Alternative Computer and Tablet Access

To access a computer, you need to input text (typically with a keyboard), move the mouse pointer around the screen (typically with a mouse or track pad), and select something on the screen (typically with a mouse click). I have experience exploring each of these actions to gain access to a computer.

To access a tablet, you need to point, drag, precision point, precision release, and more. I worked with an OT at Gillette Children’s Specialty Healthcare, and one day we realized that we were using the same apps over and over to determine various needs for access to iPads. Playing with these and other apps were used for homework, allowing practice through play.

PUBLICATION

In 2012, Katie Duff and I wrote Physical Access and Training to Use the iPad for Closing the Gap Solutions. It’s published in the June/July issue.

Worksite Accommodations

Many times a computer is used for work, but there are other accommodations that can help individuals to work, return to work, or to be more productive at work. Most worksite accommodations are fairly simple, and cost under $300. Sometimes simply figuring out workflow, monitor and desk heights, or desk seating can help. Other times software for alternative writing, reading, or organization is needed.

RECENT WORK

Faculty may have soft voices for a variety of reasons, requiring voice amplification. I’ve recently worked with faculty and staff disability services to provide trials of various microphone systems.

A few years ago I worked with a rehabilitation counseling student with high-level spinal cord injury to set up his internship site and then his work site. I worked with Vocational Rehabilitation Services, Student Disability Services, site supervisors, and others to make him functional on the computer, on his phone, and in his office. He is gainfully employed.

I’ve had the opportunity to introduce voice input to several workers when they are no longer able to type. What a game-changer this can be! Sometimes this is a temporary issue such as after an upper limb fracture, or wrist or shoulder surgery. Other times this provides computer access long term.

Some of the tools used in the classroom can also be used in the workplace. Visual schedules for organization, text readers, and templates are examples of tools used across settings.

Augmentative/Alternative Communication

From symbol selection to programing, training, and mounting, AAC is a complex process. I have experience with various access methods - including switch access, language programs, and mounting options. I love to work with Speech and Language Pathologists and Occupational Therapists to determine the best features to match the needs of an individual with complex communication needs. Once a person has a voice, I typically tell the SLP on the team that they can now do their “articulation therapy” to teach a person to communicate.

MY BELIEFS

I believe that everyone should be able to say whatever they want to say, to whom ever they want to say it, whenever they want to say it. It’s our job as professionals to determine the best way to make that happen. Oh, and yes, I speak PODD and believe aided language stimulation and modeling are great ways to teach language.

Advocacy

People with disabilities need to learn about self advocacy - from an early age. They need to be able to tell teachers, bus drivers, paraprofessionals, student disability services, and human resources officers what they need to be productive learners, workers, and members of society.

RECENT WORK

I had the opportunity to teach middle and high school students Self-Advocacy with Technology. Actually I went into this project kicking and screaming - who’s going to sign up for a class where you make a slide show about your disability with the intended audience of your teachers? I wrote a lesson plan, created examples, made templates and checklists, gathered computers, tablets, and assistive technology, and met with students and parents. To create a “safe zone”, I told students they didn’t have to share their creation with anyone - even their parents.

As usual, parents and the students taught me about this important work. All students in the class made a 5-6 slide Book Creator or Power Point presentation. They shared their work with a graduate assistant and me. The last item on their check list was to make a plan as to whom they would share their presentation. Most said no one. Kevin (not his real name) who typically uses voice input to write, said “my English teacher - because he needs to know that I can write”.

When they left the class, I had no copies of their work and didn’t know if I would hear anything else. At another gathering a week later, a stranger ran up to me to exclaim that “Kevin is owning his disability! He’s sharing his presentation with his teachers.” Ten months later, another family came forward to say that their daughter had shared her presentation with her entire IEP team, and they all looked at her more positively afterward.

Technology for Learning

The most common disabilities in the general education classroom are dyslexia, ADHD, dyscalculia, dysgraphia, and processing deficits. In my work in the College of Education at the University of Iowa, I taught pre-service and in-service educators about technology to help students with disabilities excel in the general education classroom. It’s so fun to see educators understand how technology that helps students with disabilities can also help other students.

I also make sure to show people tools from various platforms, so whether you’re using a PC, Mac, iPad, or Chromebook, there are tools to help.

PUBLICATIONS

In 2020, Lauren Bruno, Mary Ball, Erica Kaldenberg, Jordan Willits, and I wrote Direct Instructions to Teach Students in a Comprehensive Transition Program how to Utilize Text-to-Speech Software Effectively. It’s published in the Journal of Inclusive Postsecondary Education.

In 2018, John Achrazoglou, Elizabeth Plummer, and I wrote Introduction to Universal Design for Learning for Closing the Gap Solutions. It’s published in the August/September issue.

In 2017, Chris Curran, Sarah Lalk, Lea Ann Peschong and I wrote Google Technology As Inclusive Practice for Universal Design for Closing the Gap Solutions. It’s published in the June/July issue.

Ethics

According to the dictionary, ethics are moral principles that govern a person's behavior in conducting an activity. Most professional organizations have a “Code of Ethics” that members must follow. And most codes of ethics include the following principles: autonomy (individuals have the right to act as a free agent), beneficence (actions should benefit others), non-maleficence (do no harm), justice (be just, lawful, and fair), and fidelity (be faithful and responsible, keep your promise).

PUBLICATION

Noel Estrada-Hernandez and I surveyed Assistive Technology Professionals about ethics training, identification of ethical situations, and what one should do in an ethical dilemma. Potential Issues for AT Service Providers was published in Assistive Technology: the official journal of RESNA in 2019.

Teaching

I develop and teach courses at the University of Iowa. In the Spring, I teach a graduate-level course called Universal Design and Accessibility for Online Instruction. First-Year Seminars (FYS) developed and taught include Neuro Diversity, Intersectionality of Diversity and Disability, and Assistive Technology. FYS were developed with staff from Belin-Blank Center, University Center for Excellence in Developmental Disabilities, and Wendell Johnson Speech and Hearing. I also developed Creating Accessible Materials with staff from the College of Education, Information Technology Services, and Easter Seals Iowa (ESI). This course continues as a free, self-paced class administered by ESI.

About once per year, I teach the RESNA Assistive Technology Fundamentals course and have worked with the Education Committee to develop several modules for an updated course.