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Accessible Instructional Materials in the Digital Classroom with Yue Ting Siu

Accessible Instructional Materials in the Digital Classroom with Yue Ting Siu

June 11, 2019

Yue Ting Siu provides us with an introduction to current technologies employed to help access instructional materials. In addition, she guides us in exploring new and emerging technologies for the digital classroom, including image and video description, and multimodal data displays. Finally, Yue Ting talks about the focus on braille and tactile literacy in the digital age and the issues related to reconciling these priorities with technology.

Ting is a Teacher of Students with Visual Impairments (TVI) with 14 years of experience working with students with visual impairments, severe/multiple disabilities, and deafblindness. Ting's research includes: Assistive technology development and implementation, teacher preparation and professional development, digital inclusion, and multimedia accessibility. She also provides research and consulting support to bridge technology development and teachers' adoption of tools for the classroom. (www.tplus.education)

Transcription:

Valerie

[00:01] Hello. This is Valerie. And welcome to Perkins eLearning to Go. We will be doing our podcast a little different today. We realize we have some great material on our own website. Our webcasts cover a variety of subjects and are narrated by leaders in the field. We wanted to share these with our podcasting stars. So we have converted some of these into audio versions. And now, you can listen to these on the go.

[00:28] In this webcast, Dr. Yu-Ting Su will provide an introduction to technologies used to make instructional materials accessible. Dr. Sue is a TVI and a lecturer on TVI in O&M at San Francisco State University. She is also one of Perkins eLearning's online course instructors. Please listen in as she discusses accessible instructional materials in the digital classroom.

Narrator

[00:57] The name Perkins carved in stone below a Gothic tower a boy navigates with a cane.

[MUSIC PLAYING]

[1:05] A title, Accessible Instructional Materials in the Digital Classroom with Yue Ting Siu.

[MUSIC PLAYING]

Yue Ting Siu

[1:15] The law mandates accessible instructional materials. But when you say-- I mean, what is accessible instructional materials? It really is access to information. And this is really relevant both in the classroom and outside the classroom, in the community, in the workplace, everywhere. So accessibility is everywhere, and information is everywhere.

[1:33] And so with the shift to digital classrooms, it's really exciting. Because you're coming from having to emboss books, maybe blow up books into large print formats, and now, it's more about digital content, so digital talking books, things on the computer, how to access information on the computer, how do you access visual information that's maybe not just picture and books anymore, but it's pictures on websites or pictures in books, video content, all of that stuff. So that is all information. And in the context of the classroom, it's instructional materials.

Narrator

[2:08] Fade to black. Enabling better access with technology.

Yue Ting Siu

[2:14] For students with visual impairments, there's a couple layers of accessibility. So in the last 10 years, there's been a greater use of just classroom technologies in general, so going from the chalkboards to the whiteboards to the SMART boards. So students with visual impairments have to access not only just the regular classroom technology but then the digital content as well.

[2:34] For things such as the SMART board, there's screen sharing. So for the screen sharing, it's a way that enables a student with low vision, let's say, to view things at their desktop, so they're not necessarily always having to sit front and center. They can sit whatever they want to, and they can access both the classroom technology, such as the SMART board, but then also, perhaps, use their own screen magnification software to access things.

Narrator

[3:04] We see in a video clip a classroom and three students, two girls and a boy, who are blind or visually impaired. The students are using a SMART board to play a game of Hangman. One of the girls uses a monitor to enlarge the writing that her classmate is doing on the SMART board.

Yue Ting Siu

[3:23] But then you also have the mainstream technologies where there is voiceover, which is a type of text-to-speech. So text-to-speech technology is where there might be text on a screen, and the computer can read that text. And then there's also speech-to-text, where you can then dictate things, and then it appears on the screen.

[3:41] There's Braille output through a refreshable Braille display. But then there's also Braille input through a six key entry. So there's different types of keyboards available. Sometimes there's a QWERTY keyboard, which is just the regular standard keyboard. And then other students might prefer a Braille keyboard, which allows for actual Braille input.

[4:02] So all those different technologies are available. And they can be put together in different ways where you combine the mainstream and specialized technologies. And I know a lot of people have a concern-- or they're concerned that technology is killing Braille. But technology actually facilitates easier access to Braille.

Narrator

[4:21] In a video clip, a four-year-old girl who is blind is shown practicing her brailling. Using a refreshable Braille display, she is following her TVI's instructions to spell the word daddy. She then checks the refreshable display to see if her keying was correct.

Clip of Girl and TVI

TVI

Put it on the shelf.

Girl

It said daddy.

Yue Ting Siu

[4:42] So through the refreshable Braille displays, through digital talking book libraries, such as Bookshare, it's now easier than ever for students to get access to Braille. They no longer have to wait six to eight weeks for a book to be embossed. They can just download a book through Bookshare. If they have a refreshable Braille display, they've got access immediately and independently.

[5:03] And that's really, really crucial, is that students can now independently get their hands on Braille without having to rely on somebody else. So that's really, really exciting for me to see, to see that students and people can be in charge of their own accessibility and get the Braille that they need in the format that they want. There's different formats of Braille now, and when you access Braille using a piece of technology, it's up to the user what format they want to put that in, as long as it's available in that digital format. So just easier and independent access.

[5:36] I feel like back before technology was so prevalent, you needed a teacher to sit down with somebody and really take a person step by step and really prepare things on embossed paper Braille. And it was a very intensive process. And even though a teacher is still needed and necessary-- that expertise in teaching Braille to somebody, it's still very much needed. But with the technology, what that affords is that the person can have better self-guided tutorials and practice materials between lessons.

Narrator

[6:18] We watch as a young girl who is visually impaired practices her brailling skills on a Perkins SMART Brailler. The SMART Brailler is among the devices that is increasing the accessibility, too, and the learning of Braille. It's a portable brailler that has an integrated computer processing unit, which allows the student to receive audible as well as tactile feedback. Lessons can be self-directed or supervised.

Fade to black.

[MUSIC PLAYING]

[6:49] Designing content with accessibility in mind.

Yue Ting Siu

[6:53] In the Digital Classroom, I think some of the greatest challenges but also opportunities and access is that, if things are designed very well, then students can get the access to information both independently and immediately. So for example, if a website is scripted so that a student can navigate the website using the text-to-speech technology, then it's right there.

[7:19] They can go in the computer, the information is there. The images on websites, if they have descriptions or image description or if there is video content and the video has video description, that's excellent, because then students can get that information immediately and independently.

Narrator

[7:37] In a video clip, we are observing a young girl with albinism as she accesses her math textbook on an iPad. By using the iPad, she is able to enlarge the images and text if necessary, and also utilize any links that are embedded in the content.

Yue Ting Siu

[7:52] However, when such media is not designed well-- so those are the infrastructures that can then, when they're not designed well, be barriers to accessibility. So it's sort of a tease when you see a website, and the student knows it's there, but they can't get to the information. So in that sense, the infrastructure becomes the barrier. Being able to convey spatial information to students who are blind or visually impaired is one of the big challenges of accessing information in the classroom.

[8:23] It's always been difficult for teachers to support students in this area. What technology can do is just enrich that experience. So tactile graphics, they should still be taught. Tactile graphics is a raised line drawing. And it can be low tech. It could be something as simple as having felt on a piece of paper and different types of textures on a paper to convey a drawing of some sort.

[8:53] Now, with what technology can bring in that landscape of spatial information is adding, maybe, talking tactile graphics. So a student can explore those graphics with their hands. And instead of having to sit next to somebody who can explain what they're touching or having, perhaps, a complicated image with tons and tons of Braille labels, maybe now they can just touch a tactile graphic, and it speaks to them, and it comes to life. And again, it's that independent access.

Narrator

[9:21] One example of talking tactile graphics is demonstrated in a video clip. Information on a three dimensional scale map of the Perkins School for the Blind can be accessed by the user's touch. As the user touches the various buildings depicted on the map, you hear the voice describe them.

[AUDIO DESCRIPTION PLAYING]

[9:38] A large gym, swimming pool, and indoor track.

Yue Ting Siu

[9:42] Another way that technology can convey the spatial information is through image descriptions, so having very rich descriptions of, let's say, a data display, so being able to describe a bar chart. So sometimes you need a tactile graphic. And students absolutely should have those skills. Other times, the description is sufficient. So if you can just quickly describe something in a few minutes and get that information, then that might be OK.

[10:12] Some of the higher tech that's coming down the line now is sonification of data displays, which is really interesting. Because you can really make it a multi-modal learning experience that then benefits not just that student who's blind or visually impaired but engages the whole classroom when everybody can see and touch and hear things. And graphics can really come to life.

[10:32] So when sonify, let's say, a line graph, what's really neat is that you can use pitch to convey the data value. So let's say you're along the y-axis, and you have a zero value. So maybe that pitch is very low. And then as you get higher data value, so maybe you go to 20 or 100, that pitch gets higher.

[10:52] And what's really neat is you can have stereo sound, too. So if you're wearing headphones or earphones, you can have an idea of where along the x-axis you are by whether you're hearing the sound from your left ear or in the middle or on your right ear. So it's kind of conveying spatial information auditorily.

Narrator

[11:11] As an example of information which has been sonified, we watch as the cursor moves over a screen that displays a geographical contour map. The varying distance between the lines on the contour map are a two dimensional visual representation of the slope of the land depicted. Listen as the cursor moves over the map. Higher pitches represent higher slopes.

[MUSIC PLAYING]

Yue Ting Siu

[11:34] One of my favorite things that has just come available is the Reach for the Stars iBook. So this is a really nice collaboration between the SAS Institute and Ed Summers, who is the main accessibility guy there, and the National Braille Press. So what they did was they partnered with NASA, and they just put together an astronomy book.

[11:55] And it's just your basic intro to astronomy book. They've got a lot of NASA engineers speaking about astronomy. And it's a great primer. But the beauty of this book is that it's not made just for students who are blind or visually impaired. It's just an iBook. And it's free. Anybody can download it.

[12:15] But what's great is that it engages all sorts of learners. So they have a lot of different visualizations of comets or solar systems or bar charts of different types of things related to astronomy. And in the book, it shows these beautiful data displays, so bar charts or just maps of different solar systems. And so everybody can look at the same book. And then it speaks, so it'll describe the image.

Narrator

[12:45] We see a page from the iBook Reach for the Stars. The title of this section of the book is What is Astronomy? There is an icon of a speaker, which when clicked provides narration of the text.

[REACH FOR THE STARS AUDIOBOOK CLIP]

[12:58] What is astronomy? Astronomy is the study of everything beyond Earth's atmosphere. This includes the moon, planets, comets, sun, stars, and galaxies. Explore the Abell 2744 image, which contains several hundred galaxies. Some galaxies are so far away we can only observe them through gravitational lensing.

Yue Ting Siu

[13:20] And then what National Braille Press did was they created these tactile overlays, which you can overlay each image, and then it becomes a fully accessible experience for everybody in the classroom. So the blind student can feel the tactile representations, so the tactile graphic, and then they can activate different parts of a diagram or an illustration, and it will speak what's under their fingertips. So I love this example, because it's just a universally designed book for full access by anyone.

[13:52] I think 3D printing has been a big buzzword. It's the new hot technology, and everybody is just falling all over themselves to get their hands on a 3D printer. And a lot of people think it's the magical cure all for accessible materials because it's tactile. I think it's important to take a step back when talking about 3D printing and really go back to considering how best to represent that spatial information.

[14:20] So there's a really nice image sorting tool that was developed by Touch Graphics through the DIAGRAM Center that helps-- it's meant to serve as a guide for people to decide, OK, when do I describe something? When do I create a tactile graphic? And now, with 3D printing, when is it more appropriate to 3D print? So a 3D printing, it's just another example of another tool that can be used that both benefits all students with and without disabilities.

[14:47] So I love 3D printing for modeling, so modeling things such as, let's say, a cell. So anything that's too small, anything microscopic that a student wouldn't be able to see under a microscope or access under a microscope, anything that's too fragile, anything too rare or perhaps too dangerous for a blind student to touch, those are things that are really great for 3D printing.

Narrator

[15:13] Fade to black.

[MUSIC PLAYING]

[15:14] Information accessibility and the STEM curriculum.

Yue Ting Siu

[15:20] In STEM areas-- so science, technology, engineering, and math. Those students who are blind or visually impaired, they have been chronically underrepresented in these areas. And there's no reason why our students shouldn't be as full members of this community as any other academic community. And it's not that our students aren't able to carry out those sorts of academic endeavors, but this is a chronic area where accessibility really affects what students can get out of the school curriculum.

[15:55] In these STEM areas, there's a lot of visual data. And these are examples of how technology can really facilitate better access to those data. So such as the sonification, such as the image and video descriptions, now there's things like ChartML that are providing better access to data online. Our students can better access this information. And by so doing become better members of the STEM community.

Narrator

[16:21] We are looking at a page from the Reach for the Stars iBook. On the page is a graphic representation of the distribution of various categories of stars. The x-axis represents the temperature of the stars, decreasing in value left to right from 32,000 degrees to 2000 degrees centigrade. The y-axis is the brightness of the star compared to our sun.

[16:44] At the intersection of the two axes, the value of the y-axis is one-ten-thousandth of the brightness of our sun. It climbs to one million times brighter at the top of the y-axis. Listen to the sonification of the distribution of blue giant stars.

[SONIFICATION]

Yue Ting Siu

[17:06] ChartML is a newer technology coming down the line. It's a way to code data so that different types of access technologies can access it. So let's say when you see an image on a website or a chart on a website, it's a way for those web side developers to script the data so that different people can access it using a number of different technologies.

[17:31] My hope is that with new ADA guidelines that internet and website accessibility will soon be incorporated into the ADA guidelines. So already, any organization that's receiving federal funding, they are mandated to have accessible websites. Of course, we don't want people to do things just because it's a mandate. Ideally, you want people to do things because it's really a best practice, and it's an inclusive community that you want everybody to be participants of.

Narrator

[18:02] More information regarding assistive technology for blind and visually impaired students can be found at the following websites. For regulations regarding assistive technology and the Individuals with Disability Education Improvement Act, visit the Technology and Media Division of the Council for Exceptional Children website at tamcec.org.

[18:28] For issues when considering assistive technology for students with disabilities, visit the Georgia Project for Assistive Technology website at gpat.org. For information about assistive devices and how they are used, you can visit the National Institute of Child Health and Human Development website at nichd.nih.gov. Fade to black.

[MUSIC PLAYING]

Valerie

[19:01] Thank you so much for listening to this podcast. The webcast you listen to, and others, can be found on perkinselearning.org.

Paths to Technology with Diane Brauner

Paths to Technology with Diane Brauner

June 4, 2019

Diane is our guru for Paths to Technology. As the web-manager, she joins us to discuss the website and how you could become a blogger for paths to Technology (and possibly make some extra money in the process).

Diane is an educational accessibility consultant collaborating with various educational app developers and agencies. She splits her time between managing the Perkins eLearning website, Paths to Technology, presenting workshops on a national level and working on accessibility-related projects. 

Transcription:

[MUSIC PLAYING]

Valerie

[00:05] Hi and welcome to Perkins eLearning to Go. This is Valerie. On today's podcast, I have the pleasure of speaking with Diane Brauner. Diane is an educational accessibility consultant and she collaborates with various educational app developers and agencies. Also manages our Perkins eLearning website, Paths to Technology.

[00:28] I am excited that she is here today to discuss Paths to Technology. Thank you so much for joining us, Diane. And let's start it off. What is new in Paths to Technology?

Diane Brauner

[00:40] OK. Well, first of all, Paths to technology is the Perkins eLearning website designed to assist educators, families, and students to learn about and stay current on ever-changing technology for students with visual impairments and blindness. So what's new? There are always some-- there's always something new on Paths to Technology. Posts are added daily, covering all types of topics, including new tech, app reviews, lesson plans, activities, and tutorials.

[1:12] The new Paths to Technology bi-weekly newsletter is a huge hit, with more than 2,500 subscribers, reaching 19 different countries. If you're interested in subscribing, go to the bottom of Path to Technology on the home page and sign up.

Valerie

[1:30] So how do you engage bloggers to come and write for Paths to Technology? I noticed there's a variety of people blogging for you.

Diane Brauner

[1:40] OK. We have currently about 50 bloggers on Paths to Technology, and bloggers consist mainly of educators, including TVIs, orientation mobility specialists, AT specialists. There are also app developers and other blindness groups who blog along with student bloggers. Paths to Technology is a great resource for students, and we actively encourage students to share their experiences and their knowledge.

[2:07] So what I found is that educators, especially teachers, who work with visually impaired students tend to be very creative in their activities. Every educator has an innovated idea or has modified a mainstream activity that engages their student and makes learning fun. Paths to technology is a central place to share these activities and to build our community of practice.

[2:32] Have you found an app that can be used to teach a specific concept or skill, maybe a teaching hint? Have you or your student created an accessible e-book? You can share these ideas with colleagues by blogging on Paths to Technology and you can earn CEU credits or money for qualified blog posts. If you're interested in blogging, contact me. You can email me directly or email technology@perkins.org.

Valerie

[3:02] So I did look through some of the blogs. And there's one blogger, her name is "Veroniiiica," with four Is, and she's just amazing. Now, she's, from what I can tell, she's been blogging for a long time, right?

Diane Brauner

[3:17] She has. She's been blogging on Paths to Technology, well, since Paths to Technology has been around, about three years.

Valerie

[3:26] Wow. And I think it's great for her cause she is a college student now that she can really help out kids because she's at their level and give them tips and guidance on what to expect as they're transitioning.

Diane Brauner

[3:43] Veronica writes a lot of blog posts about that transition. What you need to know in K through 12 before you transition to college. And then she gives all kinds of hints and information about what tech she uses in college, how she uses it, how she gets around the campus. She travels to a lot of conferences and talks. So she talks about how she handles airplane rides and hotels and all kinds of bits of information. Veronica is a terrific blogger.

Valerie

[4:14] That's great. And she's just one of many that's on there. So it's a really interesting site. So what you see is up and coming in technology?

Diane Brauner

[4:27] Well, that's kind of a wide open question. I see so many exciting things coming down the pike with technology and so many improvements in accessibility. Things like full screen Braille displays, artificial intelligence, accessible online assessments and textbooks and mainstream educational apps. These things will have a huge impact in our near future. There are many new devices and software under development. Let's take a quick look at how sonification is being used to make math accessible.

[5:03] So accessible digital math is always a challenging issue. Sonification using sound to convey information or to perceptualize data is not a new solution. For decades, we've been using talking graphing calculators, which use sonification. It uses pitch to represent what's on the vertical axis and it uses sounds, moving from your left ear to both ears, to the right ear to represent the horizontal x-axis.

[5:35] Recently, sonification has been applied to various types of digital charts and graphs used by professionals and higher math students. The concept of sonification is currently being applied to age-appropriate educational activities for very young students, making things such as digital lines accessible. So imagine being able to follow a digital line by dragging your finger along a sonified line on a tablet.

[6:08] Think about these young kids and what they do with lines. Something like a number line that they can now follow through the sonification, or taking two columns and match items by drawing a line between two columns. Both of those activities are common in a kindergarten, first grade, early on elementary classroom. And now with sonified lines, our students are able to access these materials.

Valerie

[6:35] So it really does open up a whole world to those students that they may not have been able to or had more of a difficult time before.

Diane Brauner

[6:45] Absolutely. It's all new technology, and there's just so much progress going on to make apps and tech skills more accessible for our students.

Valerie

[6:55] So in regards to that, do you feel that developers are more sensitive now to making sure apps are accessible?

Diane Brauner

[7:07] Developers are doing a great job. I think there's two different types of developers. There are the mainstream giants, such as Apple and Microsoft and Google, and they have dedicated accessibility teams who work hard to make their mainstream apps fully accessible. Are these tools perfect? Certainly not. There are accessibility bugs, as well as mainstream bugs. However, these apps continue to improve and developers are open to comments and suggestions. As a community of educators for students with visual impairments, our voice has become stronger as we support and provide feedback for these developers.

[7:48] Then the other kind of developers, there's this growing handful of passionate app developers who are developing educational apps specifically for students who are visually impaired. These developers not only create accessible educational apps, they're also building apps to teach concepts and tech skills that are unique to students who use screen readers. These developers seek and need feedback from educators and often reach out to the visual impaired community through Paths to Technology.

[8:21] There are exciting new educational apps currently under development and Paths to Technology will post about opportunities to beta test and to provide feedback, and we'll post about these new apps as they're publicly released. These accessible apps are also paving the way for mainstream educational app developers by solving accessibility issues by providing proof of concept and by providing students with the tech skills required to be successful with mainstream apps.

[8:55] So Paths to Technology is active. It's a driving force encouraging and supporting many of these new development. Bloggers are writing about current relevant topics, educators are asking questions and sharing their needs, app developers are seeking to understand the needs and are working to develop apps that address those needs.

Valerie

[9:18] So it is really great to hear that the developers are reaching out to the vision impaired community because, I mean, how else are you going to know your app is fully accessible unless you have the people who would be benefiting from it actually test it?

Diane Brauner

[9:36] Absolutely. We have to provide support and ideas and feedbacks. And we have to have our students have to become even more tech savvy in order to be successful in schools and careers. So combining students and our end users and teachers and developers, we all need to combine and come together in order to make our students successful.

Valerie

[10:03] Certainly sounds exciting for the future. It would be interesting to see five years from now what technology looks like.

Diane Brauner

[10:12] Oh, it changes so much every day again. I'm excited about what's coming down the pike.

Valerie

[10:19] But what are the three current areas that are need-related to technology for students with visual impairment?

Diane Brauner

[10:27] OK. I see three current areas that have high need for our students, and those are tech for toddlers, coding-- accessible coding-- and transition. So let me take a minute to talk about these things.

The tech for toddlers, it's actually for preschoolers, toddlers, kindergarten students, but that young age group. So when we look at students with vision, who are sighted, they are learning basic tech skills on smartphones and tablets as toddlers and preschoolers. These sighted children are entering kindergarten which tech skills and have spent hours and hours playing educational games. Visually impaired students who rely on braille and screen readers typically do not have tech experience prior to entering school.

[11:18] Paths to Technology now has a dedicated early intervention kindergarten page full of apps, tech, teaching ideas, accessible digital books. All of these that are geared for that age group, for the toddlers, preschoolers, and kindergarten students. And the Paths to Technology community has been actively working with app developers to create more accessible apps, specifically for this age group, that teach concepts and skills unique to students who are visually impaired.

[11:50] The second area was coding. So STEM fields, particularly coding, are a hot topic in the mainstream curriculum, and it's been embedded beginning in preschool and in kindergarten. These young kids are exposed to coding logic concepts prior to learning coding languages. Two years ago, we didn't have an accessible coding logic app for young students. Now there are several that are accessible.

[12:17] The Paths to Technology community has been instrumental and continues to work with several app developers on creating accessible coding logic games and simple coding robotic activities. Paths to Technology supports teachers in learning the basics about coding, teaching coding to students with visual impairments, and provides updates on coding tools that are available.

[12:43] The third high area of need is transition. So for many students, there continues to be a big gap between the tech skills needed to be successful in high school and the tech skills that are needed for college and career, particularly in math and science. In K-12, math and science materials are often provided in braille and accompanied with tactile graphics.

[13:10 ] However, college materials are typically provided in digital format only. Students are struggling with this transition. While there are accessible resources available, such as nap and now a math markup language, students rarely use these resources in K-12 and few TVIs know about them.

[13:31] What apps and platforms are accessible and being used at the college model? What tech skills do students need to master while in high school? What can successful college students teach us? These are the discussions we're having right now, and together, we can help bridge the gap.

Valerie

[13:52] And as you said, the technology changes so quickly. So for these kids to have a base or a small background, even in just coding, would go far for them when they get into either a regular job or go on to college.

Diane Brauner

[14:11] Absolutely. There are so many tech jobs open right now and STEM field jobs available that our students can do with some background in some foundation skills.

Valerie

[14:24] So is there anything else that you would like to talk about? Like I mentioned, I was going through Paths to Technology, and I know you have done a fantastic job with this site. And really, hats off to you. I know there's been some changes with the visual and the user functionality and it's really paid off. You've done a fantastic job.

Diane Brauner

[14:46] Well, thank you. You know we've tried to make the site so that it's easy to find the areas and topics that you're interested in, whether it's the apps or the blogs or what's new, what's the latest software update. There's lots of information on Paths to Technology. There's so much information that sometimes it's challenging to find it. So hopefully the home screen, the home page on Paths to Technology is laid out in such a way that you can find materials that you want. And of course, you can always do a technology search on the page and type in exactly what it is that you're looking to pull it up specifically.

Valerie

[15:25] I appreciate your time today. Thank you so much, Diane.

Diane Brauner

 [15:29] Well, thank you for having me. And please, I do want to encourage everybody to become active in our community on Paths to Technology. So take a look around the website, jump in on the discussions, ask a question, write a blog.

[MUSIC PLAYING]

Valerie

[15:49] Thank you again, Diane, for joining us today. I really appreciate your time. And as Diane mentioned, if you're interested in learning more about the Paths to Technology, please visit its website at www.Perkinselear ning.org/technology. For those of us at Perkins eLearning to Go, we thank you very much for taking the time to listen to our podcast, and until next time.

[MUSIC PLAYING]

A Unified Approach: Searching for Solutions to CVI with Ed Bosso

A Unified Approach: Searching for Solutions to CVI with Ed Bosso

May 30, 2019

What can happen when a diverse group of people come together to tackle challenges facing children with CVI? Ed Bosso, Superintendent and Executive Director of Educational Programs at Perkins School for the Blind, talks with us about fostering a unified approach to solve complex problems.

If you're interested in taking part in breaking down challenges facing children with CVI, you can join us at the 5th annual CVI symposium July 11 and 12. For more information visit www.perkinselearning.org/symposium.

Cerebral Visual Impairment: A Brain-Based Visual Condition with Dr. Amanda Lueck

Cerebral Visual Impairment: A Brain-Based Visual Condition with Dr. Amanda Lueck

May 28, 2019

Dr. Lueck provides an overview of cerebral visual impairment and the challenges that parents and professionals face in terms of understanding how children with CVI use their vision. She emphasizes the importance of assessing the child to understand what they see.

Amanda Hall Lueck, Ph.D., Professor Emerita of Special Education & Communicative Disorders at San Francisco State University has worked in the field of visual impairments for over 40 years. At the University of California, Berkeley Low Vision Clinic, Dr. Lueck coordinated education and rehabilitation services. She has been a teacher in California and Wisconsin, and she was the Director of the Assessment Center for the Visually Impaired, an outreach unit of the California School for the Blind.

“If You Can Breathe You Can Learn” - Active Learning with Charlotte Cushman

“If You Can Breathe You Can Learn” - Active Learning with Charlotte Cushman

May 21, 2019

What is Active Learning? Charlotte Cushman knows and is here to discuss all things Active Learning. 

Charlotte Cushman is the driving force behind Paths to Literacy; she manages this website for Perkins School for the Blind and Texas School for the Blind. In addition, Charlotte is an active blogger for Paths to Literacy. Charlotte is also the website manager for Active Learning Space, she sat down with me to discuss this site and how Active Learning can be of assistance when teaching children with visual impairments.

A Parent’s Perspective: Helping Your Child with Multiple Disabilities Engage with the World with Amber Bobnar

A Parent’s Perspective: Helping Your Child with Multiple Disabilities Engage with the World with Amber Bobnar

May 14, 2019

Amber Bobnar is a parent of a young boy with visual impairment and additional disabilities. In this webcast, she talks about how important it is to involve children with disabilities in their community and gives advice on how to make this happen. Amber is the creator of the WonderBaby.org, a website which provides a support network and a multitude of resources for parents of children with visual impairment.

CVI Experts: Dr. Sarah Blackstone and Dr. Christine Roman-Lantzy

CVI Experts: Dr. Sarah Blackstone and Dr. Christine Roman-Lantzy

May 7, 2019

We are in for a treat! After completing a live webinar for Perkins eLearning Dr. Blackstone and Dr. Roman- Lantzy stayed to discuss the exemplary work being done at The Bridge School in California.

Dr. Sarah W. Blackstone is past president and fellow of the International Society for Augmentative and Alternative Communication (ISAAC) and a founder and board member of its US Chapter. Dr. Blackstone is a contributing author to Cortical Visual Impairment: Advanced Principles, where she addresses the AAC needs of children with cortical visual impairment.

Dr. Christine Roman developed the CVI Range©. She and Perkins eLearning work in partnership to offer courses on CVI and the CVI Range©, as well as the Perkins-Roman CVI Range Endorsement. Dr. Roman is the Director of The Pediatric View Program at The Western Pennsylvania Hospital in Pittsburgh, PA.

Welcome to Perkins eLearning To Go!

Welcome to Perkins eLearning To Go!

April 30, 2019

Welcome to Perkins eLearning To Go! We're excited you found us, take a quick listen to our teaser podcast to see what's in store.

Transcription:

[MUSIC PLAYING]

Valerie

[00:01] Hello, and welcome to Perkins eLearning to Go. This is Valerie. Thank you so much for your interest in our podcast. I just wanted to take a moment to explain what you can expect from our podcast. Well, they will contain recordings from past events at Perkins eLearning, interviews with leaders in the field of visual impairment and everything Perkins eLearning is known for.

[00:22] They're just in a to go format. Our hope is you will find our podcast enjoyable and entertaining. All the while, providing a piece of something new that will help improve your skills with children who are visually impaired.

[00:35] If you enjoy our content, please make certain to subscribe, follow, rate, and review. And if you would like more information on the topics and courses we offer, please head over to perkinselearning.org. Thank you so much and enjoy.