EASI (Equal Access to Software and Information) has a pamphlet
discussing
the transitions students have to pass through in moving all the way
from
elementary school through college. You can get a copy of this seven-
page
booklet by sending email to easi1@[EMAIL PROTECTED]
Below is an excerpt that
relates mainly to colleges and universities.
As you'll see in this section of the do***ent, schools need to be
ready to
provide adaptive computers and properly designed information
technology to
provide adequate sup****t for these students.
In December, EASI has a month-long, online course called "Train the
Trainer". Yes, besides having equipment, colleges need staff who are
familiar with it and capable of providing training on it for
students. Read about Train the Trainer and register online at:
http://easi.cc/workshop.htm
------begin quote----
Changes and Challenges
Educational Transitions the EASI Way
Becoming an Advocate
Sometimes faculty and service providers are thrust in the role of
advocating for equipment and sup****t services for their students with
disabilities. These tips are aimed at service providers who lobby for
the
adaptive computing equipment and sup****t that disabled students may
need.
1. If no one at your school is particularly knowledgeable or
interested in
adaptive computer technology, bring the information to your school.
Research it yourself. Find a computer resource center in your area,
and
bring brochures and other information on adaptive computer technology
to
the IEP team, Disabled Student Services Office or Academic Computing
Office.
2. Research and share success stories about other students with
disabilities who have benefited by using adaptive computer technology.
See
what other schools and universities are doing and suggest that your
school
can follow the same path.
3. Discuss assistive technology with teachers, campus computing center
directors and professors, and give them information on picking
accessible
software and integrating the computer into the classroom curriculum.
4. Invite faculty and staff to your lab and show them how adaptive
technology works.
5. Encourage school administrators and service providers to check out
federal, state and private agencies for help in paying for adaptive
equipment and training on the equipment.
6. Most im****tantly, keep informed of *****sment and funding sources
that
are available to help obtain the best possible education students with
disabilities.
Outreach and Awareness Programs
All schools -- from elementary to university -- can improve the
services
offered to students with disabilities by coordinating their services
and
providing links between elementary schools, middle schools, secondary
schools, and colleges.
Both community and four-year colleges should create outreach and
awareness
programs to link up with feeder schools so they can coordinate
technology
and other sup****t services.
Early identification of incoming disabled students and early,
coordinated
planning for their educational sup****t will help smooth transitions
and
ensure that each student gets the best possible education.
How to Establish Links
There are several ways for colleges and universities to establish
links
with feeder schools.
Disabled Student Services offices and Offices of Adaptive Computing
Technology can set up open houses during the year to bring in students
with
disabilities, teachers, guidance counselors, and transfer center staff
for
tours and demonstrations.
Outreach strategies should focus on the role of assistive technology
in
college and should highlight using assistive technology to do class
and
home assignments, for research, and as an all-around aid for students
with
disabilities.
It is also a good policy to incor****ate adaptive computing technology
service information and demonstrations into regularly scheduled campus
tours and orientations and publications.
-----end of quote----
Again, to obtain the electronic pamphlet send email to easi1@[EMAIL PROTECTED]
read the syllabus and register for Train the Trainer, go to
http://easi.cc/workshop.htm
Norm Coombs
norm.coombs@[EMAIL PROTECTED]
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