergent literacy skills and development of tactual learning skills was written to accompany each of the books.

Seven teacher-evaluators at seven sites participated in an expert review and conducted the field evaluation of the books/storyboards with 23 students ranging in age from 4.5 to 11 years of age, spanning an eight to ten week period. Without dissension, teachers indicated texts and tactile graphics for all four books were interesting and appropriate for kindergarten and first grade students; a majority also extended the books' value upward to second grade students. Teachers reported 94--100% of the students, in their opinion, had benefited from using the books during the evaluation period and would benefit from using the books for a longer period of time. Reasons given included: "increased motivation to read and exposure to braille and tactile exploration;" "allowed student to experience tactile graphics with a purpose;" "tactile graphics made the books more fun and motivated him to use his hands to explore and draw in information;" "helped tracking skills." The tactile graphics were also credited with enhancing understanding of the stories for 90% of the students. Accompanying storyboards were strongly endorsed by the teachers, who stated that their use improved comprehension, offered students an important opportunity to create their own graphics, and were highly motivating. A majority of teachers commented favorably on the Tactile Visions graphics. All evaluators rated the visual graphics in the books as a "very important" component of the books, promoting shared reading with typically sighted peers and adults and supplementing tactual information for the many braille readers with usable vision. The three project consultants also reviewed prototype books, provided favorable reviews and suggested changes to specific tactile illustrations.

The four Moving Ahead Storybooks and accompanying components received approval for sale on quota. It was decided that each of the four books be produced separately to assist flow through the pre-production/tooling and production phases. Goin' On a Bear Hunt was produced and is available.

In order to produce the second storybook (Splish the Fish), sample tests were run to ensure compatibility of the paper stock, the outside vendor's inks, and the Tactile Visions process; several problems with paper were encountered and resolved. It was necessary to design and add a special switch and tray to the Tactile Visions machine to accommodate the book's page size. An initial pilot run of 100 books revealed some inconsistency in registration. A debriefing addressed possible sources. Subsequent runs of the book have been problem-free.

Work during FY 2008

After resolving design and production challenges of Splish the Fish, the graphic designer began final tooling for the third book in this series (The Boy and the Wolf). This book is similar in format to Splish; both utilize a unique combination of full-color visual graphics, Tactile Visions graphics, and paper-embossed braille. The storybook's text has been translated into braille and proofed. The designer has also completed final tooling for the print Reader's Guide; it, too, has been translated into braille. Technical Research is conducting a limited test of a one page "spread" on the Tactile Visions machine. Lois Harrell is the author of the third storybook in the series.

[Cover art for The Boy and the Wolf a Moving Ahead Tactile Graphic storybook.]

Final text for the fourth storybook in the series (Turtle and Rabbit) has been given to the graphic designer so that creation of final tooling can begin.

Work planned for FY 2009

Technical Research will write final specifications for The Boy and the Wolf; it is anticipated thatThe Boy and the Wolf will be produced and available in early spring 2009. Completion of final tooling, specification, and production of Turtle and Rabbit will continue.

Preschool Attainment Through Typical Everyday Routines (PATTER)

(New)

Purpose

Curriculum and assessment tool designed to facilitate a visually impaired child's learning of the skills that preschool children are expected to master through involvement in typical household routines

Project Staff

Charles "Burt" Boyer, Project Leader
Sandra Lewis, Consultant

Background

Research has documented that the families of young children with visual impairments tend to allow their children to be passive participants in the activities that surround them, especially the naturally occurring events that are typically required to maintain a home. Because of the issues inherent in congenital blindness and visual impairment (difficulty with incidental learning, reluctance to explore, low muscle tone, etc.), it is the belief of the developers of the PATTER that the families of young children with visual impairments tend to allow their children to be passive participants in the activities that surround them, especially the naturally occurring events that are typically required to maintain a home. Because of the issues inherent in congenital blindness and visual impairment (difficulty with incidental learning, reluctance to explore, low muscle tone, etc.), these children don't demand, as children with vision do, to be involved with what the grown-ups are doing. As a result, these children have difficulty acquiring concepts, language, social skills, motor milestones, and self-concept.

PATTER is designed to invite parents to have their children who are blind or who have low vision help with making the bed, putting groceries in the cart, washing the car, and so forth. It is intended to encourage parents to appreciate what it means to "treat the blind child like you would any other child"--not by waiting for the child to initiate an interest in these activities (as typical children do)--but by just involving the child. It is the belief of the developers of PATTER that young children with visual impairments learn through doing--by being actively engaged in meaningful activities.

The project leader reviewed PATTER materials and decided that the product should be evaluated as a possible APH quota product.

The product idea form was submitted by Sandra Lewis, Director of the Teacher Training Program for Teachers of the Visually Impaired at Florida State.

The product idea went through the review procedures at APH, and the decision was to pursue PATTER as an APH product. John Aicken, Assistant Director of Research, worked with Lewis to secure a contract. The contract was secured, including APH gaining exclusive rights to PATTER making it eligible to become a quota product. The project leader obtained the master videos of PATTER from Lewis and they are being evaluated as to their quality.

Work during FY 2008

The project leader and consultant completed the following tasks in 2008:

1. Thoroughly reviewed all components of PATTER for the purpose ofdetermining whether additional ones should be developed. No additional components were identified.
2. Developed additional routines for participation by the child.
3. Coordinated PATTER videos transference to DVD format.
4. Videos were reviewed by BISIG to determine their quality. This process is Ongoing
5. PATTER manuscript was reviewed and revised by project leader and consultant. Appropriate changes made.
6. Project leader met with BISIG to begin identifying layout of product, and any graphics to be included.
7. BISIG finalized guidebook for printing, and prepared DVD for duplication.
8. Appropriate documents and materials have been sent to production to prepare this product for sale.

The project leader worked with research assistant to complete editing of product. The project leader will continued work with consultant to finalize written document once editing is completed. Project leader worked with BISIG to determining what graphics will be included in the guidebook. A final review was made of the quality of the videos to determine if any retakes are needed to improve quality. The product will not need to be sent out for field review as three expert reviewers have provided positive feedback indicating this will be a valuable product to have on quota for the field to purchase and use. It is anticipated this product will be available for distribution by August 2008.

Work planned for FY 2009

PATTER will be available to purchase on quota during FY 2009. PATTER does not need to be field tested.

Reach for the Stars

(Modernization)

Purpose

To review and modernize the product Reach for the Stars.

Project Staff

Charles "Burt" Boyer, Early Childhood Project Leader
Jennifer Grisham-Brown, Consultant
Diane Haynes, Consultant

Background

The need for this product has not changed since it became a federal quota item in 1999. The educational principles identified when this product was developed has not changed, but new interventions may result in a revision of this product.

The authors of Reach for the Stars, Dr. Jennifer Grisham-Brown and Diane Haynes, stated, "It is a person-centered planning process designed to facilitate the development of educational plans that will lead to inclusive education programs for young children with disabilities. The process was developed to be used with several audiences. First, families of children with disabilities can use the material to articulate their hopes and dreams for their child's future. The materials are designed so that a family may complete the maps and supporting materials prior to attending a transition meeting for their child. Service providers may use the material to interview a family regarding their desires for their child's future."

Research will be conducted to determine if there are national standards pertaining to transition, especially in early childhood years. Particular attention will be paid to transitioning from two to three years old because three is the time when public schools get involved with the education of children, including those with disabilities. Also, transition from the programs serving children with disabilities who are 3 to 5 years of age. Transitioning from kindergarten to primary (first grade to 2^nd grade) will be addressed.

Reach for the Stars has been an effective transition tool, but the authors and the early childhood project leader believes the product can be substantially improved and made more user friendly for families and service providers.

Work done in FY 2008

The early childhood project leader and the authors, Dr. Jennifer Grisham-Brown and Diane Haynes, met to discuss what would be involved in reviewing and modernizing the Reach for the Stars. The conclusion was that Reach for the Stars does need modernizing, and the following steps occurred:

1. The Assistant Director of Research worked with Dr. Jennifer Grisham-Brown and Diane Haynes to secure a consultant contract with each of them. The contracts were developed and the authors signed them.
2. Another meeting was held involving the early childhood project leader and the authors, and the result was to form a focus group to review Reach for the Stars and make recommendations to modernize the product.
3. A focus group was convened on March 26, 2008, at General Butler State Park and Resort to carry out the plan. Many recommendations came from the focus group and everyone felt the activity was very beneficial.
4. The consultants and early childhood project leader developed a plan of action that included a timeline for completion of the product in 2010.

Work planned for FY 2009

The following activities are planned for FY 2009:

1. The authors will have a specific work plan completed by November 1, 2008. The plan Includes:
   1. Research as to whether or not there are national standards for transition, especially the early years.
   2. Consultants and early childhood project leader will identify components of Reach for the Stars that need revising.
   3. Consultants and early childhood project leader will identify new components to be included in the modernization of the product.
   4. Work will begin on revisions of the product.
   5. During the 2008 Annual Meeting of APH Ex-Officio Trustees October 2-5, 2008, the consultants and early childhood project leader will do a product review presentation.
   6. A specific work plan will be developed in May, 2009, outlining work to be done so the modernization can be completed in 2010 and the product made available on federal quota.

Revision of the Handbook, On the Way to Literacy:
Early Experiences for Visually Impaired Children

(Completed)

Purpose

To revise the handbook for parents and teachers to include the most current information concerning emergent literacy for children with visual impairments

Project Staff

Suzette Wright, Project Leader, Co-author
Josephine Stratton, Project Consultant, Co-author
Monica Vaught, Research/Project Assistant

Background

Children who have not formed a foundation of skills before entering kindergarten are at risk for later reading difficulties. During a child's earliest years, adults play a critical role, helping a child develop positive attitudes about literacy and build early literacy skills. Josephine Stratton and Suzette Wright co-authored the first edition of the handbook, which presents a framework for developing the abilities that form the foundation for literacy for children with visual impairments, from infancy through the preschool years. Since publication of the handbook in 1991, knowledge in the field of emergent literacy has expanded, and a product submission by Dr. Stratton indicated the need to co-author a new edition of the handbook. [

Photo of the new On the Way to Literacy print handbook and accompanying CD of accessible files.]

The project authors reviewed the literature regarding emergent literacy for typically sighted and visually impaired children. The project consultant provided rough drafts of sections addressing emergent writing, transition to beginning reading, phonemic awareness, tips for using story boxes and tactile experience stories but was unable to provide further material. The project leader assumed responsibility for writing the remainder of the new edition and incorporating material from the first edition with new material. The result is a largely new document, with new formatting and over 250 illustrations.

The new edition of the handbook is organized by topic to provide a better overview of the development of skills within each of the following areas:

• Early communication and language--the ability to communicate, speak and listen with understanding
• Concepts--understandings, formed through experience, that give meaning to language the child learns
• Skills needed for learning through touch and for reading braille
• Knowledge about written language--including awareness of the many ways print and braille are used, knowledge of print and braille conventions, and the relationship of letters and letter-sounds

It brings together material from a variety of sources: the field of teaching children with visual impairments, research regarding early literacy for typically sighted children, including recent findings of the National Early Literacy Panel.

The completed draft of the new handbook and sample formats were sent for review to five educators and three parents. All indicated the draft was clearly written. Seven of the eight stated it met the needs of more than 80% of teachers for information regarding emergent literacy for a young child with a visual impairment. Four of the eight reviewers stated the current draft met the needs of more than 80% of parents for information; two reviewers stated it met the needs of most (60-80%) of parents. (Reviewers who indicated the draft met the needs of less than 60% of parents stated this was because the draft did not explicitly discuss the needs of a child with multiple disabilities.) A majority of reviewers said the draft was organized appropriately both parents and teachers. Favorable comments about the draft included: "This should work as a great reference resource for both families and teachers." "I like that you have lots of up to date study results so we can be assured that it's right on target for our kids." "The expository text is well-crafted and chockfull of interesting details. The bulleted lists will inform readers who don't want/need the full dose." Three reviewers recommended the draft's reading level be lowered. It was also suggested the draft be more explicit regarding applicability for students with multiple disabilities and refer readers to additional resources on this and other topics affecting young children with visual impairments. Following the field evaluation, the draft was revised in accordance with reviewers' recommendations, including provision of a glossary and expansion of the book's appendices. The main text was streamlined by separating and placing supporting information and research in adjoining text boxes. A more comprehensive Introduction/Overview and a Preface, orienting readers to the book, were written.

[Photo of a print copy of the Guide to Designing Tactile Illustrations for Children's Books.]

After final editing, the document was passed to the graphic designer for formatting. A format was designed based on the sample format preferred by reviewers. Creation of the document in several accessible file formats followed. These were placed on a CD that accompanies both the print and braille versions of the handbook. Files leading to production of the braille version of the book were completed and the braille edition was proofed.

Work during FY 2008

The print and braille editions of the handbook became available in December of 2007. Advertising copy was prepared to announce the new handbook's availability.

Although work on the handbook is complete, work continued on a former appendix of the 2^nd edition of the On the Way to Literacy handbook. The new stand-alone document, titled Guide to Designing Tactile Illustrations for Children's Books, was completed. The project leader revised and developed the 36-page document as a separate piece upon the recommendation of the handbook's field reviewers, who were concerned the material would be overlooked if published as an appendix. The project leader completed revisions to the document, selected photos, and added lists of resources. The document was formatted before placement at the APH website. In the fall of 2008, it will be available at the APH website as a free digital download (PDF, HTML, and BRF formats are provided). It is positioned under the Research tab.

Work planned for FY 2009

The 2^nd edition of the handbook, On the Way to Literacy: Early Experiences for Visually Impaired Children is available in print and in braille. The Guide to Designing Tactile Illustrations for Children's Books, a free digital download, is also complete.

Teaching Puzzles for the Light Box

(Continued)

Purpose

The purpose is to have learning be fun, and to have puzzles which children can manipulate as well as use on the light box.

Project Staff

Charles "Burt" Boyer, Early Childhood Project Leader

Background

Several users on the Early Intervention List Serve have suggested more products need to be made available from APH for use on the Light Box. In addition, early childhood project leader heard those suggestions from attendees at various conferences who visited the APH booth in exhibit halls. The Face Puzzle and Ball Puzzle are very popular APH products to be used on the light box. The early childhood project leader will develop more puzzles for the light box that will be manipulatives, and, at the same time, benefit children with usable vision. The puzzles will be used to teach a variety of concepts, and several categories will be included: Farm animals, body parts, foods, fruits, shapes, etc.. The puzzles will have color discrimination and activities will be written for each puzzle to teach about the theme (farm animals, fruits, shapes, body parts, etc.).

An example of how this will work: Take the category of fruits to include apple, banana, orange, grapes, etc. Each fruit will be a puzzle, and activities will describe each fruit allowing the child/student to learn about that particular fruit. The puzzles can be assembled on a flat surface or on the light box. This type of learning will be fun.

Work during FY 2008

Research was completed on APH products available for use on the light box. Research was also completed on APH products available for use on the light box than can be used as stand-alone manipulatives. A review of the literature was conducted to determine what products are available that are not presently available from APH.

Categories were identified and the early childhood project leader is in the process of writing activities to accompany the puzzles. The categories include:

1. Fruits--orange, apple, banana, grapes, strawberry
2. Body Parts--arm, hand, foot, leg, head (ears, eyes, mouth, nose)
3. Farm Animals--children, horse, pig, cow, dog, cat
4. Shapes--irregular shapes
5. Tree--branch, limb, trunk, bark, leaves

More categories are under consideration for this product.

Work planned for FY 2009

The following goals will be met:

• The activities for all categories and items listed for each category will be completed.
• Design of product will be finalized. Each puzzle will be identified in terms of how many pieces will make up the item (hand, grapes, horse, etc.).
• Written materials will be given to BISIG for development.
• Early childhood project leader will work with Technical Research Division on design of manipulatives and steps to take to get the manipulatives produced.

Product will be ready for Federal quota in FY 2010.

The Best for a Nest

(New)

Purpose

To modernize product; The Best for a Nest is a book that was submitted to APH by Lois Harrell, and has been distributed by APH as a quota item since 1986.

Project Staff

Charles "Burt" Boyer, Project Leader

Background

The Best for a Nest was created to allow emphasis on prepositions. Each page in the book offers a controlled written presentation. The corresponding tactile illustrations are directly related to the text. The simplicity of both allows the focus to be upon what is happening, while avoiding unnecessary details. Approximately 70% of the 136 word vocabulary is comprised of words that appear on the Dolch list. The material in the story allows opportunity for further elaboration. Basic concepts can be explored in the tactile illustrations: counting, left and right, comparisons, and top and bottom.

Work during FY 2008

The project leaded worked with APH staff, Lois Harrell, consultant for product, and BISIG, the project leader completed the following tasks:

1. Reviewed and revised the written document, and made changes determined to be appropriate.
2. Project leader collaborated with APH staff, Lois Harrel , and BISIGl to identify layout of product:
   (a) Size of print
   (b) Size of book (paper size)
   (c) Where braille is to be located on storybook pages
   (d) How graphics are to be done (print and tactile)
   (e) How Story Book will be used as part of the product.
   (f) Size of Story Book
   (g) Identified manipulatives to be used on the Story Board, and materials used to make the manipulatives.

The project leader worked with APH staff on idea of having a family of items that can be used to illustrate words on each page of the book. The idea is to have Velcro board and then place items in proper position to illustrate what is on the page (i.e. tree, bird, bird nest, grass, etc.). As each page is read to the child, the child can place the items in the proper position to illustrate what is on each page. The idea is to have the statement in large print and Braille on each page, and print graphics showing what is meant by the phrase on a particular page. Tactile illustration will be done by using the method described above allowing the child to manipulate items to make the illustration.

Work planned for FY 2009

BISIG has completed their work to have Best for a Nest ready to be sent to Technical Research Division of APH. The Technical Research Division will work with the project leader to prepare the product to be printed and Brailed. This part of the product should be completed in early 2009.

The project leader will work with Technical Research Division to develop the manipulatives to be used on the Story Board for tactile illustrations of the story. This part of the project is going to take considerable time to complete. It is anticipated that the manipulatives will be completed in FY 2009, and the product can be sent out to the field for field testing. It is anticipated this product will be ready for sale in early FY 2010.

The National Registry for Children with Visual Impairments, Birth to Three

(Continued)

Purpose

To establish a national registry of young children, birth to 36 months, by working with public and private agencies to collect standardized epidemiological and demographic data on young children with visual impairments. All data are coded to assure confidentiality of children and families. Collaborating agencies will forward the data to a national registry center at the American Printing House for the Blind in Louisville, Kentucky

Project Staff

Charles "Burt" Boyer, Project Coordinator
Deborah Hatton, Research Scientist
Edwin Shelton, Technical Consultant

Background

In 1995, the Model Registry of Early Childhood Visual Impairment Consortium Group (MRECVICG) was established to address the issue of data collection to ensure its consistent and systematic completion. The mission of MRECVICG was to develop and implement a model registry of birth to 3-year-old blind and visually impaired children, and to demonstrate the feasibility of a registry that could be replicated on a national basis. The MERCVICG was a high-powered committee representative of agencies serving children with visual impairments, departments of education, institutions of higher education, and the medical community.

In late 1998, four members of the MRECVICG developed a proposal requesting that the American Printing House for the Blind assume the project as a national project. Tuck Tinsley, Ed.D., President of APH, presented the proposal to the Board of Trustees and in June 1999, it was officially announced that APH would assume the project. In August 2000, an Early Childhood Project Leader was employed in the Research Department by APH, and APH agreed to begin collecting data in January 2001. The Board is to be commended for approving the use of endowment funds to support this project.

Benefits of the project include:

• Establish a centralized registry of children with visual impairments, birth to three.
• Develop a database that will more clearly define the population of infants/toddlers who are blind and visually impaired as none presently exists.
• Provide APH with a database to identify early trends in etiologies and demographics which will help give data and direction to APH for future research and product/materials development.
  • Allow for the development of outcome research and stimulate studies by other professionals, e.g. education, medical, sociological.
  • Assist personnel preparation programs to be more responsive to the needs of the field based upon numbers of blind and visually impaired children, changing etiologies and geographical distribution of children.
  • Provide a natural transition from the centralized registry for children with visual impairments, birth to three, to the Federal Quota Program.
  • Assist with program development, assessment/evaluation, pre-service/in-service training, funding, and advocacy.
  • The project coordinator continued efforts to add additional participants to the project. When the project was taken over by APH in 2001, there were eight states participating. Presently there are 26 states participating, and another five states have been trained to get involved. Most states have several agencies providing early intervention services to blind and visually impaired children, birth to 3. With this in mind, there are presently 43 agencies participating. A total of 2,155 surveys were entered into the database as of December 31, 2004. Approximately 3,300 surveys are now in the database. An analysis was done on the 2,155 surveys, and a PowerPoint presentation developed. The project coordinator presented the data at several conferences during 2007.

Work done in FY 2008

The project coordinator continued to encourage more states and agencies to participate in the project. Project coordinator participated in several conferences and seminars to promote the project. An Advisory Committee was established to review the present status of the Babies Count Project, and to recommend strategies to improve the project in the future. Advisory Committee members included: Dr. Deborah Hatton, Tom Miller, Dr. Lee Robinson, Gail Cavello, Chris Tompkins, Mindy Ely, and Janie Blome. Some of the recommendations included:

1. To have data entered analyzed on a annual basis.
2. To identify 12 to 17 items from the survey to be analyzed annually for each participating agency.
3. To upgrade/revise the present database.
4. To have a place on the APH web site just for Babies Count.

The project leader for Babies Count did not complete the above-recommendations from the Advisory Committee. Several new states joined Babies Count during FY 2008: Kansas, Texas, Montana, Nevada. Interest in the project continues to be fairly high. Pennsylvania, Florida, and Michigan have shown a desire to get involved.

Work planned for FY 2009

The following goals will be met in FY 2009:

1. Analysis of data entered between January 1, 2005, and December 31, 2008.
2. Twelve to seventeen items will be identified from the survey to be analyzed on an annual basis for each participating agency.
3. There will be a link on the APH web site just for Babies Count.
4. Five new states will be added to the Babies Count Project.
5. Surveys sent to the project leader by participating agencies will be entered into the database within one week of receipt.
6. Project leader will communicate more effectively with participating agencies using the message link on the database.
7. Project leader will continue to promote the Babies Count Project by presenting/attending at conferences and seminars.

This is an important project and provides invaluable information to the field about the characteristics of children we will be serving in the future.

What Is It?

(Continued)

Purpose

To promote comparative thinking and the ability to generalize

Project Staff

Charles "Burt" Boyer, Project Leader
Lois Harrell, Consultant

Background

The initial opportunity to develop comparative thinking can be different for a child who does not have detail vision. It initially takes more time and active exposure to things, activities, and people. With the blind child who does not have a visual memory, the foundation for processing consistencies and then moving on to comparative thinking takes lots of active experience with real objects and purposeful involvement, combined with verbal descriptions to develop images that can be evoked by words. Some children may parrot phrases or labels, but they may be actually using empty words that have no value beyond rote memory until real associations are able to be made. Even when we are aware of the importance of "motor knowledge" or active experiences for the child's mind to acquire tangible associations, we are often at a loss as to how to expand on the child's interpreting skills.

The goal is to help the blind child develop the tools for comparative thinking and generalizing for a real basis. It is for us to become aware of all the rich detail information that can be internalized and interpreted through other modalities than vision. And it is for us to help the child become aware of these identifying qualities by gaining purposeful processing techniques. Why, What Is It? It is a communication game that allows the mind to exercise use of words and to direct thoughts in terms of associations and descriptors. Also, the shear reward of thinking may take the focus off of performance for others and just have the fun of, "Yes, I knew that!" What is it is a game that allows the blind child to have fun, but develop comparative thinking skills.

Work during FY 2008

The project leader collaborated with Harrell to review and revise the product. Once the review and revisions were completed, the project leader worked with a research assistant to have the written product edited, and appropriate changes were made to the product. The words and descriptors were selected to be included in the product. The project leader worked with APH staff and BISIG to determine.

1. Layout of product.
2. Size of cards showing word and descriptors.
3. Graphics to be included.
4. How product is to be packaged.

BISIG, with the assistance of APH staff, prepared the product to be sent to the Technical Research Division for review and recommendations prior to sending on to production. Ten prototypes of the product are presently being developed so the product can be field tested. The product for field testing includes: Instructional Guidebook, Words and Descriptors (101), and a recipe-type box to store the cards.

Work planned for FY 2009

The project leader will send the ten prototypes to ten professionals in the field of blindness to have them field test the product. Upon receipt of the feedback from the field testing, the project leader will work with APH staff to make the revisions that are appropriate and have Technical Research Division send the product to production for final development. It is anticipated the product will be available for sale by mid-FY 2009.

Educational Games

Sudoku Partner

(Continued)

Purpose

To devise an inexpensive, easily portable, and practical way for blind users to set up and solve sudoku puzzles

Project Staff

Fred Otto, Project Leader
Anita Rutledge, Model Maker/Assistant

Background

With the sudden and expanding popularity of these number-based puzzles for both recreational and classroom use, finding a tactile adaptation for them seemed appropriate. Investigation online indicates that sudoku is being used in school classrooms with sighted students from 4th grade upward for developing logic, memory, and spatial awareness. There are also adult blind users who have devised their own adaptations, with varying degrees of success.

Based on the common practice (among sighted puzzle solvers) of using pencil marks to keep track of possible answers, the project leader wanted to design a tactile system that allows for a similar kind of note-taking. This feature would set the product apart from other braille-adapted sudoku boards being sold by various companies.

Work done in FY 2008

The project leader continued to experiment with different designs and evaluated samples produced by the assistant to find the best results.

A small number of prototypes of a 6 x 6 game board were made in order to test the workability of the concept. These boards were given a pilot feasibility test by five blind sudoku solvers recruited from an online sudoku discussion group. These adults were located in Hawaii, Massachusetts, Michigan, Texas, and Wisconsin.

All of the respondents had success in using the 6 x 6 prototype and indicated their wish that APH produce it for sale. Their responses suggest that, after an initial period of familiarization, they gained speed and accuracy in solving the puzzles using the board. Some improvements were also suggested, and these will be incorporated in the product design. The evaluators also urged the development of a full-size 9 x 9 board using the same system.

Work planned for FY 2009

The 6 x 6 version of the solving board will be designed and produced for sale. Development, prototyping and field evaluation of the 9 x 9 board will take place.

Treks

(Ongoing)

Purpose

To develop a game for reinforcing compass skills, orientation and travel concepts, and familiarity with cardinal and secondary compass directions

Project Staff

Fred Otto, Project Leader
Tom Poppe, Model and Pattern Maker
Katherine Corcoran, Model and Pattern Maker
Frank Hayden, Prototype Specifications
Paul Olson, Original Design

Background

A game called Compass Attack was submitted by Paul H. Olson, who created it for use with mobility students at North Dakota Vision Services/School for the Blind. The instructions are both simple and flexible, so the game has initial appeal and the potential for keeping interest through adaptation. The educational aspect is promoted by the requirement that students announce the compass direction of every move they make as they send pieces across the board.

The project leader, in consultation with Mr. Olson, made numerous revisions to the game and wrote a new game booklet. The revised game features rule variations that can make the game simpler or more complex. At the suggestion of in-house staff, overlays have been added; these change the focus of the game from cardinal compass directions to secondary directions or street names.

Work during FY 2008

The newly designed game board and pieces, along with the instructions and suggested game variations, were field evaluated in the winter of 2007/2008. A total of 52 students, elementary age through adult, used the prototypes at sites in these states: Alabama, California, Florida, Kentucky, Minnesota, New York, Tennessee, Texas, Utah, Vermont and Virginia.

In addition to qualitative evaluation of various facets of the game's design and presentation, the field test included a set of five tasks designed to show the impact of the game on students' speed and accuracy in naming compass directions. The results were very positive and held across age groups: In all five tasks, when students were not already proficient at indicating directions before playing the game, approximately two out of three students improved their speed and accuracy after playing just a few times.

Some design revisions were made to the board after the field evaluation, specifically related to the hole spacing and the coloring of the board. Production specifications were written up.

Work planned for FY 2009

The game will move into the production schedule and will become available for sale.

Low Vision

Address: Earth
Large Format Atlas, Section 2

(Continued)

Purpose

The Large Format Atlas provides guidelines for the creation, formatting and appearance of large print maps. Working relationships with the University of Louisville Geography Department, National Geographic, and experts in the fields of geography and history also have been established. Highly-trained consultants have provided useful input in the production of a truly accessible, enhanced format atlas for students with low vision. These efforts will ultimately produce an atlas that will be visible, understandable and useful for the student with low vision who is a large print reader. Section 1 was made available in 2007 and Section 2 is on track to be produced next.

Project Staff

J. Elaine Kitchel, Project Leader
Monica Vaught, Research Assistant
Ann Travis, Research Assistant
Erica Rucker, Research Assistant
Dr. Rosanne Hoffmann, Research Assistant
Robert Forbes, Project Consultant/University Liaison
Matt Smith, Cartographer
Adam Coomes, Cartographer
Kevin Devine, Cartographer
Amy Sadler, Cartographer
Dr. Jeffrey Lucas, Expert/Writer
Dr. David Pepper, Expert/Writer
Dr. Phillip Cantrell, Expert/Writer
Dr. Anu Sabhlok, Expert/Writer
Iman Azzi, Expert/Writer
James Erwin, Expert/Writer
Dr. Carol Hanchette, Expert/Writer
Dr. Andrew Novak, Expert/Writer
Terri Gilmore, Graphic Designer
Frank Hayden, Technical Researcher
David McGee, Technical Researcher

Background

The American Printing House for the Blind received a strong recommendation from the Publications Committee in 2001 and in previous years to produce a world atlas in large format. Previous attempts to create such an atlas met with poor results. It was decided to convene a focus group made up of people who had expertise in both low vision and geography, as well as people with experience in literacy issues and student use issues in order to develop the guidelines. The guidelines were developed in 2001 and 2002, and a work group was convened in order to learn to use mapping software (ArcView). In 2003 the consultants began to write the chapter content for the Atlas, while APH staff checked facts, made edits, and maintained good communication among all parties.

Vice President in charge of Public Affairs, Gary Mudd, and his administrative assistant, Nancy Lacewell, met several times with officers of National Geographic in Washington, D.C. They opened a dialogue between APH and National Geographic for the purpose of exploring the potential for a joint effort in producing a large print atlas. During these conversations, it became apparent that APH processes and National Geographic processes were not compatible and collaboration was not feasible. The decision was made to continue work on the atlas with the expert help available from the University of Louisville Geography and Geosciences Department. Two years later, National Geographic offered to review maps after they were developed by APH in collaboration with the University of Louisville's Geography and Geosciences Department.

With information about the latest technology, guidelines for the content and proposed format of the Student World Atlas were shaped. The consultants and APH staff undertook work on the first section and it was completed and made available in September of 2007.

Work during FY 2008

In 2007 the project leader and department director decided to contact geography and history experts, to write the units. Most were professors at universities. Contracts were drawn up and eight experts joined the project. They wrote the units and some sidebars for Russia, Continental Europe, the Middle East, Africa, South America, Central America and Meso-America.

Section 2 is now being edited. In the next few months, the edited text will be laid out as photographs and sidebars are added. Maps will be sent to National Geographic for review and revisions will be made based upon the suggested changes. Content will be reviewed by experts, teachers, students and bias reviewers. Technical Research personnel will draw up specifications and production schedules. Production processes will begin.

Work planned for FY 2009

Text editing on Section 3 will continue as will photo acquisition. Layout and review by experts, teachers, students and bias reviewers will take place. Schedules will be drawn up.

Appropriate Intervention Techniques
(Formerly: Best Intervention Techniques)

(Continued)

Purpose

To provide educators and interventionists with a video that displays and discusses appropriate practices for interventions with young children who have visual impairments.

Project Staff

J. Elaine Kitchel, Project Leader
Dr. Amanda Hall-Lueck, Lead Consultant
Dr. Toni Heinze, Consultant
Carol Roderick, Research Assistant
Terri Gilmore, Graphic Designer

Background

There are many interventions and steps practitioners take when they perform functional vision evaluations on very young children with vision impairments. Today, practitioners see very complicated children who have neurological, cognitive, and physical deficits as well as vision problems. Guidelines are needed to identify appropriate practices, and to provide guidance to the practitioner who is dealing with children from uncomplicated, to very involved and medically-complicated.

Dr. Amanda Hall-Lueck, an educator and researcher in the fields of low vision and early childhood, proposed and worked on this project. The resulting video/DVD is expected to be of great assistance to the practitioner who is seeking to find ways to resolve function of the visual system and lead the young child through appropriate developmental stages and to students who are planning to become teachers of students with visual impairments.

Drs. Hall-Lueck and Dr. Heinze video taped interventions they performed with young children who had a wide range of abilities. Once the raw footage was obtained, Dr. Lueck wrote a script to accompany it. The footage and script were turned over to the project leader for development of a professional-style video. Dr. Hall-Lueck also developed a short sample video to use at professional conferences.

Work during FY 2008

The taped material was put into DVD Format to make it more accessible during the editing process. The footage was reviewed by two staff members of Educational Research and found to have some problematic areas both in audio and content. In talks with the consultants it was suggested that APH do voice overs in places where the audio was not usable. Editing of the script has been completed, but other edits may be necessary when film editing takes place. A narrator has been selected.

Work planned for FY 2009

Video clips will now be merged with story boards, introductions, credits and music. Editing will continue until the video is perfected. The video will then be reviewed by experts. Once the review is done, suggested changes will be made and the presentation will be closed captioned and fitted with video description. It will then be duplicated and made available for sale.

CCTV Ruler

(Completed)

Purpose

The purpose for development of the CCTV Ruler was to provide a ruler that could be used with a CCTV. When regular rulers are used with a CCTV, often contrast between the ruler material and the measurement marks is low. APH consumers requested a high-contrast, transparent ruler which could provide the best-possible contrast and the best method to line up the ruler with the object being measured. Thus the CCTV Ruler was developed.

Project Staff

Erica Rucker, Project Leader
Elaine Kitchel, Project Assistant
Terri Gilmore, Graphic Designer
Frank Hayden, Technical Researcher

Background

APH received a request and an idea from a consumer to make a clear ruler for use by people who also use video magnifiers. Apparently a clear ruler works much better with a video magnifier because it is much easier to see what is being measured if one can see what is underneath the ruler. The consumer sent in a prototype to illustrate her thoughts about the design.

Work during FY 2008

The project leader and the Technical Research Department developed several prototypes including some with metric measurements. A set of prototypes was finalized and sent out for field testing. Revisions to the product were made based upon data gathered during the field test. Design and materials were finalized. Specifications and documentation were finalized and the ruler was produced in two colors and an array of measurements.

Determining Appropriate Visual Reading Media for Students with Low Vision
(Formerly: Optimizing the Reading of Text)

(Continued)

Purpose

The purpose of this project was to conduct basic research to determine visual accommodation needs, requirements, and strategies of students with low vision when reading passages of continuous text. With the research now done, the focus shifts to the development of a decision tree based on data analysis.

Project Staff

J. Elaine Kitchel, APH Project Leader
Dr. Amanda Hall Lueck, Project Consultant & Researcher
Ian Bailey, O.D., Consulting Research Optometrist
Helen Dornbusch, O.D., Consulting Research Optometrist

Background

This was the third in a sequence of studies on how magnification, accommodation, and the visual reserve affect reading efficiency in students who already know how to read.

Production of reading passages was completed. The team developed comprehension questions for the selected passages and conducted pilot testing. Data were collected, analyzed and published.

The data analysis was incorporated into a report and published in the Journal of Blindness and Visual Impairment in 2006. A decision tree to help teachers and interventionist's select appropriately-sized learning media for students with low vision is now being developed.

Work during FY 2008

A working model of the decision tree was developed and was reviewed by APH. The developers requested more time to make revisions and enhancement to the tool. The writing of the accompanying manual is underway.

Work planned for FY 2009

The user's manual will be completed, edited and formatted. A CD of both the decision tree and the manual will be developed for purposes of accommodation. Once these processes take place, the project will go into production phase. It is planned for this project to be completed in FY 2008.

Developmental Guidelines for Infants with Visual Impairments, Revision

(Continued)

Purpose

The authors of "Developmental Guidelines for Infants with Visual Impairments" asked for an opportunity to review the latest research and use it to update the product. The APH PARC Committee agreed that it was important to bring the product up to date, so the revision was approved. The book itself provides consumers with a comparison between infants with visual impairments and infants with typical vision, their learning styles, learning needs, and appropriate interventions.

Project Staff

Elaine Kitchel, Project Leader
Frank Hayden, Technical Researcher
Dr. Amanda Hall-Lueck, Consultant
Laurianne Matheson, Research Assistant

Background

The first edition of Developmental Guidelines was made available in 1999. Since that time, there has been significant research conducted in the areas of early childhood, child development, and development of children with visual impairments. The authors, Amanda Hall-Lueck, Deborah Chen, Elizabeth Hartman, and Linda Kekelis requested the opportunity to update the material in the book.

Work during FY 2008

The revisions, formatting, photo search, and edits were completed and copies were sent out for expert review. Currently the data collected from expert review is undergoing analysis.

Work planned for FY 2009

Revisions will be made based upon expert review. After that, documentation and specifications will be drawn up. The book will be transcribed into braille and HTML. The product will be produced and made available.

Functional Vision Assessment/Learning Media Assessment
for Academic Students with Low Vision

(Completed)

Purpose

To provide teachers and practitioners with a functional vision assessment and learning media assessment for K-12 students who are on an academic educational path.

Project Staff

J. Elaine Kitchel, Project Leader
Dr. LaRhea Sanford, Consultant
Dr. Rebecca Burnett, Consultant
Frank Hayden, Technical Researcher
David McGee, Technical Researcher
Erica Rucker, Research Assistant
Terri Gilmore, Graphic Designer
Candace Jaworski, Graphic Designer

Background

Functional vision assessments for students, who are multiply disabled, have difficulties with expressive or receptive language, or who are deaf blind, exist. Chief among those is ISAVE: Individualized Systematic Assessment of Visual Efficiency, an APH product written by M. Beth Langley. Yet, there is no particular functional vision assessment of academic students available that is accepted as the standard by those who conduct these assessments. However, Drs. LaRhea Sanford and Rebecca Burnett, have developed one that has established credibility and use among teachers and practitioners. It was proposed that APH study the Sanford-Burnett assessment, keeping in mind the possibility of making it widely-available as an APH product.

For several years Drs. Sanford and Burnett used and distributed a functional vision assessment/learning media assessment of their own creation. Over the years they have refined and revised it. They received so many requests for it that the sale and distribution became a burden to them. They approached APH with a proposal that APH become owner of the instruments and take on the responsibilities of sale and distribution. This idea was presented to the PET and PARC committees in January of 2005. The proposal was accepted and the project was first assigned to the Accessible Tests Department, and later to the Low Vision Project Leader.

Work during FY 2008

Prototypes of the instrument were developed and sent to recognized experts for further review. A practitioner's guidebook designed to accompany the assessments, was also developed and reviewed. After expert review, suggested changes from the experts were discussed with Drs. Sanford and Burnett. Specific changes and additions were identified and made according to expert feedback.

The product specifications and documentation were drawn up and the product entered the production phase. The product was completed and made available in July 2008.

Lighting Guide Kit
(Formerly: Vivid Vision Lamp)

(Continued)

Purpose

Many students with visual impairments are expected to work under lighting conditions that are not appropriate for their visual needs. Often this problem persists because parents and professionals, who work with students with visual impairments, do not really understand what is needed. APH decided to develop the Lighting Guide Kit to provide individuals with recent, research-based information about what kind of lighting is needed by students with visual impairments. In addition, APH decided to work with an engineer/inventor to provide the kind of lamp most often needed by our consumers to accompany the Lighting Guide Book, "What Teachers of Students with Visual Impairments need to Know about Lighting."

Project Staff

Elaine Kitchel, Project Leader
Frank Hayden, Technical Researcher
Darlene Donhoff, Technical Researcher
Robin Mumford, Engineer/Developer

Background

Since 2000, the Project Leader has written chapters she planned to combine into a book called "What Teachers of Students with Visual Impairments Need to Know about Lighting."

Since 2001 APH has pursued the development and acquisition of a lamp that would emit light friendly to persons with low vision. Most classrooms, indeed most schools and workplaces, are lit by fluorescent tubes which emit light with strong spikes in the UV-A, (380nm to 315nm), and blue light (500nm to 381nm) ranges. Light in these ranges has been shown to be harmful to primate retinas, and has also been shown to produce glare, discomfort, and light blindness with slow recovery in persons with low vision.

The challenge for APH was to develop or locate a light source which emitted light only in the green and red ranges (680 to 501nm), which would be lightweight and useful for students. In 2006 the project leader became aware that Robin Mumford, an engineer who had devoted much of his time to studying light and low vision, had developed a lamp which emitted light in the exact range desired.

In 2007 it was decided that a combination of the book and the lamp as a product would be the best way to proceed because.

Work during FY 2008

The project leader completed writing the book "What Teachers of Students with Visual Impairments Need to Know about Lighting." This book gives information about light and lighting in general, but it also provides specific user information about the Vivid Vision Lamp. The project leader contacted Mr. Mumford about modifications that APH wanted to make to the lamp, such as the addition of a parabolic lens, and the elimination of all blue light from the emissions. The developer developed a tube that emitted virtually no blue or ultraviolet light and he included a parabolic lens.

The book and the lamp together will make up the Lighting Guide Kit.

Work on serialization, contractual agreements, are in the final stages. Packaging and shipping specifications have been developed.

Work planned for FY 2009

The book will be printed and transcribed into braille and braille files will be available for free on the internet site. Braille hard copy will be available on demand. Contract negotiations with the developer of the lamp will be finalized and the Lighting Guide Kit will be made available.

Maximize Multi-Camera Video Magnifier

(Completed)

Purpose

For many years, individuals who help provide materials and technology have asked APH for a video magnifier for students with visual impairments. Until recently, the technology has not existed to provide all the features required by APH consumers. When EITAC Solutions, LLC, presented APH with the appropriate technology, it was decided to pursue the development of the MaximEyes Video Magnifier because its new technology provides solutions to consumer needs.

Project Staff

Elaine Kitchel, Project Leader
Laurianne Matheson, Consultant
Tim Curtin, Technical Developer
David McGee, Technical Research
Frank Hayden, Technical Research

Background

In the late 1960s and early 70s CCTVs began to be used regularly as aids for people with visual impairments. Today CCTVs are called video magnifiers (VMs) and they are used around the world as popular devices for individuals with visual impairments who want to increase their abilities or facility to read and write.

The video magnifier in its most basic form consists of a monitor, a video camera, a lens for the camera and a reading/writing stand. With all video magnifiers the viewer is able to focus the lens, adjust the magnification, regulate the luminance and contrast and choose a positive (black letters on white background) or negative (white letters on black background) monochrome picture depending on preference. With today's VMs, color, handheld and head-mounted versions have become available along with the traditional stand models. Connectability to other media sources such as PCs and DVD players is also now possible.

CCTVs and/or VMs enable greater magnification, simple image manipulation (such as reversing the image contrast) and more natural working distances than when one uses traditional magnification devices. The success of the user is traditionally measured by testing the person's reading rate, reading comprehension and reading endurance with the VM and with optical devices alone.

In 2006, APH was approached by EITAC Solutions Group with a version of a video magnifier that featured a pen fitted with a device which would cause the camera to track it. This featured allowed the user to just write, without having to manipulate an XY table at the same time. The Eitac model also featured picture-in-picture capability which would allow the user to view distant and near objects at the same time. A useful example is that a student could view the teacher across the room, and the lecture notes he/she is taking at the same time.

The MaximEyes Video Magnifier by EITAC Solutions Group offers the most advantages for use in the school or workplace through advances in ergonomics, control technology and connectivity while comparing equivalently in price to similar models so a prototype was developed by EITAC Solutions Group and tested by persons with low vision. Feedback was shared with EITAC. Eitac then made modifications based upon suggestions by the test group. A second prototype was developed.

Work during FY 2008

Several employees of APH with low vision tested the MaximEyes Video Magnifier for long periods of time and provided feedback to EITAC. Product documentation was completed as was research and development of an extended warranty.

The product became available in April of 2008.

Tadpole

(Continued)

Purpose

To provide teachers of students with low vision and other disabilities with a standardized array of classic tools, strategies, and graphics to conduct functional vision assessments and vision development activities with children 0-2 yrs old. Guidelines for the uses of the tools and materials are to be included.

Project Staff

J. Elaine Kitchel, Project Leader
Mildred Smith, Consultant
Erica Rucker, Research Assistant
David McGee, Technical Research
Frank Hayden, Technical Research
Candace Jaworski, Graphic Designer

Background

Numerous and ongoing requests from practitioners in the field led to a project named ToAD that provides a standardized set of toys, reflective materials and lights commonly used by practitioners to conduct functional vision evaluations and/or vision development activities with young children. Practitioners stated that toys and lights developed by toymakers come and go according to fads. If APH made the array and materials, they would not go out of style or become unavailable. The array would also be available on quota. An array of objects and print/graphic materials was developed and field tested along with a teacher's guidebook. During the field test stage, teachers who worked with students with severe, complicating disabilities in addition to low vision commented that the ToAD activities as well as the two-dimensional graphic materials were not appropriate for the population they served. They commented that many of the tools were very appropriate, but needed to be used in a simpler and less-complicated way, to serve the needs of their students. The project leader, with approval of PARC, and with advice from the project consultant, developed a sequence of activities and visual materials for use by this special population. The project leader developed activities to accompany Tasha Tadpole's Puzzle Book and sent them to the consultant for her review and comments. The project leader made changes based upon the consultant's feedback.

Work during FY 2008

Work was also completed on the development of appropriate foundation activities for multi-handicapped students, to accompany the ToAD array of tools. Work on the text for Tasha Tadpole's Puzzle Book was also completed. Early specifications were drawn up as well.

Work planned for FY 2009

Documentation will be completed as well as specifications and processes. HTML and braille ready files will be developed to provide accessibility for users with visual disabilities. TADPOLE will then go into production phase probably during the 3^rd quarter of the 2009 fiscal year.

ToAD: Tools for Assessment and Development of Vision
(Formerly: Toy Chest)

(Completed)

Purpose

To provide teachers with a standardized array of classic tools, graphics and lights commonly needed to conduct functional vision assessments and vision development activities for young children. Guidelines for the uses of the tools and materials are to be included.

Project Staff

J. Elaine Kitchel, Project Leader
Dr. LaRhea Sanford, Consultant
Dr. Rebecca Burnett, Consultant
Erica Rucker, Research Assistant
David McGee, Technical Research
Frank Hayden, Technical Research
Terri Gilmore, Graphic Designer
Candace Jaworski, Graphic Designer
James Robinson, Technical Research
Tom Poppe, Model Maker

Background

Numerous and ongoing requests from practitioners in the field led to a product that would provide a standardized set of tools, toys, reflective materials and lights commonly used by practitioners to conduct functional vision evaluations and/or vision development activities. Practitioners stated that toys and lights developed by toymakers come and go according to fads. Additionally, many toys on the market that are used for vision evaluation purposes are not really safe. It would therefore be helpful to practitioners to have an array of safe tools, lights and guidelines that would remain constant and standard across the United States. This would give more meaning to a functional vision evaluation because evaluators and test interpreters would know what materials and guidelines were used in every case. Further, components would not go out of style or become unavailable. The array also is to be available on quota.

Products for inclusion in the ToAD array have been evaluated according to durability, market longevity, reflectivity, color, texture, size, shape, luminosity, appropriateness and other qualities. Three electronic components were developed by the model maker and the technical research staff. Development of two-dimensional graphic materials was carried out by the project leader with input from the consultants. One-hundred eight Match-and-Sort cards and 12 Squire Toad's Puzzles comprised the two-dimensional graphic parts. Five, vinyl, water-filled mats were designed and prepared in England and field tested, for inclusion in the ToAD array. Additional purchased components were gathered for possible inclusion. All editing and formatting, field test data compiling took place and designs were revised based upon field data. Specifications and dates were drawn up for production.

Work during FY 2008

Production took place with excellent results. The product is completed and now available.

Turbo Phonics

(Completed)

Purpose

To provide kindergartners and their teachers with phonemic awareness/phonics software designed to be visible and meaningful to children with low vision. The goal is to devise software to help students develop emerging literacy skills.

Project Staff

J. Elaine Kitchel, Project Leader

Ann Travis, Project Assistant
Jenny Dortch, Content Consultant
Robert Armstrong, Programmer
John Hedges, Programmer
Mario Eiland, Programmer
Larry Skutchan, Programming Consultant
David McGee, Technical Researcher
Darlene Donhoff, Technical Researcher
Bridgett Johnson, Graphic Designer
Jacque Phelps, Reading Consultant
Carol Stewart, Studio
Erin Jones, Narrator
John Zinninger, Studio Recorder

Background

In the year 2000 a report came out from the National Reading Panel that maintained phonemic awareness and phonics presentation are the methods that worked best and proved the most efficient in teaching students to read. The problem is that most materials made for emergent literacy, even those with large graphics, still do not have graphics and print of a size needed by most students with low vision. Even computer-based early literacy programs often contain too much visual clutter, critical items too small to be recognized, and graphics with colors that do not contrast well enough to be interpreted accurately by a kindergartner with low vision.

The product idea was presented to the Products and Research Committee and accepted in 2003. The project leader found a reading expert to act as a consultant on the project. Contracts were drawn up between APH and its consultants. Lessons were received from the reading consultant and were paired with meaningful pictures. The engineering consultant then put together specifications for the software. Work on programming was begun in earnest in September 2003.

Lessons were developed and graphics and audio files of automobile sounds were found to accompany them. The lessons were sent to the project leader who modified them to accompany an animated figure who talks to the viewer. All 26 lessons were then formatted and put together in the form of a manual for the classroom teacher or TVI, as well as inserted into the program code of the software. Audio portions were recorded by the APH studio and labeled. They too were inserted into the program code.

Work during FY 2008

The guidebook and student activity book were edited, revised and then transcribed into HTML and braille. Braille and HTML files were checked and finalized and placed onto CD and hard copy for braille. Production runs took place in early August and some printing difficulties were noted.

Mathematics

Braille/Print Yardstick

(Completed)

Purpose

To provide persons with visual impairments or blindness with an accessible yardstick

Project Staff

Monica Vaught, Project Leader
Susan A. Osterhaus, Consultant
Frank Hayden, Technical Research

Background

In the past, accessible yardsticks were produced by multiple vendors and readily available. However, more recently, vendors have focused on producing accessible metric system measurement tools. Thus, the meter stick is more commonly produced than the yardstick. And, the supply of accessible yardsticks has been depleted. Meanwhile, the need for measuring large items in English/Imperial measurements remains. Recognizing this need, Susan Osterhaus submitted the Braille/Print Yardstick as a new product idea in October 2005. The project leader completed background research and the Product Submission Review in May 2006, and presented the idea to the Product Evaluation Team in June 2006. The Product Advisory and Review Committee placed the project into active development in July 2006.

Several commercially-available yardsticks were reviewed for accessibility and potential adaptability. Osterhaus assisted in the review, and she provided desired characteristics and specifications for the Braille/Print Yardstick. The project leader worked with Technical Research to develop a concept drawing and sample material. Osterhaus evaluated these items and gathered input from eight students as well as a teaching assistant and a middle school math teacher. Per this review process, revisions were made to the Braille/Print Yardstick concept drawing.

Work during FY 2008

Final tooling and specifications were finalized in February 2008. In March 2008, a production run of 450 yardsticks was completed, and the Braille/Print Yardstick (Cat. No. 1-03002-00) was made available for sale. It was officially announced in the April 2008 APH News. The cost per yardstick is $16.00.

Work planned for FY 2009

This product is now available for sale. No additional work is planned for FY 2009; product development is complete.

Consumable Number Lines Large - Print and Braille/Tactile
(Formerly: Toss-Away Number Lines)

(Continued)

Purpose

To provide an inexpensive disposable number line in large print and Braille/tactile formats

Project Staff

Jeanette Wicker, Project Leader
Terri Gilmore, Graphic Designer
Frank Hayden, Technical Research Division Manager
Barbara Henderson, Project Advisor
David McGee, Manufacturing Specialist
Anita Rutledge, Design Specialist/Process Engineer
Monica Vaught, Research/Project Assistant

Background

The idea for a disposable number line was submitted by a teacher of the visually impaired who liked the APH disposable rulers. She wanted to make it easier for teachers to create number lines quickly. She felt that a number line of this kind would be very popular and fill a real need. The teacher's idea was sent through the Product Evaluation Team (PET) and deemed worthy of further development. The project was assigned to a project leader and project staff.

In the second quarter of FY 2006, project staff communicated with the teacher who submitted the product idea. A sketch was sent to the project leader in preparation for the initial PDC meeting. The project leader met with other project leaders to brainstorm the idea and to get input on product design.

In FY 2007, prototypes of a Toss-Away Large Print Number Line and a Toss-Away Tactile Number Line were developed. A desktop stick-on number line with braille and large print was requested through another product submission from a teacher in the field. This request will also be included in the types of number lines available from APH.

Work during for FY 2008

Field testing of the Toss-Away Large Print Number Line and the Toss-Away Braille/Tactile Number Line were completed. Changes were made to the prototypes and production was scheduled for August 2008. The name of the product was changed for "Toss-Away" to "Consumable" based on the feedback from field evaluators who felt that the name Toss-Away was not environmentally friendly.

Work planned for FY 2009

Develop and field test a prototype for the desk top stick-on number line for use in elementary classrooms.

Embossed XY Axis 20 x 20 Graph Sheets

(Completed)

Purpose

To produce a low-relief embossed graph paper with a standard X-Y axis as a consumable product for teachers and transcribers.

Project Staff

Fred Otto, Project Leader
Erica Rucker, Project Assistant

Background

APH has received several product submission forms, as well as mailed-in requests, indicating a need for embossed graph sheets with the Cartesian X-Y axis. Some of the requests also specified a grid size that would be most useful.

Work during FY 2008

The project leader reviewed the requests and made a design to satisfy their requirements. The design features a raised pair of axes along with incised ("debossed") grid lines for the most contrast and least tactual clutter, and it contains a 10 x 10 one-half inch grid in each quadrant.

Project staff worked with the Braille Department to produce sample tooling. Because of its simplicity and similarity to established products, this received only an informal evaluation by math teachers at the Ky. School for the Blind. No changes were required after the evaluation, so specifications were written and the product was made available for purchase.

Work planned for FY 2009

No further work is planned for this project.

FOCUS in Mathematics, Second Edition

(New)

Purpose

To update an existing product, FOCUS in Mathematics

Project Staff

Burt Boyer, Project Leader
Jeanette Wicker, Project Leader
Darlene Donhoff, Manufacturing Specialist
Frank Hayden, Technical Research Division Manager
David McGee, Manufacturing Specialist
Ann Travis, Research Assistant
BISIG Impact Group, Graphic Design

Background

In June 2007 PET and PARC committees approved a submission for the revision of FOCUS in Mathematics. The kit was first produced in 1984. Since that time the National Council for Mathematics has revised the Principles and Standards for School Mathematics. Additionally, some of the manipulatives were no longer available from the manufacturer and/or had become very dated in appearance and usefulness.

Work during FY 2008

Lessons were reviewed to determine alignment with the Principles and Standards for School Mathematics and the Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics adopted by the National Council of Teachers of Mathematics. Lessons were added and rewritten to meet the new standards. Lessons were organized by theme and grade level. Manipulatives were reviewed, modified, changed and/or added to the kit.

Work planned for FY 2009

Complete the prototype of the FOCUS in Mathematics, Second Edition. Select Expert Reviewers and send prototype to reviewers for evaluation.

Graphic Aid for Mathematics. Revision

(Continued)

Purpose

To revise the current Graphic Aid for Mathematics by changing some components and adding new ones to make the product easier to use and read

Project Staff

Fred Otto, Project Leader

Background

At the advice of teachers who use the APH kit or homemade variations, staff investigated ideas for making graphs easier to display and more readable. Some suggestions came from teacher Ken Kalina, who constructs his own boards with grids made on a braille embosser and uses a variety of wires and pins to create his graphs; other revisions originate in-house.

Work during FY 2008

The project leader and Technical Research staff purchased a variety of wires and pins to substitute for existing components of the kit, and investigated changing the surface material and/or backing board for the grid. A cork composite material proved to be impractical because of the difficulty of cutting it effectively.

The possibility of changing the grid to incised lines, rather than raised lines, led to a delay in progress, because making a prototype to try out involves materials and staff time that are not readily available. In the meantime, a plan was made to solicit input from Annual Meeting attendees at the Information Fair session.

Work planned for FY 2009

A field evaluation will be conducted, taking advantage of the existing customer base, as well as trustees and consultants who are known to be users of the current product, once the design and materials are decided on.

MathBuilders
(Formerly: Primary Math Units)

(Continued)

Purpose

To develop instructional math materials for use with students who are blind and visually impaired in the primary grades as either a supplement to the classroom math program or as a core curriculum

Project Staff

Jeanette Wicker, Project Leader
Derrick Smith, Math Consultant
Katherine Corcoran, Model Maker
Darlene Donhoff, Technical/Clerical Assistant
Jenny Dortch, Consultant/Project Assistant
Frank Hayden, Technical Research Division Manager
Rosanne Hoffmann, Research Assistant
Erica Rucker, Research Assistant
Anita Rutledge, Design Specialist/Process Engineer
Ann Travis, Research Assistant
BISIG Impact Group, Graphic Design

Background

Math achievement of blind students has been consistently behind that of their sighted peers. In recent years, very little research and product development has been done to improve this situation. Teachers of students who are blind, however, have continuously requested special braille curricular materials for math similar to those in the Patterns program developed at APH to teach braille reading. Because of the dramatic increases in the number of blind students mainstreamed, the use of the itinerant special education teacher model, the math priority stated in GOALS 2000, and new teaching standards adopted by the National Council of Teachers of Mathematics, it became critical to focus once again on math materials for visually impaired students. This project received special funding as part of a three-year research initiative to develop new products in math, science, and geography.

During the Mathematics Focus Group Meeting in September 1994, this program was discussed and specifications were determined. During fiscal year 1995, work on the project included a review of the research and literature on math instruction for visually impaired students; analyses of math curriculum guides; thorough analyses of current textbooks to determine mathematical symbols, terms, and concepts being taught; a search of the catalogs for commercially available math related products; and a review of programs on abacus instruction. By 1996, prototypes of eight Primary Math Units and a general guidebook began to take shape with guidance from William E. Leibfritz, math consultant. In July 1996, a group of teachers of the visually impaired met at APH to share ideas they found to be particularly effective for developing math concepts and practice materials for their visually impaired students in the primary grades.

In July 1997, project consultants, Leibfritz and Susan Millaway, met at APH and reviewed in detail the teaching strategies for the kindergarten and first grade Primary Math Units. A draft of an introductory book that presents the philosophy and overview of the program was developed by the project leader later in fiscal year 1997. In fiscal years 1998 and 1999 worksheets were developed to supplement the Lessons for Unit 1: Matching, Sorting, and Patterning for kindergarten through third grade.

In fiscal year 2000, the decision was made to field test by units rather than waiting for the program to be finished in its entirety. Tooling of Unit 1 prototype worksheets for field testing began. In FY 2001, evaluation forms for the introduction and Unit 1 were drafted. Tooling of the prototype worksheets continued with coordination of the print and braille requiring much more time than originally planned. In fiscal year 2002-2003 Jenny Dortch completed the final draft of the introductory book and Unit 1. The evaluation forms for the book, lessons, and worksheets were developed. During fiscal year 2004, the evaluation forms, Guidelines (introductory material), and Unit 1 Lessons for Kindergarten through third grade were finalized and prepared for field testing. Materials were placed with teachers having braille reading students in kindergarten through third grade for approximately six to eight weeks and then returned to APH for compilation and analyses of data. Results were extremely positive with only a little revision required. Dortch continued work on Units 2, 3, and 4 during fiscal years 2004 and 2005. These units cover Number Concepts, Place Value, and Number Operation. Eleanor Pester served as Project Leader during this phase of development.

In FY 2006, the project was assigned to Jeanette Wicker, Core Curriculum Project Leader (a newly created position). Revisions were made to Unit 1, Matching, Patterning, and Sorting and to the General Guidelines based on the feedback from the field testing. MathBuilders was selected as the name for the series. Manipulatives were added to Unit 1 based on feedback from field testing. Graphic design and braille translation were completed. Tooling for worksheets began. A consultant, Derrick Smith, a Doctoral Student at Texas Tech, was hired for Unit 6, Geometry and Unit 8, Data Collection, Graphing, and Probability/Statistics. Objectives were reviewed for alignment with Principles and Standards for School Mathematics from the National Council of Teachers of Math for Units 6 and 8.

In FY 2007, Unit 1 and the General Guidelines became available for sale. A prototype of the Geometry Unit was completed and field tested at 10 sites for three months in the spring of 2007. The text for Unit 8 was written and the development of a prototype was initiated.

Work during FY 2008

Revisions based on field reviewers' comments were completed for Unit 6, Geometry. Production was completed and the Unit became available for sale in May 2008. Field testing of Unit 8, Data Collection, Graphing, and Probability/Statistics was completed and revisions were made based on field reviewer's comments. A prototype of Unit 7, Fractions, Mixed Numbers, and Decimals was completed.

Work planned for FY 2009

Unit 8, Data Collection, Graphing, and Probability/Statistics will be scheduled for production in FY 2009. Unit 7, Fractions, Mixed Numbers, and Decimals will be field tested in FY 2009. The development of Unit 5, Measurement will begin in FY 2009.

Microcomputer
Applications
&
Products

APH Digital Audio Component

(Continued)

Purpose

To create digital audio recording, playback, and navigation components for use in several educational, application, and utility programs under development

Project Staff

Larry Skutchan, Project Leader
Rob Meredith, Programmer
Steve Mullins, Special Projects Manager
John Zinninger, Senior Technician

Background

With the close work APH does with the Digital Accessible Information System (DAISY) consortium, the National Library Service (NLS), the APH studio, and the software under development in the Department of Educational Research, APH staff recognized that the creation of a digital audio component that could be used by a variety of applications made the most sense.

Several of the educational software projects in development, including Book Wizard Reader, Book Wizard Producer, Book Port Transfer, Studio Recorder, Talking Typer, Termite Torpedo, Armadillo Army, Toodle Tiles, and Teacher's Pet require a digital audio recording and playback component. In addition to its needs for playback and recording controls, the Book Wizard and Book Port Transfer projects required navigation controls and the ability to speed up the playback of the recording without affecting the pitch.

Given the diverse requirements and the interesting possibilities offered with custom software, APH decided to develop its own digital audio record, playback, and navigation component for use with several projects underway and to develop an interface that uses that control to provide a studio recording application.

Through the years, staff continues to enhance the component. In 2007, they added the ability to encode and decode the AMR Wideband Plus format which is what the National Library Service uses for its new Digital Talking Books.

Work during FY 2008

Finalized the AMR Wideband Plus support.

• Added "Just in time Editing" which lets the user open an mp3 file quickly and decode on demand if the user requests an editing action.
• Corrected a bug where changing the read-only state of non compressed buffers (.wav and .raw) from read-only to not read-only was not permitted.
• Fixed a bug where using just-in-time editing to change the length of an existing MP3 file then closing the file would cause marks in the file's .mrk file to become invalid. Now, .mrk files are not written if just-in-time editing is in use.
• Added the ability to export a buffer containing MP3 data to an MP3 file. This works whether or not the buffer is insured.
• Added a check to see if the specified parameters can be used to encode the specified buffer. If not, the parameters are set to the encoder defaults.
• Added a flag is used to allow compressed buffers to be modified if there data are not using on-demand decoding.
• Added an option to automatically insure buffers which contain compressed files when an editing function would require decoding. MP3 is the only compression type currently supported.

Work planned for FY 2009

Staff will continue to enhance the component as needed. Many software users requested the ability to slow down the speed of the audio playback. This would make learning language or music much easier.

Windows Direct X filters should be supported. This would allow users of APH audio editing software to use third party plug-ins, commonly referred to as DirectX Plug-ins, for signal processing.

There are still several advanced features that require significant amounts of research to implement. Among these is the addition of a band pass filter and pattern detection.

Yet another area of interest is streaming technology. The digital audio component should provide full streaming services to the client in a variety of environments. Server side implementations of the component should be able to provide a local user navigation and time scale services on the server side, thereby reducing the amount of data that gets transferred.

APH Speech Environment

(Continued)

Purpose

To develop a reusable foundation for current talking software from APH

Project Staff

Larry Skutchan, Project Leader
Rob Meredith, Programmer
Keith Creasy, Programmer

Background

APH is developing new talking software that runs under current and future versions of Windows. While each completed title is different, they also have much in common, especially with respect to access issues. The APH Speech Environment (ASE) provides the following common services to all the programs under development:

• Speech or braille output
• Controls to select speech and braille parameters
• Record and restore user access settings
• Accessible output to standard Windows menus and controls through an interface to Microsoft's Active Accessibility (MSAA) components
• Standard interface to speech controls and enhancements to standard text-to speech (TTS) engine behavior targeted for use by blind and visually impaired users
• Precise punctuation control and consistent rendering among various text-to speech engines
• Interactive TTS engine selection
• Interruptability
• Detection of demonstration versus registered program with an interface to accept and store registration information
• Dictionary translation
• Digitized audio playback control, including the ability to generate studio scripts of a program's prompts and an interface that uses those recordings for program interaction
• Control interactive contracted braille

ASE is a program module that provides these core services. While it will not be a stand-alone product, it is included as part of most APH software developed for Windows and could be provided to other Accessible software manufactures in an effort to meet the 508 regulations referring to government procurement of electronic tools.

During the first few years of APH software development, standard services were enough to meet the needs of the software under development. For example, providing access and speech to common Windows controls and menus, a means of controlling speech parameters and voice selections, a means of stopping the speech on request, a way of repeating the information, and precise punctuation pronunciation control were once enough to meet the needs of the applications under development at APH. As more titles gain popularity, ASE's capabilities must expand to meet the needs of the new software.

In APH's first three titles, for example, the software was all written in C or C++ programming languages, and none of the packages required the ability to echo keyboard input, although each provided this functionality. Neither did the titles have much need for braille output. ASE's role has already expanded with the introduction of a user registration mechanism. These algorithms let the application query registration information and inform the application as to whether it is running as a demo or as a full version. They also provide a user interface that describes the limitation built into the demonstration version of the calling application and offers the user the ability to enter a key that he may obtain from APH customer support over the phone or electronically. Once the customer enters that key, the application is converted from a demo into a fully registered version of that program.

Now, as APH develops under different programming languages and with the need to provide these technologies to other companies that wish to license APH's software, the flexibility of ASE's interface was improved. The first version of ASE was packaged as a standard Windows Dynamic Link Library (DLL). This is an extremely efficient means of passing large amounts of information from one component to another. Unfortunately, this technique is feasible to use only with the C programming language. As ASE's capabilities expand and the demands on it from client software expands, ASE required moving to the Component Object Model architecture. About 80% of ASE's functions have been converted to this architecture, and several educational software products are already taking advantage of ASE's new interface and capabilities.

In addition to its first focus on speech access, ASE's progress in braille is equally important and essential in future endeavors. APH purchased the source code to a well-known braille translation program that ran under DOS and converted it to Windows and added functionality. While this braille subsystem is a separate component, ASE communicates directly with that component as a convenience to software authors.

Work during FY 2008

Corrected some minor bugs.

Work planned for FY 2009

Expand the support for more complex controls that are not covered by MSAA.

Enhance the keystroke announcement feature to include digitized human speech.

Support accessibility of Web 2.0 application user interfaces.

Correct other known minor issues.

Book Port

(Discontinued)

Purpose

To provide a hardware tool for reading electronic books in a means convenient to the student and professional

Project Staff

Larry Skutchan, Project Leader
Steve Gomas, Project Consultant
Rob Meredith, Programmer
Keith Creasy, Programmer
Mario Eiland, Programmer
Rosanne Hoffmann, Research/Project Assistant

Background

In FY 2000, APH began distributing a device that uses synthesized speech in a portable, convenient housing to let the user read electronic books without having to stay near the computer. While this device, the Road Runner, is no longer available, its popularity and utility were unsurpassed, especially for those students and professionals who had large amounts of material to read.

Research staff began planning enhancements to the device and its interface. So, when its unavailability became apparent, staff began design on a new device that addressed the shortcomings of Road Runner while building increased functionality and flexibility for the future. These new issues included: increased, removable storage media, incremental deletes, more file types, better navigation and review, and a simplified interface. The unit needed to be able to accommodate memos, so the number of keys was increased to allow braille input for making annotations. The unit also needed to be able to play digitized audio so that it may play Digital Talking Books.

Given the expensive and time consuming process of creating a new hardware device from scratch and writing its associated software, APH partnered with another company to use its hardware base with the specific needs identified by customers, experts in the field, and focus groups comprising both experts and consumers. Book Port is a device based on the hardware from that company combined with software written specifically for APH.

Book Port is a portable device that reads electronic books, takes notes, and plays audio files. Blind students and professionals find that its combination of synthetic speech and digital audio capabilities makes Book Port the perfect tool for nearly any reading need. Measuring only 2.75 by 4.75 by 1 inch, its small size, large storage capacity, and battery operation and low power consumption make it the perfect hand-held device for a portable reading solution.

Book Port features its own high quality text-to-speech synthesizer (for reading electronic text and Web pages,) and it plays digital audio files such as MP3, audible.com, and Digital Talking Books.

Book Port contains state-of-the-art hardware such as a universal serial bus connector (USB) to make the connection between the device and a PC as simple as possible and a Compactflash® card slot for removable mass storage. It contains a built-in microphone and supporting hardware to let the user record and playback memos on the device. Book Port features its own date and time clock, multiple alarms, and a sleep timer that automatically turns off the unit after a predetermined amount of time.

The software that comes with Book Port makes it easy to send a variety of file types including documents and Web sites from your computer to Book Port without leaving the application in use, and it provides capabilities especially geared toward blind students and professionals. Such enhanced capabilities include multiple levels of phrase detection for spoken word content digital audio files and reverse translation for electronic contracted braille files. Digital Talking Books such as those from "Bookshare.org and Recordings for the Blind and Dyslexic get sent to Book Port as if the device were especially designed for them. Sending Web pages to the device for portable reading is as easy as right clicking the Web page, and then choosing Send to Book Port from the context menu that appears. You may also send files directly from Windows Explorer by highlighting the file or files, picking Send To, then selecting Book Port from the Send To menu. And if the unit is not connected when you need to send a page or file, the software queues up the material and sends it the next time you connect Book Port to your computer.

[Photo of the Book Port CD]

The software used to send files from your PC to Book Port shows a preview of the content of the files you highlight, so it is easy to decide what to send by more than just the name of the file. In addition, if the file contains digital audio, the software lets you hear the contents of that file, and the preview window shows statistics about that file. If the file is contracted braille, the preview window shows the reverse translated version of the first portion of that file.

This device became available in June 2003. More information is available at http://www.aph.org/tech/bp_info.htm

As the years of software improvements continued, the hardware components became obsolete and difficult to purchase. A new model was needed that included features like:

• More file formats
• High speed USB port
• Switch to Secure Digital cards
• Add on-the-go USB support so that other peripherals (like Braille displays) could be supported
• Rechargeable battery
• Physical On/Off switch
• External speaker

Work during FY 2008

Continued design on new model.

Found critical flaw in processor, so redesign began.

Stopped work on new model due to numerous problems and the lessened need for such a device with the release of the Victor Reader Stream and the new Plextor portable DTB player.

Work planned for FY 2009

This project has been canceled. APH is still very interested in the concept of a portable book device, and future investigation and product development will continue.

Book Wizard

(Continued)

Purpose

To provide a program that lets a student read textbooks using the National Industry Standards Organization (NISO) 3.0 Digital Talking Book (DTB) file specifications in whatever Accessible format is most appropriate for that student. It also provides navigation and control to exploit the capabilities provided by the new format and to provide simple, efficient tools for creating these books

Project Staff

Larry Skutchan, Project Leader
Keith Creasy, Programmer
John Hedges, Programmer
Rob Meredith, Programmer
Rodger Smith, Programmer
Jane Thompson, Director of ATIC
Steve Mullins, Special Projects Manager

Background

The need for a program that supports multiple output media arose from several places, including APH's and other Accessible media publishers' desire to efficiently produce textbooks in the media that best meets a student's needs. Such a task requires intelligent software and a file format that is both universal and expandable.

The first step in creating such software is to identify or define the file format that best supports the characteristics required by all the output media types. Careful analysis and a worldwide trend to the extensible markup language (XML) convinced staff that this file format provided the structure, features, and extensibility required. The existence of math markup languages such as Math Markup Language (MML) and LaTex also provides the possibility of integration into the final file format.

XML uses a Document Type Definition (DTD) to define the vocabulary for a markup language, and these DTD's can become quite elegant and elaborate. Creating one from scratch is not a trivial task.

The National Library Service (NLS) is also attempting to define the file format for digital talking books of the future. They put a committee together to study DTD's and requirements for digital distribution of talking books in the United States. The committee consists of talking book libraries from around the world, alternative media producers, schools and training centers, and experts from the World Wide Web Consortium (W3C) to identify and define the parameters of this file format. A large part of this committee is represented by the Digital Access Information System (DAISY) Consortium, which is another group comprised of alternate media producers from around the world. Their mission was to create a digital distribution system that met the needs of the users and producers and one that would be compatible from country to country. European, Australian, Canadian, and some Asian countries are already using the DAISY 2.x file specifications to produce and distribute digital talking books.

When NLS first commissioned the study, they were mainly on a quest for information about how to produce and distribute digital talking books for United States citizens, and this is still their primary goal. But as the process evolved and their needs coincided so well with the needs of many others, they soon found themselves, under the leadership of Michael Moody, defining the standards. They are working through the National Information Standards Organization (NISO) to define the characteristics of a file format that will meet the needs of all these producers, as well as the end user, provide compatibility among countries, and remain extensible to provide the option to grow. The file format they chose uses a number of existing technologies, so it will be possible to create tools and applications to work with such files much more easily than if they had defined their own file formats.

The new file format was submitted to the National Information Standards Organization, and it gained approval in December 2002. A revision was approved in 2005. The format is called NISO z39.86. The NISO Digital Talking Book combines Simultaneous Multimedia Integrated Language (SMIL) 2.0, with a Document Type Definition (DTD) that defines the elements in the text, and an XML file called the Navigation Control to tie the parts together. The Open Ebook's package file, which contains a list of all of a book's associated files, is also included.

Having attended the meetings defining the standards and insuring APH's interests were represented, research programmers gathered information about the issues and technologies and wrote specifications for a software package that uses the NISO Digital Talking Book Document Type Definition. These standards are integrating the audio representation of a work to let a student read a textbook in whatever media he desires. The package, Book Wizard, also provides services to make it simple and efficient to create such a book. Keeping all this in mind, staff is also aware that using a hand held device like the Compaq Ipaq or other Personal Digital Assistant (PDA) to read digital talking books is also required. Staff used the Book Wizard services to permit reading NISO z3986 Digital Talking Books on Book Port.

Staff continued to participate in NISO and DAISY consortium activities and, as they learned more about specific APH requirements, insured specifications were defined to meet these requirements. Keith Creasy is a member of the Digital Rights Management committee, and helped identify features and characteristics about protecting books that would be least intrusive to readers while still offering publishers the protection they desire.

Work during FY 2008

The following enhancements were made to Book Wizard Reader and Book Wizard Producer:

• Fixed problems with namespaces when loading NIMAS files that caused text not to be displayed.
• Tested and commented on a new NLS protection algorithm.
• Incorporated the new NLS protection procedure into Book Wizard Producer.
• Removes Carriage Return and Line Feed characters from text in the navigation control.
• Changes the method for getting text so that all nodes in the container are parsed and text is concatenated with spacing added when necessary. This fixes missing spaces in the navigation labels when the program strips CR/LF characters and ensures all of the nav label text is included as a single line.
• Adds new templates to support the namespaces for both the 2002 and 2005 DAISY/NISO formats. Book Wizard uses the appropriate template when importing or displaying text from a DTBook XML file.
• Enhances the NIMAS import to do a better job with page numbers. Now page numbers that have a type of "font" are not used to automatically give the page numbers integer values and the type attribute is carried over into the page map. Also, Book Wizard uses the text content of the "pagenum" node as the label for the page and sets the value to the text if it can be interpreted as an integer.
• Adds the launch of the NLS "RSProtector" program after building an NLS distribution using AMR WB+ encoding. The resulting protected book is placed in a folder called "pdtb" along with the source files and the unprotected dist folder. This feature is especially valuable for the studio since it allows them to create the protected version of the book for NLS with almost no extra work.
• Changes the way Producer generates the message files used for the announcements in DTBs to meet the new specifications for multi-volume books from NLS.
• Adds an option in the Build dialog to set a size limit for the SMIL files. (NLS now requires these files be 100 KB or less.)
• Changes the bookshelf updating to be optional.
• Stops automatically adding the path to the bookshelf when a book is launched from the command line.
• Adds an Update Bookshelf button to the bookshelf.

Work planned for FY 2009

• Add support for DAISY/NISO Z39.86-2005.
• Improve text navigation; character, word, sentence.
• Incorporate text editing and additional XML editing capabilities.
• Add support for converting only a part of a DTB to audio from text; thus allowing part of a book to be narrated by a person and part to be generated from the text.
• Add more command-line options for batch processing.
• Add zoom and font selection to text window.
• Add better support for rendering graphics and video.
• Add hyperlink support.
• Add support for the new DAISY DRM (digital rights management).
• Book Wizard staff will continue to work in cooperation with the recording studio and other departments within APH to produce material and work out production issues related to DTB's.
• Functionality will be added to allow for user response to items in a DTB when called for. This should allow a DTB to be used for interactive teaching and computerized testing.
• The cursor used in the text view will be synchronized with the cursor in thebraille view for simultaneous editing of both text and braille.
• Support for special navigation modes such as for tables and lists from the Navigation Control XML (NCX) will be added.

Future long-term enhancements include the following:

1. Features to produce hard-copy books in braille and large print.
2. Direct support for braille displays.
3. Speech recognition capabilities that will allow a narrator's recording to be automatically synchronized with a provided full-text of the content.
4. Interactive validation and error correcting features.
5. Enhanced library and project management features.
6. The programmers will continue to write code that performs the functions and capabilities outlined in the specifications.
7. Hardware drivers, reproduction capabilities, and library management functions are among the more time consuming components remaining.
8. Programmers will write a new Windows printer driver to address the deficiencies in the generic text driver provided with Windows that will permit embossing to a variety of devices.
9. Programmers will develop refreshable braille drivers for several popular commercial displays. These drivers also make it possible for trained and qualified proofreaders to make corrections directly to the original file.
10. Programmers will develop tactile graphics embossing support and applicable drivers for the corresponding hardware. This work includes an analysis of the requirements and capabilities of the available devices. While several devices support the capability to provide simple tactile graphics, others support capabilities way beyond what previous devices have supported.
11. The programmers will examine the feasibility of creating drivers that use one image and provide code that transforms the vector graphic or bit map image into a series of printer escape sequences that gracefully degrades or expands as the device's capabilities degrade or expand. If feasible, the programmers will write such drivers. If it is not feasible to support the use of a single image for all possible devices, programmers will write specific drivers for specific devices and add the capability to select among images given the specific output device. They will write formatting algorithms for both the large print and braille hard copy options. These formatting functions require the material to be rendered with respect to the style sheets in use and any XML tags that may include a Media attribute that could include or exclude parts of a book. They will add image display support. This may include intelligence to select an appropriate image based on the media output. They will add functionality to the braille translation component to support forcing characters to upper case in the reverse translation, respect XML tags to control the formatting and translation process, and work on stylesheets that take braille's unique formatting requirements into account.
12. Programmers will incorporate library checkout and check-in facilities and remote server support. This makes it possible for two editors, both in remote locations, to work on the same book. This collaboration process is expected to be an effective means of getting more complex books to students more quickly.

Braille+
(Formerly: Linkit)

(Continued)

Purpose

To develop a state-of-the-art portable personal data assistant (PDA) that meets the needs of the modern student or professional who is blind or visually impaired

Project Staff

Larry Skutchan, Project Leader
Marc Mulkahy, Project Consultant
Mike McDonald, Programmer
Rob Meredith, Programmer
Keith Creasy, Programmer

Background

For several years, APH sought a low-cost, simple-to-use, inexpensive replacement for a note-taking system like the Braille 'n Speak (BNS) Scholar.

Today's more connected world and less expensive parts make it possible to design an all-purpose device that can serve as a student's tool for a variety of tasks including note-taking, recording, playing audio content, calculating, timing, web browsing, emailing, and subscribing to periodicals. Expansion should be possible to permit a Global Positioning System (GPS) receiver and cell phone chips contained in the unit's housing.

The unit should use a commercial operating system designed for low power consumption. This insures the device continues to evolve and insures the availability of a wide variety of software applications. These applications are often commercially developed packages with rigorous testing and a known user base.

While the development staff were well on their way to the design of this product, events at the CSUN 2006 conference changed things. A company called Level Star showed a working prototype of a unit called Icon that was remarkably similar to what APH had been designing.

[Photo of Braille+]

Level Star and APH agreed to collaborate on a version of the Icon that contained a built-in braille keyboard. The two companies would share their software expertise, and APH would use Level Star's excellent hardware design.

The Braille+ became available for sale in April 2007.

Work during FY 2008

• Added an entire support system for refreshable Braille displays.
• Adds the Workspace option to the main menu to help work with frequently used or new content.
• Adds support for books from audible.com.
• Adds support for connection to the docking station.
• Changes the way the Delete command announces. Now, it announces the next character rather than the one you just deleted.
• Corrects the delay that occurred when using the email Send and Receive command while network folders were shared and connected.
• Resumes playback of podcasts from their last position.
• Adds a menu of punctuation symbols from which to choose while using the ABC keypad.
• Corrects a problem updating the book catalog when there were over 1000 books in the library.
• Preserves the installation status of third party programs that you install when you update the unit's software.
• Adds the Send Now option to newly composed email messages.
• Adds the announcement of the number of messages in each folder as you traverse Email's folder list.
• Adds the BCC field to email headers.
• Adds the Reply to All option to the email program.
• Adds the View Headers command for email.
• Corrects the email Forward command so that it lets you select from contacts.
• Changes the key from Pound to Ctrl+Select or Ctrl+Space to mark one of multiple choices in lists where multiple selections is supported.
• Adds the Caps Lock key to Thumb Braille.
• Improves Bookshelf responsiveness in navigation.
• Corrects bookshelf issues with not being able to open some books.
• Corrects end of book handling in the Bookshelf.
• Corrects bugs in calculator
• Makes the download manager available at all times in RSS.
• Download manager shows the title of the program (not the filename) for downloaded podcasts.
• You may now press Select in Download Manager to open a file.

Version 1.10, March 2008

General

• Adds support for downloadable audio books from National Library Service. (NLS)
• Adds support for playing protected content from Serotek.
• Introduces a new registration system to help associate your device with you and to help qualify for playing audio content that may be protected from sources like NLS and audible.com.
• Uses a new install method that makes updates more reliable and enables the delivery of keys to unlock protected content.
• Backs up and restores your data during the software update process.
• Updates the hard disk recovery partition with the latest software.
• Adds a menu of possibilities when you insert an SD card or external drive.
• Adds support for following links in html documents, RSS articles, email, and other places where links exist.
• Adds a software manager to help manage third-party software packages you may install.
• Adds a Reading keypad to make navigation easier in documents you cannot edit.
• Adds the Back Paragraph and Next Paragraph commands using Left Arrow and Right Arrow while in continuous reading mode for any document where the user may read continuously.
• Adds audio speed controls to Music Player and Bookshelf.
• Changes the command to access a book's contents from Pound to Hold Program Menu.
• Adds a Serial Number item to the status menu.
• Adds Bluetooth status to status menu.
• Adds percentage moves through files in the document reader.
• Adds an option menu to the Open File form to let the user delete files, check sizes, sort, and perform other file management tasks.
• Adds Live Support Mode to provide advanced trouble-shooting capabilities.
• Adds a tactile indicator when the audio volume is at the default level.

Address Book

• Changes the interface to act more like other applications. You access the folder list with right and left arrow just as in the email program.
• Adds the ability to select one or more contacts.
• Adds move and delete for selected contacts.

Music Player

• Adds Files to the ways to view your music collection.
• Lets you play an entire folder of music.
• Lets you add a folder to a playlist.
• Copies files from other parts of the hard disk or the network into the music library.
• Adds the Repeat function.
• Adds the ability to add the currently playing song to a playlist.
• Adds the ability to delete an album.
• Adds the artist name to the album and song listings
• Changes the main interface to help provide the most useful information.
• Adds a template to provide the information you want to know about your audio when you request status or when moving to the next track.
• Adds support for the flac audio format.
• Corrects several small bugs.

Book Shelf

• Adds Bookmark support including creation, navigation, and deletion of an unlimited number of bookmarks.
• Adds direct navigation through heading levels from within the book.
• Adds the author name to book listings
• Shows the author's last name first in listings.
• Adds the Recent Files option to the menu to help quickly return to books you are currently reading.
• Copies books to the bookshelf.
• Imports and automatically unzips NLS downloaded files.
• Adds options to turn on and off automatic book catalog update.
• Improves the information provided when you press the status command.
• Lets you sort the All Books list alphabetically or by the date added to the library.

Email

• Changes the command to delete a message while the message is open. This command was Star on the telephone keypad, but that command now moves to the previous link in a message. Now, to delete a message while it is open, use Star+Right Arrow.

File Explorer

• Adds the Sort option to let the user control how files and folders are listed.
• Adds the Share this Folder option to easily turn on and off folders that you may wish to share over the network.
• Adds the Browse Network Folders option to include resources from other devices to File Explorer's visibility.

RSS

• Adds the Download Manager for podcasts.
• Adds Read and Unread status to articles.
• Adds a setting to automatically download podcasts after a feed update.

Settings

• Adds the Search Removable Media for Content setting to General Settings.
• Adds Network Settings to let you turn on and off file sharing, SSH, and to set the name of your device and work group.

Corrections

• Fixes the problems with uploading journal entries to livejournal.com.
• Corrects a problem that could make the unit turn back on after turning it off.
• Corrects a problem that could cause a lock up if attempting to turn on some units with the keyboard locked.
• Adds ~ and ` to the key map table so they may be produced at the console.
• Corrects a bug that caused the find command to fail on some large braille documents.
• Changes the Open Document form so it shows only files the word processor can actually read.
• Adds Alt+Up Arrow and Alt+Down Arrow commands to external keyboards to turn up and down the volume.
• Adds Hold Escape to external keyboard commands to power off the unit.

Version 1.06.21, October 2007

• Adds virtual memory capabilities that let you open as many applications at a time as you wish.
• Adds universal speed controls (accessed with Pound+Volume Up and Pound+Volume Down).
• Adds punctuation control and customized punctuation settings.
• Corrects errors in Voice Recorder.
• Corrects file name entries in play lists for Music Player.
• Restructures and combines the functionality of Wireless Control Panel and Network Manager into one program called Network Manager.
• Adds WPA and WPA 2 security to the wireless types in Network Manager.
• Corrects the USB networking problems.
• Corrects issues with connecting to wireless networks that do not broadcast their SSID.
• Fixes a problem that prevented copy and paste from working between different applications.
• Corrects the Task Manager so the list is always current.
• Changes the feed selection list to a multi-selection list when adding new feeds in the RSS Reader.
• Adds the ability to automatically download podcasts after a feed update in RSS Reader
• Improves the way RSS Reader deletes and manages feeds. You may use Star to delete the current feed.
• Improves RSS Reader's status messages. You may now get the status at any level including folders.
• Adds a new method for selecting multiple items in a list. Now, Ctrl+Select toggles a selection.
• Adds Numeric mode to the keypad toggle for use as a review keypad in console mode.
• Improves hardware detection when inserting and removing keyboards, USB drives, power, and more.
• Adds several standard keyboard commands.
• Corrects a problem that prevented the bookshelf from remembering your place in text or brf files you put into the library/books folder.
• Corrects word navigation in edit controls.
• Adds the Current Word command to standard edit controls.
• Adds the Spell Word command to standard edit controls. (Press Current Word twice.)
• Adds the Announce Drive Space command.
• Changes the announcement of file size to say the size first when pressing Status in File Explorer.
• Changes internal handling of files to UTF8.
• Adds the Recent Files menu option to the word processor.
• Corrects the problem of some books from Bookshare.org skipping text.
• Corrects bugs in the find and replace form.
• Adds the ability to send a contact an email from the address book.
• Adds "Add This Sender to Address Book" option to Email.
• Changes address book contact listings to show last name first.
• Adds the Time Zone field to appointments in the planner.
• Adds the ability to select an email address when composing new messages in email
• Updates the synchronization utility to add time zone information.
• Adds index number announcements to indicate the current and total number of items in a list.
• Preserves words the user added to the spell check dictionary during backup and restore.
• Preserves recording settings during a backup and restore.
• Changes behavior of the modifier keys when using Thumb Braille.
• Improves the speed of detecting system hardware changes.
• Adds the numeric value to the announcement on volume and speed changes.
• Uses a new application startup sound that is less harsh.
• Adds a "reboot" command accessed with Pound+Star+Program 1.

Work planned for FY 2009

• Continue with internationalization support
• Continue Braille display support
• Continue DTB support
• Begin Global Position System (GPS) work
• Begin cell phone support
• Obtain approval from Recordings for the Blind and Dyslexic (RFBD) to play their protected books
• Streamline and expand browser capabilities to take advantage of Web 2.0 features.
• Redesign the hardware to increase reliability, increase speed, and addfeatures.

Monitoring Technological Developments and Educational Applications

(Continued)

Purpose

To identify and develop microcomputer materials that support educational needs; to monitor technological developments and educational applications of technology; to provide support to the production area for various Digital Talking Book production issues and to disseminate information on current uses of assistive technology.

Project Staff

Larry Skutchan, Project Leader
Rob Meredith, Programmer
John Hedges, Programmer
Keith Creasy, Programmer
Mike McDonald, Programmer
Rodger Smith, Programmer

Background

The rapid advances in use and development of software, hardware, accessibility considerations, and educational theories require significant attention. The Technology Group in the Educational Research Department monitors and participates in numerous activities to keep abreast of developing trends and current implementations and encourages trends, policies, and standards that use technology to promote APH's mission. These ongoing endeavors help keep APH personnel knowledgeable and influential in the areas of regular and assistive technology.

The Technology Group stays informed through participation in numerous listserves focusing on programming and accessibility issues. The group actively uses and beta tests pre-releases of operating system code, key applications, active accessibility, Java Swing components, screen enlargement, and speech or braille output accessibility aids. The group attends conferences, presents products and activities, and demonstrates APH products related to technology. The Technology Project Leader and two of the programmers are also members of the DAISY Consortium to help ensure that APH continues at the forefront of the conversion to digital talking books and that APH is represented in the shaping of guidelines and specifications. In its efforts to influence direction, the Technology Group creates software for both internal research and use as direct products, applies expertise to help make APH effective and Accessible in its production of braille and large print and its application of new and emerging technologies to these processes, and disseminates information to APH and directly to users. The group promotes accessibility within APH by establishing techniques that make the entire company Accessible.

Work during FY 2008

Staff wrote a web based application to help manage and track the contractions a student knows and manage a list of books that she is capable of reading with that knowledge. They also wrote and debugged editor facilities to create the data for a given book.

Staff programmed and debugged an application to help orientation and mobility specialists communicate better with their clients and families. See the write up on O & M for Families.

Programmers finalized a low vision friendly phonics training program. See the write up for Turbo Fonics.

Staff continued working closely with the studio in order to create an efficient means of creating Digital Talking books.

Staff continued working on a pilot project with the National Library Service to create "digital talking books" (DTB's). See the Book Wizard write-up for information on how the program was modified to deliver content straight from the web.

The Technology Group continued to participate in beta testing, monitor listserves, attend conferences, collaborate with other developers, and disseminate information. It also continued to study effective means of combining APH's Large Print and Braille areas to accommodate digital text and digital talking books.

Staff prepared several Digital Talking Books from NIMAS files and conducted training on using them for a pilot project with the ATIC department.

Technology staff provided advice and expertise at Product Advisory and Review Committee (PARC) sessions, evaluated products submitted to APH for possible production or sale, helped ensure the accessibility of APH's web site and online ordering systems, and participated in modernizing APH's recording studios.

The Technology Group regularly provides advice and technical assistance to APH's Business Contract Department and meets with staff from Customer Relations to familiarize them with new products as they near their introduction date. Staff regularly consults and assists with technical or information requests via phone and e-mail.

Project staff maintained and updated the demo CD that contains demonstrations of software, product information, and in depth audio demonstrations of software and hardware narrated by experts from the department on that product. The CD interface is html based, so it is also used on the APH Web site.

With three staff members on the DAISY Mark Up and Specification team, the group actively used the specifications and worked to improve weaknesses in the specifications. The project leader is a member of the File Specification Group of the American Foundation for the Blind's Solutions Forum, the Kentucky Department of Education's Computerized Testing Task Force, and a member of a task force designed to study tools and techniques that help publishers meet the needs of blind students when providing electronic files of their textbooks.

One programmer is a member of the Daisy Intellectual Property protection working group where he participates in molding the specifications and techniques that are used to protect digital content in books distributed by National Library Service and other producers.

Staff provided support and markup services to other project leaders, so each product's documentation is accessible in electronic format.

Work planned for FY 2009

There are two additional areas of software development that require addressing. They are automated testing and error reporting. The group will find ways of appropriately addressing these issues in the coming years.

The Technology Group will increase its involvement in the following:

• Digital document access;
• Web streaming technology;
• Universal design concepts, and alternative user interfaces;
• Ensure critical accessibility of system components and emerging systems;
• Disseminate information and advise government, manufacturers, and consumers about accessibility issues;
• And develop high quality, educationally sound software and hardware solutions for blind and visually impaired students and adults.
• Investigate the accessibility of Web 2.0 applications.

The Technology Group will continue to pursue ways of applying technology to the production of tactile graphics, help educate other project leaders in the Department of Educational Research, and look for ways to use technological solutions to further APH's mission. The group will pursue funding for special projects and experiment with emerging technologies. The group also plans to continue expanding the APH network site license and pursue additional text-to-speech engines for possible distribution. Licensing APH technology to other manufacturers to help discriminate some of APH's pioneering work is also under investigation. There have already been a number of requests from other vendors into the possibility of using the APH Speech Environment, the Digital Audio Component, and Book Wizard as parts of their own products.

The technology group plans to work closely with the Accessible Tests Department by providing technological solutions to test access issues as defined by them. Advise, review, support, and software design and development are among the expected activities that will connect the Technology Group and the Accessible Tests Department.

The technology group designed, implemented, and hosts a new project for the Core Curriculum Project Leader called Early Braille Tradebooks. This system runs on the Drupal content management system and represents the kind of project that will become more common--one that is accessible via the web and works with a variety of computer types and operating systems.

More involvement with the Linux operating system and the accessibility developments in the console, X Windows, and GNU Network object model Environment (GNOME) are a high priority. Staff is especially interested in Speakup, the Linux kernel screen access program and its compatibility with software text-to-speech systems under Linux, global positioning system engines that may run under more than one operating system, and the general movement toward the "cloud computing" environment and its accessibility implications.

The group will continue to make high-interest demonstrations, training, and presentations available as podcasts on the APH web site.

Refreshable Braille Display

(New)

Purpose

To produce a high quality, portable, inexpensive refreshable braille display that may be used with the Braille+ or with other portable or stationary devices.

Project Staff

Larry Skutchan, Project Leader
Thomas Friehoff, Project Consultant

Background

As APH advances its braille interests to all parts of the company, technology considerations proved especially interesting. Programmers are finalizing a complete integrated software solution so the Braille+ may communicate with USB or Bluetooth refreshable braille displays. The field has also long recognized the need for an inexpensive portable display so that students may read in a variety of environments. While other companies have traditionally provided refreshable braille displays of even the most small number of cells for prices over $2000, APH in partnership with BAUM can produce an 18 cell display with dimensions to match the Braille+ using BAUM's traditional high quality components and workmanship combined with APH software and specifications to make a small display with a reasonable number of cells for a reasonable price.

Work during FY 2008

• Determined the need for a portable display.
• Rendered 3-d drawings of two proposed designs.

Work planned for FY 2009

• Build prototypes
• Field test prototypes
• Finalize design
• Manufacture
• Make available for sale

Studio Recorder

(Completed)

Purpose

To produce a simple-to-use, robust digital audio recording tool geared toward spoken word content.

Project Staff

Larry Skutchan, Project Leader
Rob Meredith, Programmer
Steve Mullins, Special Projects Manager
John Zinninger, Senior Technician
Dave McGee, Manufacturing Specialist
Rosanne Hoffmann, Research/Project Assistant

Background

Studio Recorder is a powerful digital recording and editing software package geared to make recordings of the spoken word. It includes features not found in audio recording and editing programs primarily designed for music production. Such features include:

1. Speed up playback with no pitch distortion.
2. Three levels of phrase detection.
3. Index tone generation and removal.
4. Instant open on large files.
5. Instant cut, copy, paste, and delete.
6. Intercom functionality.
7. Simple user interface.
8. Accessibility for blind and visually impaired users.
9. Multiple user marks and notes.
10. External controller support.

Studio Recorder was originally written for internal use at APH to serve as a tool for creating direct to digital audio recordings for the National Library Service (NLS). It contains many features that ease the task of recording, editing, and proofreading audio books. It also includes features that simplify the production of analog cassette tapes from the digital master.

While Studio Recorder was originally written for use by the professional narrator and narration monitor, its simple operation makes it ideal for nearly anyone interested in recording, editing, and producing spoken word audio documents in an efficient manner.

In addition to all of the benefits of digital recording and playback technology common to digital recording software, Studio Recorder provides unique capabilities geared to both spoken word content and, more specifically, recordings intended for distribution on audiocassette or via the World Wide Web. The software supports projects ranging from the quick and simple home recording to the most demanding and professional task.

Features such as the intercom mode allow recording professionals, who often collaborate from separate booths, to communicate through the PC's speakers and sound card. Other features, such as the ability to mark and label points in the recording, make it easy for narrators working on large works to preserve notes about pronunciation and characterization, allowing quick reference to information from past recording sessions. The phrase detection capabilities streamline the process of sifting through cumbersome audio files. Instead of using time as the criterion for navigation, these features allow the narrator to use content for maneuvering through the audio file in a manner similar to that of moving through text in a word processing program.

Studio Recorder also provides advanced capabilities such as punch in/out recording, linear fade, instantaneous editing, and time-specific alarm tones that assist the user in sizing a document to a cassette tape.

Programming staff brought the proposal of releasing this project as a product to the Product Advisory and Review Committee (PARC), and the concept of releasing this utility as a general purpose commercial application was approved. Programmers then began work on the general market aspects of the program.

Further development was driven by both studio needs and customer requests and suggestions. An outstanding response to this input has defined a software package that is robust, flexible, and enjoys thousands of hours of use each year at APH alone.

As development continues, Studio Recorder becomes a more integral tool in the Digital Talking Book creation process.

Work during FY 2008

The following enhancements were made to Studio Recorder:

• Adds the ability to encode all open windows.
• Adds the ability to edit compressed files.
• Adds a new pane in the status bar that indicates the progress of any background processing.
• Enhances the status bar so that messages and the panes in which they are displayed dynamically resize as needed.
• Corrected minor bugs.

Work planned for FY 2009

Various requests have been made by users of Studio Recorder. Some of these include:

• The ability for markers to be dropped automatically when silence is encountered while recording.
• The ability for recording to cease when silence persists for a specified time, and restart again when a specified signal level is detected.
• Implementation of an Accessible graphic equalizer.

See the write-up for the digital audio component for other possible future enhancements.

Talking Learn Keys

(Completed)

Purpose

To provide a Windows-based basic keyboard exploration program for visually impaired or blind users so they may become familiar with any computer keyboard or to hear keystrokes announced in applications.

Project Staff

Larry Skutchan, Project Leader
John Hedges, Programmer
Rob Meredith, Programmer

Background

Talking Learn Keys provides clearly recorded audio feedback about keys that users of any age type on the PC keyboard. It can be used in two configurations. In the first, the user can type any key on the keyboard without fear of doing something wrong because Talking Learn Keys processes the keys before they are presented to the system. In the second, the learner can use Talking Learn Keys to announce keys for any program on the computer. This can be useful for providing high quality feedback for number entry in data processing applications or simply to verify the user is typing properly in any application. The program uses prerecorded speech from professional narrators and allows the user to choose either a male or female voice. There are also options for fast or normal speed announcement of key presses and a pronunciation mode feature that allows various pronunciations of some of the special keys. A large Verdana font type is used to display the key name. This feature is adjustable from the menu.

The idea for Talking Learn Keys was discussed and presented to the Product Review Committee, who approved development of the program. The Technology Group in the Department of Educational Research developed initial design specifications and a functionality features list. The programmers wrote, tested, and finalized the code in 1999, and Talking Learn Keys became available.

As the group continued the development of the APH Speech Environment with its new abilities to manage user registration, it decided to update Talking Learn Keys to take advantage of this capability. This also allows the program to be placed on the Web in a demo version.

The program was modernized for new versions of Windows, including Windows XP. In a second area, new keyboards also may have additional multimedia buttons. These are controlled by vendor customized software. Support was added to handle the Microsoft multimedia keyboard. In addition, the other APH products now use the audio from Talking Learn Keys. It was helpful to create multiple audio components that allow other programs to use the audio files when installed on the same computer. The setup program has also been updated to use the Inno Setup for integration with current software distribution tools.

Work during FY 2008

This program is complete.

Work planned for FY 2009

This project is complete. Updates will occur as needed.

Talking Typer for Windows

(Completed)

Purpose

To provide Accessible, interactive keyboard training on the Windows platform.

Project Staff

Larry Skutchan, Project Leader
Keith Creasy, Programmer
John Hedges, Programmer
Rodger Smith, Programmer

Background

Talking Typer for Windows is a program based on two former APH products, the Talking Typer for Apple II and PC Typer. Like its predecessors, Talking Typer for Windows includes features that allow users to create and modify drills and dictation exercises. It also includes features for recording and storing, and examining student records and performance statistics. The program also contains a fun game with score keeping capabilities. After completing program specifications, the basic framework of the project was created. Program specifications included the features from the DOS-based PC Typer plus additional features identified by users of the previous version. Enhancements to the previous version are:

1. The program is self-voicing, so no screen access program or speech synthesizer is required
2. New students automatically receive a default list of lessons
3. Support for special computer keys is included
4. The program includes the ability to record and playback dictations
5. Software is completely network ready
6. Teacher management and lesson activities are combined into one program with password restricted access to teacher privileged functions like record manipulation and default settings.

The program entered its field testing phase in September 1999.

The programming group field tested Talking Typer over a six-month period in a variety of sites, and the field test participants played a very active role in shaping the development of this product. Field testing began in September 1999 with an early prototype of the system and the programmers quickly replaced features that were difficult to understand with methods suggested by participants. The field testers and customers suggested adding some lessons that used common phrases, so Research Assistant Kris Scott created two new lessons with about 40 phrases in each lesson. Customer feedback indicates these were a great idea and several users requested the two-phrase lessons be renamed Sentences and to create additional lessons that come before the sentence lessons that contain shorter, more common phrases. Recent customer feedback indicates that even more sentences should be included.

One of the most requested features was a better text-to-speech engine, and staff obtained a license to begin distributing AT&T's Natural Voices with the product.

Work during FY 2008

This product is complete.

Work planned for FY 2009

New features may be added to Talking Typer for Windows V 1, however most will be deferred to Talking Typer for Windows V.2. Necessary corrections and updates will be made as needed. Talking Typer V 1.0 is complete.

Maintenance issues continue to arise with this product, and users continually request enhancements.

Talking Word Puzzles

(Completed)

Purpose

To produce an Accessible educational game on CD that uses hidden word or crossword-type puzzles.

Project Staff

Larry Skutchan, Project Leader
Mario Eiland, Programmer
Rodger Smith, Programmer
Rosanne Hoffmann, Research/Project Assistant

Background

The need for an educational type of game like hidden word and crossword puzzles has been long expressed by customers and experts in the field. APH's Product Advisory and Review Committee (PARC) supported the idea for such a project in May 1998, and the programming group began work on the program in FY 2000. Project staff wrote program specifications for the program. Features planned include an intuitive text-to-speech and large print navigation system through the puzzle grid. The interface includes appropriate, responsive speech and highlighting feedback as the student uses the shift key along with the arrow keys to mark a word in the grid and distinguishable characteristics as the student moves across words already marked. Specifications also call for a creation process that allows the teacher to enter either a list of words or a list of words and clues to those words in the case of a crossword puzzle. This data gets committed to persistent storage and all puzzles get dynamically generated from this information.

Work during FY 2008

This program is complete.

Work planned for FY 2009

This project is complete. Future enhancements will be made as identified.

Teacher's Pet

(Completed)

Purpose

To develop a program used to create and take tests and practice drills and to provide student progress record keeping.

Project Staff

Larry Skutchan, Project Leader
John Hedges, Programmer
Tessa Wright, Consultant/Project Assistant
Rosanne Hoffmann, Research/Project Assistant

Background

APH has long been interested in providing an Accessible means of creating and delivering test content to blind and visually impaired students. An early attempt at this goal, Teacher's Pet for the Apple II, was a huge success. Members of Educational Research continue to receive requests for a Windows-based program that would perform similar functions. The group designed a new program to deliver content and record progress using Extensible Markup Language (XML) as its native file format. The design specifications call for software that is self voicing with easily adjustable display characteristics and a simple user interface that provides mechanisms to repeat or more closely examine test material. The program must also store and retrieve student statistics and access settings and provide an interface to make the teacher's job of preparing the test simple through modern drag and drop capabilities for multi-media objects like graphics and sounds. Teacher's Pet must also manage and display student records.

Staff wrote program specifications that include the support for a variety of question types including open-ended, fill-in-the-blank, true/false, matching, information, and multiple choice. Programmer John Hedges created a prototype of the application in March 2000 using JavaScript as the programming language. (This was APH's first venture into this language in its attempt to identify a language that provides rapid deployment possibilities yet supports Accessible design concepts.) He created techniques for providing user interface elements supporting universal design concepts and incorporated the APH digital audio component and APH Speech Environment to provide some of the core services the software required.

The programming team successfully solved a number of access and design issues. The program received such capabilities as an automatic integrated sound recording and playback facility that includes the ability to limit the time of the recording (through the APH Digital Audio Control), Cascading Style Sheet (CSS) support for flexible display adjustment, selection and display routines, a dialog to open and identify Teacher's Pet test files, evaluation functions that are extensible enough to permit a variety of formats for acceptable answers, and functions to preserve and restore user preferences and access settings. The programmers added the user interface and input mechanism that lets the student enter the answer in whatever format the teacher or parent specifies and the dialog and input routines that lets the teacher or parent create the test material. Functions were written to present the question, to navigate from question to question, and to move through long questions as is the case when there are several paragraphs or pages of text to read.

Work during FY 2008

Staff began a major rewrite on this project to convert it to the c# language. Much of the underlying structure is actually similar to the functionality needed for the Family O&M Book project, so foundation code is being written to support both projects.

Work planned for FY 2009

The project in version 1.x is complete. A new version is expected to be complete this year.

Verbal View of the Net and the Web

(Completed)

Purpose

To teach blind and visually impaired computer users background information about the Internet.

Project Staff

Larry Skutchan, Project Leader
Peter Duran, Project Consultant and Author
Keith Creasy, Programmer
John Hedges, Programmer
Rodger Smith, Programmer
Kathy Lewis, Technical Support Specialist
Steve Mullins, Special Projects Manager
Robert Conaghan, Studio Monitor

Background

A new technology typically affects a specific industry or group of workers or customers. It is a rarity that an emergent technology affects every industry and virtually every person worldwide. Usually it takes a long time for a technology to spread throughout its sphere of influence. There are 2 recent innovations, however, that violate these patterns: the Net -- a worldwide network of connected computers and the Web -- a global collection of connected multimedia documents. Both of these developments have emerged in the past quarter century and have already influenced every aspect of human endeavor throughout the civilized world.

Now, that a personal computer costs about the same price as a quality television set or high-performance stereo system, an individual can afford a personal computer and can access the Net and the Web any time anywhere. The personal computer has invaded every area of human activity, and its ubiquity has made the Net and the Web commonplace. No other technology has spread throughout the culture as rapidly as the personal computer--those placed on desktops and those concealed within most appliances--cell phones, microwaves, cars, medical equipment, and tools of all kinds.

The personal computer, together with the Net and the Web, has altered and enhanced all aspects of culture and human interaction forever. This tutorial, Verbal View of the Net and the Web, presents an overview of this omnipresent technology. You will rely on this technology when you take courses, when you work, when you play, when you communicate with others, and when you visit a library. Additional tutorials from APH about the Net and the Web describe ways to send and receive e-mail on the Net, browse documents on the Web, and much more.

These tutorials are written for blind computer users who possess computers (desktops or laptops) that run Windows XP. They teach readers how to connect to the net, surf the web, send and receive e-mail, and much more. All the essential aspects are explained, and all the essential tools are discussed. No prior knowledge of the Net or of the Web is assumed.

There are 2 types of tutorials: descriptive and audio-interactive. The former type is in "textbook" form. You read the material in a preferred format and then practice it. The latter is in "mimic" form. You listen to a cassette tape or an audio CD and attempt to follow the instructor's steps.

These tutorials about the Net and the Web are descriptive in style and are distributed as DAISY books on compact disks. DAISY stands for Digital Audio Information System; this "electronic book" format is accepted worldwide as a standard form for audio books produced for visually-impaired and blind readers.

These tutorials are written for blind users who wish to employ the Net and the Web for educational, vocational, and recreational pursuits. A few topics are discussed at length, although omitted from most books, because they greatly benefit blind users.

These tutorials are written for persons who have limited or no access to training centers and must learn independently. They are written for users who want or need to access the Net and the Web primarily with the keyboard. The use of the keyboard is emphasized and summarized throughout. The keyboard and the mouse are compared whenever appropriate so the strengths and weaknesses of both are apparent.

Work during FY 2008

This project is complete.

Work planned for FY 2009

This project is complete. The material will be updated as needed.

Verbal View of Office 2007

(New)

Purpose

To teach blind students and adults how to use the new interface in Office 2007 and to rewrite the tutorials for the individual Office components.

Project Staff

Larry Skutchan, Project Leader
Peter Duran, Project Consultant and Author
Keith Creasy, Programmer
John Hedges, Programmer
Rodger Smith, Programmer
Steve Mullins, Special Projects Manager
Robert Conaghan, Studio Monitor

Background

Microsoft completely redesigned the user interface for the series of programs in the Office suite. While each application is more consistent, the whole pyridine is new, and most blind computer users are not yet familiar with the new procedures and actions.

APH already offers a tutorial for Microsoft Word, but the user interface is totally revamped for the 2007 edition. Rather than rewriting the existing Word tutorial (See Verbal View of Word and Verbal View of Word Advanced) project staff recognized that the better approach might be to write a tutorial that focuses on the new interface for the Office suite and cover the common components in that book. Such common components include the spell checker and grammar checker. Then, as sub components, offer separate and new tutorials that focus on the unique aspects of Word, Excel, and Outlook. Taking this approach should lessen confusion by not including such varied material in one tutorial and lets the staff combine the Word and Advanced Word tutorials for the new Word tutorial.

Work during FY 2008

• Researched the new user interface
• Corresponded with key people at Microsoft about differences in the interfaces and reasons for switching
• Began writing

Work planned for FY 2009

• Complete writing
• Proofread and correct
• Check for keystroke accuracy
• Record text
• Make available for Sale

Verbal View of Online Mail

(Completed)

Purpose

To teach blind and visually impaired computer users effective use of email.

Project Staff

Larry Skutchan, Project Leader
Peter Duran, Project Consultant and Author
Keith Creasy, Programmer
John Hedges, Programmer
Rodger Smith, Programmer
Kathy Lewis, Technical Support Specialist
Steve Mullins, Special Projects Manager
Robert Conaghan, Studio Monitor

Background

The only prerequisite to this tutorial, Verbal View of the Net and the Web, talks about the Net and the Web and describes the various ways to connect to the Net.

Online mail -- most commonly called Electronic Mail or E-mail for short -- now ranks with telephone calls in popularity. This tutorial only discusses e-mail on the Net. (You are able to send and receive e-mail with mobile phones and other devices.)

Usually, you rely on a word processor (like WordPad or Microsoft Word) to write, edit, format, and read ordinary documents. They are usually located on your computer.

You must rely on a different kind of program to write, edit, format, and read as well as send and receive online mail. Typically, you rely on an e-mail program (alias e-mail client) to perform these tasks.

Outlook express is the e-mail program that comes with Internet Explorer; this e-mail program is the most used at the present time on Windows XP. The program named just Outlook is the e-mail program that comes with Microsoft Office; this program extends the functionality of Outlook Express. Outlook Express and Outlook are different programs and Microsoft has 2 different support teams for them because they are substantially different. Both programs come with an Address Book in which you can enter information about persons, organizations, or businesses, called contacts. You must upgrade to Outlook 2003 (part of Microsoft Office) if you want a calendar and appointment book as well. (You can purchase Outlook 2003 as a separate program from Microsoft Corporation -- $109.00 on November 4, 2005.)

Most developers of screen readers and screen magnifiers focus efforts on Internet Explorer and Outlook Express because Microsoft products currently dominate the Net and the Web. Today, virtually every newcomer to Windows XP receives and sends online mail via Outlook Express; therefore, this tutorial covers Outlook Express.

Work completed in FY 2008

This project is complete.

Work planned for FY 2009

This project is complete. Updates will occur as needed.

Verbal View of Vista

(Continued)

Purpose

To provide a tool to teach the Vista operating system to blind computer users

Project Staff

Larry Skutchan, Project Leader
Peter Duran, Project Consultant and Author
Keith Creasy, Programmer
John Hedges, Programmer
Rodger Smith, Programmer
Rosanne Hoffmann, Research Assistant
Steve Mullins, Special Projects Manager
Robert Conaghan, Studio Monitor

Background

The Verbal View series provides unprecedented instruction and detail about specific topics for blind computer users. With the release of Vista in February 2007, APH considers it important to provide pertinent training material on current technology. Vista contains thousands of changes and enhancements, and this tutorial covers them.

Even since the release of XP, the PC hardware and usage models have changed. Serial ports, parallel ports, and floppy drives are no longer even shipped on new PCs. The emphasis has switched from work on the PC to work on the internet.

Work during FY 2008

Researched, wrote, proofread, and tested the text of the tutorial.

Work planned for FY 2009

• Record content
• Prepare for Daisy distribution
• Release product

Verbal View of Web Documents

(Completed)

Purpose

To teach blind and visually impaired computer users how to make effective use of their internet browser.

Project Staff

Larry Skutchan, Project Leader
Peter Duran, Project Consultant and Author
Keith Creasy, Programmer
John Hedges, Programmer
Rodger Smith, Programmer
Kathy Lewis, Technical Support Specialist
Steve Mullins, Special Projects Manager
Robert Conaghan, Studio Monitor

Background

The prerequisite to this tutorial, Verbal View of the Net and the Web, talks about the Net and the Web and describes the various ways to connect to the Net. This tutorial focuses on the Web, now the most useful and influential part of the Net. Web, short for the World Wide Web, consists of hypertext documents (alias web pages) linked together in a "web" of interconnected documents.

Usually, you rely on a word processor (like WordPad or Microsoft Word) to write, edit, format, and read ordinary documents. They are usually located on your computer. You learn later that ordinary documents and other types of documents are also available on the Web and that you can retrieve (download) them and store them on your computer.

You must rely on a different kind of program to retrieve, display, and read web documents. Typically, you rely on a web browser to perform these tasks. Internet Explorer is the web browser that comes with Microsoft Windows XP; this web browser is the most used at the present time. (Even customers of America Online rely on Internet Explorer although AOL owns Netscape Navigator, a rival web browser.)

A companion program -- Outlook express -- is the e-mail program that comes with Internet Explorer. This e-mail program receives its just due in Verbal View of Online Mail.

A web browser (like Internet Explorer from Microsoft or Mozilla from Firefox) lets you retrieve and read web documents (alias web pages) stored on the Net or on your computer. You don't write, edit, or format web pages with a web browser! You just retrieve them and read them. However, you can save web pages on your computer in 3 different ways: as complete web pages and read them with a web browser; as html documents and read and edit them with Microsoft Word; or as text documents and read and edit them with NotePad.

Most developers of screen readers focus efforts on Windows XP and Internet Explorer because Microsoft products currently dominate the Net and the Web. Today, virtually every blind user surfs the Web with Internet Explorer from Microsoft. Therefore, this tutorial covers Internet Explorer.

You can use the keyboard or the mouse in every part of Internet Explorer. In particular, complete keyboard support is provided: on web pages, on the Active Desktop, and throughout the help system.

Work during FY 2008

This project is complete.

Work planned for FY 2009

This project is complete. The material will be updated as needed.

Verbal View of Web Searches

(Completed)

Purpose

To teach blind and visually impaired computer users effective use of internet searching.

Project Staff

Larry Skutchan, Project Leader
Peter Duran, Project Consultant and Author
Keith Creasy, Programmer
John Hedges, Programmer
Rodger Smith, Programmer
Kathy Lewis, Technical Support Specialist
Steve Mullins, Special Projects Manager
Robert Conaghan, Studio Monitor

Background

A web browser lets the computer user reach the Web. A web search program, usually called a Search Engine, then lets her locate web pages.

This tutorial describes the most important online phenomenon of our time--the Google Search Engine. Google governs online life, information acquisition, and citizenship in the global community. Google influences people in every nation and in every language. Google makes folks of all races and of all educational and social backgrounds equal while online. Google dominates the Web in every aspect; it has no rivals!

Google's influence rivals that of television in its scope and its general acceptance. No online activity, except for e-mail, rivals Google in importance and popularity; 250 million visitors to the Web Google daily. Now, the word google is used as a noun and as a verb; you read and hear the phrase "google it" as often as the phrase "watch TV". This book explains why Google outshines its competitors, and how you will benefit when you also become a daily googler!

This book discusses web searches primarily. Other kinds of online searches are also discussed because of their usefulness.

Google works well when you learn a few basics. It works magnificently when you learn a few more web search conventions and tricks. This book covers those mostly ignored web search options that can make you a power user and master over the Web. Familiarity with Google's mostly-ignored search options will make your online life more efficient and enjoyable. Besides, you can impress friends and colleagues with your Google skill -- not to mention save time and perform better web searches.

Work during FY 2008

This project is complete.

Work planned for FY 2009

This project is complete. Updates and enhancements will occur as the subject matter evolves.

Verbal View of Windows XP

(Completed)

Purpose

To create a tutorial that explains current versions of the Windows operating system in terms most useful to blind and visually impaired users.

Project Staff

Larry Skutchan, Project Leader
Peter Duran, Project Consultant and Author
Keith Creasy, Programmer
John Hedges, Programmer
Rodger Smith, Programmer
Steve Mullins, Special Projects Manager
Robert Conaghan, Studio Monitor

Background

For many years, APH and its advisors and customers have desired an in-depth tutorial that covered the latest version of Windows from the perspective of a blind or visually impaired computer user.

Staff identified a tutorial written by Peter Duran and approached him about licensing the rights to his work then distributing it as a Digital Talking Book.

The result of this collaboration, Verbal View of Windows is a comprehensive tutorial on using Windows XP from the view point of a blind or partially sighted student or professional. It covers nearly every aspect of Windows XP, and it presents this material from the keyboard user's perspective.

Delivered on CD, this tutorial comes in DAISY 3.0 format with its own presentation software. The CD also contains Microsoft Word, html, contracted braille, and text versions of the document, so one may send it to a portable device like the Book Port or other note taker with a refreshable braille display.

The software that comes with Verbal View of Windows XP is a special version of a DAISY reading program called Book Wizard Reader.

Work during FY 2008

This project is complete. Future revisions are anticipated as new features are added to Windows and as new versions of Windows get released.

Work planned for FY 2009

This project is complete.

Verbal View of Word

(Continued)

Purpose

To create and distribute an in-depth tutorial that explains the basic functions and features of Microsoft Word in a format most useful to blind and visually impaired users.

Project Staff

Larry Skutchan, Project Leader
Peter Duran, Project Consultant and Author
Keith Creasy, Programmer
John Hedges, Programmer
Rodger Smith, Programmer
Steve Mullins, Special Projects Manager
Robert Conaghan, Studio Monitor

Background

Microsoft Word is the dominate word processor today. This powerful, fast, and fun software package has thousands of commands and multiple means of accomplishing a particular task.

Verbal View of Word is a comprehensive tutorial designed to teach the blind or visually impaired user how to use the basic features of Microsoft Word.

This tutorial is written with three groups of readers in mind: the writer who wants a complete and organized account of keyboard techniques; the writer who prefers the keyboard instead of the mouse; and the blind writer who must rely on voice or braille access technology.

The tutorial assumes the reader already possesses a basic knowledge of Microsoft Windows, has Microsoft Word 97, 2000, 2002, 2003, or later installed on the computer, and wishes to become an efficient writer using Word as a tool. If the reader is not already familiar with Windows operation and common usage, he may wish to consult Verbal View of Windows XP also available from APH.

Delivered on CD, this tutorial comes in DAISY 3.0 format with its own presentation software. The CD also contains Microsoft Word, html, contracted braille, and text versions of the document, so one may send the book to a portable device like the Braille+ or other note taker with a refreshable braille display.

The software that comes with Verbal View of Word is a special version of a DAISY reading program called Book Wizard Reader.

Work during FY 2008

This project is complete.

Work planned for FY 2009

This project is complete. Future modifications will be made to the material as new versions of Word are released. A tutorial for Word 2007 is in the works.

Verbal View of Word Advanced

(Completed)

Purpose

To provide a tutorial that explains advanced topics with Microsoft Word in a format most useful to blind and visually impaired computer users.

Project Staff

Larry Skutchan, Project Leader
Peter Duran, Project Consultant and Author
Keith Creasy, Programmer
John Hedges, Programmer
Rodger Smith, Programmer
Kathy Lewis, Technical Support Specialist
Steve Mullins, Special Projects Manager
Robert Conaghan, Studio Monitor

Background

Verbal View of Word Advanced is a comprehensive tutorial designed to teach the blind or visually impaired user how to use the advanced features of Microsoft Word. It follows Verbal View of Windows XP and Verbal View of Word in a series of tutorials available from American Printing House for the Blind, Inc.

This book is written for the blind Word user who wishes to write specialized documents: term papers, business letters, and even books. Some topics are discussed at length, although omitted from most books, because they greatly benefit the blind writer. The use of the keyboard is emphasized and summarized throughout this book. The keyboard and the mouse are compared whenever appropriate so the strengths and weaknesses of both are apparent.

The tutorial assumes the reader already possesses a basic knowledge of Microsoft Windows, has Microsoft Word 97, 2000, 2002, 2003, or later installed on the computer, and has already learned the basics of Word from the Verbal View of Word tutorial. If the reader is not already familiar with Windows operation and common usage, he may wish to consult Verbal View of Windows XP also available from APH.

Delivered on CD, this tutorial comes in DAISY 3.0 format with its own presentation software. The CD also contains Microsoft Word, .html, contracted braille, and text versions of the document, so the user may send it to a portable device like the Book Port or other note taker with a refreshable braille display.

The software that comes with Verbal View of Word Advanced is a special version of a DAISY reading program called Book Wizard Reader.

Work completed in FY 2008

No work was performed on this project during FY 2008.

Work planned for FY 2009

This project is complete. Future enhancements will be made as new versions of Word are released.

Multiple Disabilities

Digital Light Box Artwork: Supporting Language and Literacy

(Continued)

Purpose

To provide the existing artwork from the APH Light Box Materials in a digital format that can be used in a Windows or Mac platform to design cause and effect, choice making, early symbol use, and language development and early literacy activities for multiply disabled children who use touch screens and switches when learning on a computer

Project Staff

Tristan Pierce, Multiple Disabilities Project Leader
Wendy Buckley, Consultant and Author

Background

While attending a technology workshop sponsored by the Indiana Deafblind Services Project, a request was made that APH make the Light Box artwork available for the computer so that students can make a smooth transition from light box activities to new computer activities. Teachers do not have time to find artwork and scan it into the computer, plus they want the commonality of the artwork to help students with multiple disabilities make the transition. The product will help provide students with activities utilizing slides, transitions, graphics, and action buttons. An online survey was conducted to help APH determine which of the existing Light Box Materials artwork needed modernization.

Work during FY 2008

The guidebook was written and the artwork completed. Prototypes were field tested.

Work planned for FY 2009

Field test results will be compiled and reviewed. Changes will be made to guidebook and artwork as needed. Product will become available.

Jumbo Work & Play Tray

(Completed)

Purpose

APH will provide a large (2'x2') tray to be used by learners participating in active learning techniques: learners using a HOPSA Dress explore items in the tray with their feet; infants and toddlers sitting in the tray will have toys within arm's reach.

Project Staff

Tristan Pierce, Project Leader
Sue Douglass, Consultant
Frank Hayden, Technical Research Division Manager
David McGee, Manufacturing Specialist
Anita Rutledge, Design Specialist/Process Engineer

Background

Sue Douglass submitted the product idea to APH. The project leader held a brainstorming meeting with APH staff to consider manufacturing options. The prototypes were tested by five professionals (occupational therapists and teachers of the visually impaired).

Work during FY 2008

The tray was manufactured in house and is available for sale.

Lots of Dots Series

(Completed)

Purpose

This three set series (Lots of Dots: Learning My ABC's, Lots of Dots: Counting 123, and Lots of Dots: Coloring the Garden) is designed to facilitate braille character and number recognition through a series of repetitive activities designed for young children with visual impairments and multiple disabilities. These raised-line coloring books are designed for future readers who will use large print or braille.

Project Staff

Tristan Pierce, Multiple Disabilities Project Leader, Author
Monica Vaught, Research Assistant
Darlene Donhoff, Manufacturing Specialist

Background

The development of a raised-line coloring book was recommended by the Multiple Disabilities Focus Group, and the need was confirmed by the Multiple Disabilities Survey. Upon introduction of the first book in the series, Lots of Dots: Learning My ABC's, it was recommended at the 2003 Annual Meeting that APH create a numbers book. Lots of Dots: Coloring the Garden is the last of the series.

Work during FY 2008

Field test revisions were incorporated into the product. Final tooling and specifications were completed. Product is now available for sale. This completes the series.

Manual for Child-Guided Strategies for the Assessment of Children who are Deafblind and Have Multiple Disabilities:
The van Dijk Approach to Assessment

(Continued)

Purpose

To provide a training manual that documents the validity and reliability of the van Dijk approach to assessment

Project Staff

Catherine Nelson, Consultant and Author
Tristan Pierce, Project Leader
Sandi Baker, Consultant
Monica Vaught, Research Assistant

Background

APH currently sells the CD titled, Child-Guided Strategies for the Assessment of Children who are Deafblind and Have Multiple Disabilities: The van Dijk Approach to Assessment. This training manual will be packaged with the CD to provide a comprehensive tool to professionals working with learners (birth-21) who have congenital deafblindness or multisensory impairments. The focus of the assessment tool is to gather information for program planning and educational intervention for learners in educational settings.

Work during FY 2008

The manuscript was completed.

Work planned for FY 2009

The manuscript will be sent to professional reviewers. Revisions will be made. The design and layout of the book will be completed.

Multiple Disabilities Projects and Needs

(Continued)

Purpose

To assess needs, plan research, and manage product development to better serve individuals who are visually impaired and have additional disabilities

Project Staff

Tristan Pierce, Project Leader

Background

A Multiple Disabilities Focus Group met at APH in March 2001. The group identified a total of 48 product ideas and held detailed discussions on the revision of APH's Sensory Stimulation Kit (SSK), the development of a tactile (communication) symbol system, and the value of adaptable calendar boxes. The 48 product ideas were developed into a needs survey that was distributed nationally and received international participation. The results of the survey were presented at the 2002 Annual Meeting and are still available on the APH Web site: http://www.aph.org/edresearch/md_results.html

Since that time, the Multiple Disabilities Project Leader continues to work on products recommended by the survey, and on existing APH products that need to be updated to meet current APH and educational standards.

Work during FY 2008

The Select Switch, Jumbo Work & Play Tray, and Lots of Dots: Coloring the Garden became available for sale; the latter completes the three book series. APH continued to work with Catherine Nelson on the Manual for Child-Guided Strategies for the Assessment of Children who are Deafblind and Have Multiple Disabilities: The van Dijk Approach to Assessment. Work continued with Millie Smith on SAM: Symbols and Meaning. Work began on an O&M manual for wheelchair users and on converting the original Light Box artwork into a digital format for computer screen touch and switch users. A poster was presented at the 2007 Annual Meeting that provided attendees with the opportunity to voice opinions on older APH products in regards to obsolescence and modernization.

Work planned for FY 2009

The project leader will continue to research, identify, and develop needed products; conduct presentations to the field; and address questions referred from customer service. Work will continue on the Manual for Child-Guided Strategies for the Assessment of Children who are Deafblind and Have Multiple Disabilities: The van Dijk Approach to Assessment, SAM: Symbols and Meaning, the Digital Light Box Artwork, and the O&M manual for wheelchair users.

O&M for Wheelchair Users

(New)

Purpose

To provide an electronic book with videos for COMS who work with individuals who have visual impairment in addition to being wheelchair users

Project Staff

Tristan Pierce, Project Leader
Monica Vaught, Research Assistant
Scott Crawford, Consultant and Author

Background

This product was identified by the Multiple Disabilities Focus Group. It was rated the ninth greatest need of 48 recommended products with a score of 4.15 (on a scale of 1-5) on the Multiple Disabilities Survey (2001). On a follow-up survey conducted at the 2006 Annual Meeting, it was rated the second greatest need receiving 12 points. The product rated of greatest need received 15 points. The target group is COMS working with children of all age levels and adults.

Work during FY 2008

Contract and timeline were established with the consultant.

Work planned for FY 2009

The manual will be written and video will be filmed.

SAM: Symbols and Meaning

(Continued)

Purpose

To provide a program to help build the conceptual foundation for successful symbol use including words, objects, tactual symbols, pictures, and graphics for learners with visual impairment and multiple impairments

Project Staff

Tristan Pierce, Project Leader
Rosanne Hoffmann, Research Assistant
Millie Smith, Consultant and Author
J.C. Greeley, Contributing Writer
Linda Hagood, Contributing Writer
Zoe Morgese, Contributing Writing
Jennifer Stocker, Contributing Writer

Background

This is the continuing revision and replacement of the modalities of the Sensory Stimulation Kit (discontinued). This kit is being designed to complete the communication/intervention continuum that APH has created by the sequential use of the Sensory Learning Kit, SAM: Symbols and Meaning, and Tactile Connections: Symbols for Communication.

Work during FY 2008

The guidebook and assessments were completed. Field test sites were identified. Field test videos were filmed. An online training was conducted for the field test sites.

Work planned for FY 2009

Field testing will take place August 2008 through May 2009. Upon completion, revisions will be made as recommended by field testing.

Select Switch

(Completed)

Purpose

To provide a multifunction switch that can operate battery-powered toys

Project Staff

Tristan Pierce, Project Leader
Frank Hayden, Technical Research Division Manager
James Robinson, Manufacturing Specialist

Background

During APH presentations on the Sensory Learning Kit, customers requested a device that could operate battery-powered toys. Conceptual drawings were presented to Technical Research. CAD drawings and electrical drawings were created, and a bid package was written.

Work during FY 2008

Prototypes were created in Taiwan and were tested at Visually Impaired Preschool Services, Louisville, KY. The product was manufactured and is now available for sale.

Physical
Fitness

Jump Rope to Fitness
(Formerly: Jump Rope Kit)

(Continued)

Purpose

To create a product that is fun and easy-to-learn for an individual who is blind to exercise independently and safely

Project Staff

Tristan Pierce, Project Leader
Lauren Lieberman, Author
Haley Schedlin, Author
Monica Vaught, Research Assistant
David McGee, Manufacturing Specialist

Background

Through APH funded research at sports camps, the need for teens to participate in good cardiovascular activities was reinforced. Jumping rope is an activity that can be enjoyed with peers or independently, it is light weight so it travels well on business trips; and by using an anti shock mat, a defined area is established to prevent migration and possible accidents from happening.

Work during FY 2008

Test results from the camps were incorporated into the manual. Results determined which anti shock mat and which ropes were chosen for kit inclusion. The manual was completed and the specifications meeting held.

Work planned for FY 2009

The product will become available for sale.

PE Web Site

(Continued)

Purpose

To provide individuals with visual impairments and blindness, parents, and teachers with a resource list that promotes health, physical education, and recreation.

Project Staff

Tristan Pierce, Project Leader
Inge Formenti, Librarian
Ann Travis, Research Assistant
Monica Vaught, Research Assistant

Background

APH funded a 3-year study on parent-child physical activity intervention among families of children with visual impairments. During year three of the study, APH produced a resource manual for the participating families. Upon completion of the study, it was recommended that APH make the information available on its website. The original resource manual was updated and made available on the APH Web site. Viewers can navigate between PE programs, organizations, articles, books, equipment, events, magazines, mailing lists, national services, regional and state services, sport camps, switches, toys and games, and websites. This is a live document; viewers can submit items to be reviewed for placement on the Web site: http://www.aph.org/pe/index.html

Work during FY 2008

The project leader continued to monitor the site, solicited and reviewed submissions, and requested article permissions. Two feature presentations were added to the site.

Work planned for FY 2009

The project leader will continue to monitor the site, solicit and review submissions, and request article permissions.

Physical Health and Education Projects and Needs

(Continued)

Purpose

To research, identify, and develop products that promote physical activities, good health practices, social interactions, and self-advocacy

Project Staff

Tristan Pierce, Project Leader

Background

APH recognized the need and began developing products and funding university research in the area of physical activity in relation to students who have visual impairments, blindness, and deafblindness. The positive feedback from the field prompted a new designation in the budget for Health and Physical Education.

Work during FY 2008

Work on the sport edition of the Portable Sound Source and the Sound Localization Guidebook was completed. Work continued on Jump Rope to Fitness. Work began on 30-Love: Tennis Guidelines for Players with Visual Impairments and Blindness.

Work planned for FY 2009

APH will make available for sale Jump Rope to Fitness and 30-Love. The project leader presented research and field test results at the Council for Exceptional Children Convention along with showing APH's new products that support active lifestyles.

Portable Sound Source, Sport Edition

(Continued)

Purpose

To have a reliable sound source that is small enough and adaptable enough to use in physical fitness and leisure activities (i.e., basketball, rock climbing, hiking, etc.). The accompanying book will provide sound locator activities (revision of current APH book for the Portable Sound Source 2003).

Project Staff

Tristan Pierce, Project Leader
Robert Wall, Consultant
Rebecca Price, COMS, Consultant
Frank Hayden, Technical Research Division Manager
James Robinson, Manufacturing Specialist
Monica Vaught, Research/Project Assistant

Background

APH recognized the need for a smaller and more adaptable electronic sound source while conducting focus group sessions on the Sound Ball. Upon reviewing the Sound Localization Book that currently accompanies the APH Portable Sound Source 2003, the need for revision was identified. A product specific electronic survey was conducted to determine new needs for the Sound Localization Guidebook. Robert Wall designed the sound localization study, and APH staff conducted the sound localization testing. Nineteen young children participated in the study, which consisted of a pre test and a post test.

Work during FY 2008

The guidebook (print and braille) was approved. The device was manufactured and is in stock awaiting the printing of the guidebook.

Work planned for FY 2009

The Portable Sound Source will be packaged with the Sound Localization Guidebook and made available for sale.

30 Love: Guidelines for Tennis Players with Visual Impairment or Blindness

(New)

Purpose

To make available in the United States an adapted tennis game that is currently played in Japan, Korea, and the United Kingdom

Project Staff

Tristan Pierce, Project Leader
Monica Vaught, Research Assistant

Background

Continuing work on the PE Web site led to the discovery of a website demonstrating tennis being played indoors by Japanese who are blind. APH staff began working with the Japan Tennis Association for the Visually Handicapped to introduce the sport to the United States. A tennis clinic was held at the Kentucky School for the Blind in Louisville, KY.

Work during FY 2008

The guidelines were completed and field testing was held at eight public schools, three residential schools for the blind, and one private school. The field test results were reviewed, recommended changes made, and the guidelines were completed.

Work planned for FY 2009

Product will be available for sale.

Science
(Projects for this category can be found in the Tactile Graphics section.)

Self-Determination

V-file
(Formerly: Personal Vision Portfolio)

(Continued)

Purpose

To provide students, teachers, counselors, and parents of visually impaired students a tool to collect, organize, and document pertinent information and materials that will aid in transition from Kindergarten through adult life.

Project Staff

Jeanette Wicker, Project Leader
Edith Ethridge, Consultant
Katherine Corcoran, Model Maker
Darlene Donhoff, Manufacturing Specialist
Frank Hayden, Technical Research Division Manager
Tom Poppe, Model Maker

Background

Edith Ethridge developed the Personal Vision Portfolio during her tenure as low vision specialist at Kentucky School for the Blind. She used this portfolio with students across Kentucky through the Outreach Program at the school. This portfolio becomes a working file of activities, documents, and resources used by the student and teacher. It is an aid to an array of students through a variety of transitions; from teacher to teacher, middle to high school, from high school to college and work and adult life. Edith retired from her position on July 1, 2006. The popularity and continued demand for the sharing of her work by groups and organizations around the U. S. led to a product submission.

In January 2006, the product idea was approved by the PET and PARC Committees. Edith Ethridge agreed to serve as a consultant. The initial work of writing and revising the portfolio began.

Work during FY 2008

The consultant continued to write, revise, and update the text for the teacher's manual as well as the various forms to be used in the portfolio.

Work planned for FY 2009

Complete a prototype of the V-file.

Tactile Graphics

3-D O&M Kit