Getting Started with Accessible Math

The following webinar announcement comes from the National Center on Accessible Educational Materials…

Free Webinar: Getting Started with Accessible Math

Tuesday, January 22, 2019
2:00 – 3:00 pm ET

Presenters: Luis Pérez & Lynn McCormack, AEM Center, Paul Brown, Texthelp, and Steve Clower, Desmos

Math ML 2.0 logo from W3CMathML is a markup language used to display equations and other mathematical expressions on the web and in other formats such as ePub and NIMAS. MathML is important for accessibility because it allows equations to be stored as structured text rather than images. Unlike images, structured text can be enlarged with good resolution for low-vision users who need magnification. Blind learners can use screen readers that support MathML to navigate and review the parts of mathematical expressions in the correct order, which is important for understanding complex mathematical expressions. But writing MathML code is not for the faint of heart! In this webinar, we’ll show you some ways you can write and use MathML code with little to no coding. We will then also demonstrate a number of other math accessibility tools from Texthelp, Desmos and more!

Unable to attend the webinar? A recording will be available on the webinar’s Event Page approximately one week after the webinar.

Use this link for more information and to register for this event…

Accessibility and Inclusion in K-12 Computer Science (CS) Education

The following event is being sponsored by Great Lakes ADA Center:

Accessibility and Inclusion in K-12 Computer Science (CS) Education: Meeting the Needs of Students with Disabilities in the CS for All Movement

High School student working in laboratoryJoin us for the kick off webinar in the 2019 Accessible Technology Webinar Series.

The session is on Thursday, January 17, 2019 at 2:00 pm ET.

Computer science (CS) is increasingly becoming part of the mainstream K-12 instructional experience. As more students are exposed to CS instruction, it is imperative that school districts, curriculum developers, and instructional designers consider the needs of all students, including those with disabilities. In this webinar, we will share national initiatives focused on inclusion and accessibility, including:

  • The CS for All Accessibility Pledge
  • Research and development efforts focused on accessibility in K-12 CS tools and curricula
  • Pedagogical approaches that schools are taking toward ensuring that all students can engage in CS education that is accessible, and meaningfully engaging.

We will also share accessibility and inclusion challenges faced by the CS education community and necessary steps that we must take to continue moving in a positive direction towards more inclusive, accessible CS education experiences.

Our Speakers:

Maya Israel – Associate Professor of Educational Technology, University of Florida
Todd Lash – PhD Student, University of Illinois Urbana-Champaign
Register at the Accessible Technology Series website. This webinar will be live captioned and archived.

Help Struggling Readers Connect with the World of Words and Reading

Our friends and colleagues at edWeb.net and Learning Ally have announced the following free webinar:

The Wonderful World of Words: Help Struggling Readers Connect with the World of Words and Reading

Thursday, Jan. 17 at 2 p.m. Eastern Time 

Learning Ally logoPresented by Terrie Noland, Vice President, Educator Initiatives, Learning Ally

Words flood our world each and every day. We use words to navigate, to communicate and to share knowledge. For struggling readers, words can be a thief: a thief that sneaks in and isolates students from classroom discourse and from the rich, deep knowledge that is contained in the pages of a book.

In this edWebinar, the following information will be shared to help restore the connection between words and struggling readers:

  • Why reading is so hard for struggling readers
  • The importance of word exposure and what it means for lifelong success
  • When to use words at a student’s decoding level and when to use words at their cognitive level
  • How to bring the right words to students that inspire continued learning

This session will benefit K-12 teachers, librarians, and school and district leaders. There will be time to get your questions answered at the end of the presentation.

Use this link for more information and to register for this free event…

 

Described and Captioned Media Program

Blind boy using Braille embosserThe Described and Captioned Media Program (DCMP) provides premium media designed for students with disabilities and leads as a resource for families and teachers, supported by the Department of Education.

DCMP’s mission is to promote and provide equal access to communication and learning through described and captioned educational media.

The ultimate goal of the DCMP is for accessible media to be an integral tool in the teaching and learning process for all stakeholders in the educational community, including students, educators and other school personnel, parents, service providers, businesses, and agencies.

The DCMP supports the U.S. Department of Education Strategic Plan for 2014-2018 by committing to the following goals:

  • Ensuring that students (early learners through Grade 12) who are blind, visually impaired, deaf, hard of hearing, or deaf-blind have the opportunity to achieve the standards of academic excellence.
  • Advocating for equal access to educational media as well as the establishment and maintenance of quality standards for captioning and description by service providers.
  • Providing a collection of free-loan described and captioned educational media.
  • Furnishing information and research about accessible media.
  • Acting as a gateway to Internet resources related to accessibility.
  • Adapting and developing new media and technologies that assist students in obtaining and using available information.

The Described and Captioned Media Program is funded by the U.S. Department of Education and administered by the National Association of the Deaf.

Please visit DCMP for more information…

Resources to Support Adaption of Assistive and Instructional Technology

The Center on Technology and Disabilities (CTD) recently published a newsletter highlighting some of their publications related to education. Among those resources:

Implement Assistive Technology and Instructional Technology

EducationFuture Ready Assistive Technology: Fostering State Supports for Students with Disabilities – This report provides insights into the current state and future of assistive technology as well as resources to support your work.

AT and IT: Where are we headed? – This new infographic outlines the technology landscape, and what it means for state and district leaders, and teachers.

Technology Implementation Strategies that Work! – Watch this video series to learn more about the critical processes necessary to effectively support technology implementation in your district or school.

Understanding Assistive Technology: Policy and Implications for State Leaders – Assistive technology (AT) is an essential part of your overall technology plan. Watch this webinar to learn more about the legal requirements for AT, different types of AT supports, and the role of Universal Design for Learning (UDL).

Contact the CTD Technical Assistance Lead for SEA/LEA support, Kristin Ruedel – KRuedel@air.org.

For more information, visit CTD on the web!

New Choice in Braille Transcription Software

This new product was recently announced by American Printing House for the Blind…

Person reading BrailleBrailleBlaster™ is a braille transcription program developed by the American Printing House for the Blind to help transcribers provide blind students with braille textbooks on the first day of class.

BrailleBlaster takes advantage of the rich markup contained in NIMAS (National Instructional Materials Accessibility Standard) files to automate basic formatting and gives you tools to make advanced tasks quicker and easier. Designed primarily for editing textbooks that meet the specifications published by the Braille Authority of North America, the purpose of BrailleBlaster is to help braille producers ensure that every student has their hard-copy braille textbooks on the first day of class.

BrailleBlaster relies on Liblouis, a well-known open-source braille translator, for translating text and mathematics to braille.

Features include:

  • Translate braille accurately in UEB or EBAE
  • Format braille
  • Automate line numbered poetry and prose
  • Split books into volumes
  • Add transcriber notes
  • Describe images
  • Automate braille table of contents, glossaries, preliminary pages and special symbols pages
  • Automate a variety of table styles
  • Translate and edit single line math

The development of BrailleBlaster and modifications to Liblouis are part of the REAL Plan (Resources with Enhanced Accessibility for Learning). The REAL Plan is an ongoing initiative of the American Printing House for the Blind to improve the conversion and delivery of braille and other accessible formats to students who are blind.

Learn more about Braille Blaster…

Revised Transition Guide published

From the U.S. Department of Education…

Seal of the US Dept of EducationThe Office of Special Education and Rehabilitative Services (OSERS), of the U.S. Department of Education (Department), is pleased to publish, A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities.

OSERS’ mission is to improve early childhood, educational, and employment outcomes and raise expectations for all individuals with disabilities, their families, their communities, and the nation. To assist students and youth with disabilities to achieve their post-school and career goals, Congress enacted two key statutes that address the provision of transition services: the Individuals with Disabilities Education Act (IDEA) and the Rehabilitation Act of 1973 (Rehabilitation Act), as amended by Title IV of the Workforce Innovation and Opportunity Act (WIOA). The IDEA is administered by the Office of Special Education Programs (OSEP), and Titles I, III, and VI, section 509, and
chapter 2 of Title VII of the Rehabilitation Act are administered by the Rehabilitation Services Administration (RSA). OSEP and RSA, both components of OSERS, provide oversight and guidance regarding the administration and provision of transition services by State educational agencies (SEAs), local educational agencies (LEAs), and State Vocational Rehabilitation (VR) agencies.

Both the IDEA and the Rehabilitation Act make clear that transition services require a coordinated set of activities for a student with a disability within an outcome-oriented process. This process promotes movement from school to post-school activities, such as postsecondary education, and includes vocational training, and competitive integrated employment. Active student involvement, family engagement, and cooperative implementation of transition activities, as well as coordination and collaboration between the VR agency, the SEA, and the LEAs are essential to the creation of a process that results in no undue delay or disruption in service delivery. The student’s transition from school to postschool activities is a shared responsibility.

OSERS presents this transition guide to advance our efforts in ensuring that all students and youth with disabilities are equipped with the skills and knowledge to be engaged in the 21st Century workforce.

Download/read a copy of A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities from the OSERS’ website – PDF - requires plugin