WVATS Quarterly Newsletter
Spring 2005

Please note that phone numbers, addresses, websites and e-mail addresses were accurate at time of publication. This information may not be current.

Articles:   [WVATS]   [Resources]   [Tools]   [State]   [National]   [DBTAC]   [AgrAbility]   [PATHS 2005]  [New IDEA Summary]

Hubert Anderson, Jr. Award

Don Yoak

E. Don Yoak was named the Hubert Anderson, Jr. Award winner for 2005 by the WVATS Advisory Board. The award is given to individuals who have provided exemplary service and advocacy on behalf of West Virginians with disabilities.

Don was an advocate for individuals of all ages with disabilities and long term care issues. Don was faithful on behalf of disability-related legislation in writing letters and making phone calls to his many friends who held political office on the national level. This included Senators Robert C. Byrd and Jay Rockefeller, and his political friends on the state level whom he knew from nearly 30 years as an on-the-floor official for the West Virginia Legislature.

Don, who passed away in September 2004, served actively and faithfully for more than ten years as an advocate for issues involving senior citizens on the West Virginia Assistive Technology System (WVATS) Advisory Board.

IDEA Reauthorized

A bipartisan bill revamping the nation's special education law, the Individuals with Disabilities Education Act (IDEA) (H.R. 1350) was signed into law on December 3, 2004, setting in motion important changes in how teachers, parents, and schools address the educational needs of students with disabilities.

New sections in the reauthorized special education law address:

A full summary of the reauthorized special education law and other related information can be found at the U.S. Department of Education Resource Center website at www.ed.gov/index.jhtml or call 800-USA-LEARN (800-872-5327).

WVATS has included an insert in this newsletter with more information about the new IDEA.

West Virginia FIRST LEGO League Robotics Tournament
On December 11, 2004, Robotics teams from across West Virginia met at West Virginia University at Parkersburg's Caperton Center for Applied Technology to compete in the FIRST LEGO League robotics competition. The theme was "Designing and Programming Assistive Technology Devices for Individuals with Disabilities." The National Lego project involved students from sixth to ninth grades. About 20 teams competed in the West Virginia state finals.

TechLink, the WVATS Parkersburg region Tech Team, had an exhibit of various assistive technology devices to show students, parents and teachers. WVATS Board member, Ron Jalbert, attended the event and met with the winning teams. Dave Brooks - the First Lego League State Partner said, "It was really great to have Ron out with us at the tournament. Part of the "No Limits" challenge is to help these kids not only think about how they can make our community and the world more accessible, but also to increase their awareness of how organizations like WVATS are already working to make this vision a reality."

Winners were:

WVATS Loan Library Update
The WVATS Assistive Technology Loan Library is implementing a new inventory control system using bar code technology. This system will allow WVATS staff to quickly determine what assistive devices are available for loan and more accurately track items that are checked out.

This system will also enable WVATS to determine more quickly when a device is scheduled to be returned, when another person requests it. WVATS is working to further improve its loan services by making the inventory available online to allow individuals statewide to see what we have for loan and demonstration in our center.

Kara's Korner Kara Zirkle
Kara Zirkle, formerly the WVATS Northern Resource Center Coordinator and more recently a WVATS Graduate Assistant, has completed her master's degree in Technology Education. Kara has moved to the Baltimore/DC area and is working for Learning Independence through Computers (LINC) as an Assistive Technology Specialist.

LINC is a non-profit computer resource center that provides opportunities for people with disabilities, their families, professionals, and members of the business community to explore adaptive technology, computer systems software, and the Internet.

Kara, author of Kara's Korner, will be missed and we wish her the best of luck!

The Resource Section

IEP Resources for Parents/Families

Parent Network Specialists
All Parent Network Specialists are parents of children of varying ages who have a disability. The Parent Network Specialists work with families through the Children with Special Health Care Needs clinics, as well as in hospitals, pediatric rehabilitation facilities, schools and other referral sources. The specialists provide one-on-one information and referral services and follow-up to families who have a child with a disability. The regional Parent Network Specialists receive on-going training in Title XIX MR/DD Waiver and Medicaid, the IEP process, transition, HIPAA regulations, the roles of other agencies and the availability of resources. The program is headquartered at the Center for Excellence in Disabilities.

For more information call 304-293-4692 or visit www.cedwvu.org/programs/pns

WV Parent Educator Resource Centers (PERCs)
The purpose of the Parent Educator Resource Centers is to build partnerships between parents and educators to ensure that children receive the highest educational opportunities and achievement possible. Local education agencies in 37 counties participate in the project by establishing centers to work with families of children in the school system, educators and others.

The PERCs:

For more information, call your local Parent Educator Resource Center, or the state team at 800-642-8541 or visit wvde.state.wv.us/ose/percs/

West Virginia Parent Training and Information (WVPTI)
WVPTI is a statewide, cross-disability and parent/professional non-profit group. This organization provides tools to help gain appropriate educational services for children with special needs. WVPTI provides free materials on specific disabilities, federal and state laws, rules and regulations and links to parents of children with similar needs through referral and support groups, as well as links to other organizations and agencies.

WVPTI has regional trainers, all of whom are parents of children with special needs. Call 800-281-1436 or visit www.wvpti.org for more information.

Handbook Available to Help Understand No Child Left Behind
The National Center for Learning Disabilities (NCLD) and Schwab Learning, two national organizations, have collaborated to develop a handbook designed to provide simple, accessible information for parents on the No Child Left Behind Act (NCLB).

The 22-page guide addresses the special issues, challenges and opportunities facing parents whose children are struggling to learn, and provides parents with information about specific actions they can take to improve educational services for their children. The guide is available at www.ld.org/press or call 888-575-7373 ext 210.

4Teachers
www.4Teachers.org is designed to help teachers integrate technology into the classroom by offering free online tools and resources. This site helps teachers locate and create ready-to-use Web lessons, quizzes, rubrics and classroom calendars. There are also tools for student use. Professional development resources addressing issues such as equity, technology planning and at-risk or special-needs students is also available. Call 888-832-2001 for more information.

TEST ACCESS Series Moves Forward
In addition to Book Number One, Guidelines for Computer Administered Testing, Book Number Two in the TEST ACCESS series is now available. Book Two, Making Tests Accessible for Students with Visual Impairments: A Guide for Test Publishers, Test Developers, and State Assessment Personnel, is a free downloadable file.

Visit the American Printing House for the Blind web site (www.aph.org) and click on "Accessible Tests Department." The file can be found in the "Publications" section.
The primary purpose of this document is to assist test developers, test publishers, and state assessment personnel in making standardized tests fully accessible to individuals who are blind or visually impaired. For more information call 800-223-1839.

Breaking Down Barriers K-12 and Beyond
A Parents' Guide to Accessible Technology in Schools Breaking Down Barriers is a handbook designed for parents to help provide an understanding of accessible technology in schools. Sections of this book include what parents need to know, assistive technology, information technology, universal design and what parents can do. It also gives other resources for parents to look into. For more information on this booklet, call the ADA and IT Technical Assistance Center for the Mid-Atlantic Region at 800-949-4232 or call WV DBTAC at 800-841-8436 (in WV).

Project 1000
Project 1000 is a national program created to assist underrepresented students applying to graduate school. Students may apply to up to seven of the over 88 participating Project 1000 institutions by using one application. Participation is free of charge to individual students and to the participating institutions.

U.S. citizens or permanent residents underrepresented in U.S. graduate programs are eligible. Eligible programs include the arts and sciences, engineering, architecture and urban planning, library and information science, oceanography, public health, nursing, biomedical sciences, public policy, social work, theology, and most fields within education.

Call 800-327-4893 or visit http://mati.eas.asu.edu/p1000/ for more information.

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ADAPT News    adapt@labyrinth.net

Ken Irvin

Planning to Plan
By Ken Ervin

Governor Underwood wrote the first executive order calling together the Olmstead Task Force in December 1999. An extension of this Executive Order was written by Governor Bob Wise. A final plan was submitted to Governor Wise in December of 2001. The plan sat on his desk for almost two years. All the while, people were still waiting, fighting to get out of nursing homes and return to their own homes. Those of us who were working with individuals to help them transition back into their communities continued to work without benefit of a plan or formalized support.

When the Olmstead coordinator was appointed, she was given the task of developing a new Olmstead Plan. I served on both Olmstead Task Forces. The second task force met several times and rewrote the plan that had already been written. We ate many good lunches. People still waited. The second Olmstead Plan was submitted to Governor Wise in November 2004, in the hope that Governor Wise would sign it before leaving office. No action was taken.

The Centers for Medicare and Medicaid Services Long Term Care Minimum Data Set data indicate that over 1,900 West Virginia citizens have stated that they want to return home. I believe this is a low estimate. There has been no organized effort to inform residents in the state's 141 nursing homes about their right to live in the home of their choice. The second Olmstead plan has been given to the Manchin administration; the administration will not take any action on Olmstead until after the end of the current legislative session because there are other priorities. Are the lives of West Virginia citizens with disabilities a priority to our new administration?

It is time to stop planning and start doing. We call for the Governor to develop an Olmstead Executive Order with strong time lines and action steps to be implemented before the end of the current fiscal year.

Just Thought You Might Want to Know: MSPA
by Scott Miller

The Mountain State People's Alliance is a project funded by the West Virginia Developmental Disabilities Council. The project is dedicated to building a strong grassroots alliance of self-advocates, people with developmental disabilities speaking for themselves. Darla Ervin, Josh Miller and Scott Miller are the staff for the project. They are traveling across the state meeting with individuals and organizations to promote self-determination and community inclusion. The hope for MSPA is to empower self-advocates and their allies to live lives of their choosing in the community. Using the Internet, phone service and direct contact, MSPA hopes to enlist individuals to take action when services and supports are threatened, to build the supports that individuals need to live, work and play in the community and to educate communities that people with disabilities have valuable skills to contribute.

The people we have met with are interested in:

To find out more about MSPA, e-mail mspa044@hotmail.com, visit the website at www.letsgetalifewv.org or call Scott Miller at 304-645-6356, Josh Miller at 304-647-3151, or Darla Ervin at 304-594-3644.

Project Lifesaver
TechLink, the Parkersburg region Tech Team, is pursuing Project Lifesaver, which is a reliable rapid-response partnership with law enforcement to aid families and individuals with Alzheimer's disease, Down Syndrome, Autism, traumatic brain injury and other disabilities.

The project uses radio technology with rescue teams from the local community including law enforcement and public safety officials to build an effective life-saving system that has proven to be reliable, responsive, practical and affordable. Thirty-five states are using this system at this time.
If you are interested in learning more, please e-mail TechLink at suep@wirefire.com, or call Sue at 304-422-3151, ext. 107.

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Powerful Tools

Kurzweil 3000
For students who have difficulties reading printed material from textbooks, magazines or the Internet, Kurzweil 3000, a computer software program, could be useful. Kurzweil 3000 offers a combined scanning and reading application that lets you convert printed text into speech. Kurzweil 3000 is capable of scanning and putting on the screen text with pictures as it appears on paper. The software also helps those with reading difficulties by highlighting both the line and word as it is read. Users can adjust print size, speed and the amount of text they see on the screen.

Kurzweil 3000 also includes a number of study skills tools such as bookmarks, highlighting and sticky notes, which could help users improve their reading comprehension. Kurzweil 3000 can also be used for standardized or educator-developed test taking.

For additional information call 800-894-5374 or visit www.kurzweiledu.com

Teacher's Pet
Teacher's Pet can be used by either teachers or parents to create accessible drills, practice exercises or tests for students who are blind or visually impaired. This software program allows the creation of both audio and large print tests. It can record test sessions to track student progress. Teacher's Pet accepts several types of questions including:
      - Information
      - Fill in the blank
      - Matching by number or letter
      - Multiple choice by number or letter
      - True/False
Questions can be random, sequenced or tied to a student's ability.
For more information call the American Printing House for the Blind at 800-223-1839 or visit www.aph.org

The Able Table
the Able Table
The Able Table is also known as the "everything table." It can be used as a book holder, bed table, portable desk, laptop computer holder, easel, etc. The table has many adjustment positions for support legs, height, and surface angle. Top surface measures 11 1/2" x 17 1/2".

For more information call 888-663-9396 or visit www.youcantoocan.com



Microloop II FM
Microloop II FM The Microloop II FM is a sound amplification system that can work for students who are hard of hearing in classrooms, meeting rooms, automobiles (with optional Auto Kit) and TV viewing. The system includes a 90 foot loop wire, microphone, wireless microphone system and carry case.

For more information visit www.maxiaids.com or call 800-522-6294 (V) or 800-281-3555 (TTY).



NEO
NEO From the makers of AlphaSmart 3000, the NEO is designed to provide a wide range of computing capability on its own, and to integrate with desktop and laptop computers. Neo offers a full-sized keyboard and long battery life, a large display and twice as much memory as the AlphaSmart 3000.

For additional information visit www.alphasmart.com or call 888-274-0680.

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National News

Students with Disabilities to Gain Improved Access to Learning

Students with blindness, low vision and print disabilities are expected to gain improved access to textbooks under a voluntary standardized format for electronic files.

When textbooks and classroom materials are produced using a new voluntary standard that will enable students and teachers to more quickly access general curriculum materials, the materials will be in a standard electronic format that can be adapted to products ranging from Braille editions of textbooks to on-screen displays of text and graphics.

In past years, the lack of a standardized format meant that publishers had to produce materials in multiple formats - often causing delays that meant students with disabilities did not receive their textbooks in time for the beginning of the school year.

In addition to establishing the new standard, the US Department of Education will fund two centers to support further development and assist states with implementing the voluntary standard hoping to improve academic results for students with disabilities.

For more information on the National Instructional Materials Accessibility Standard, please visit: http://nimas.cast.org/about/index.html or call 781-245-2212.

State News

Special Education Changes Being Made in West Virginia
As of July 1, West Virginia special education teachers will no longer have to write or meet short-term objectives for most of their students. They will still have to write annual goals and give parents written reports at every grading period about how the state's special education children are progressing toward those goals, so there will be little reduction in paperwork or information.

On February 15, the West Virginia Department of Education (DOE) sent county special education directors the first of what will be several memos outlining how they should operate under the new Individuals with Disabilities Education Improvement Act (IDEA) that was signed into federal law on December 3, 2004.

Although the U.S. Department of Education has not issued regulations interpreting the new law, DOE decided to give counties guidance on writing Individualized Education Plans (IEPs) because plans being written now will continue to be in effect after July 1, 2005.

Adapted from the Dominion Post, March 2, 2005.

Closed Captioning Service available at West Virginia University
West Virginia University offers its own in-house captioning service for students who are deaf or hard of hearing. University work study students screen videos, transcribe the dialogue and type in other visual clues when necessary to make the story telling process complete. WVU will do captioning services for WVU professors and also for schools across the state and region with two weeks advance notice. All requests should be made to Rebecca Berger at 304-293-6700 or e-mail rebecca.berger@mail.wvu.edu

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WV DBTAC News

Accessible Information Technology in Education
The importance of making sure that students with disabilities have access to and can physically use the technology in their educational classrooms was brought to the forefront of most school systems, due to No Child Left Behind legislation. The focus of this legislation is to improve the academic achievement of all students.

What barriers impede students with disabilities when they use technology? Even when students with vision, hearing and mobility impairments make use of assistive technology, they may have difficulty accessing the instructional materials used in online courses, web resources, simulations and online interactions with instructors.

These barriers limit the educational opportunities for students with disabilities, prevent them from meeting academic standards and can interfere with their overall learning.

What's the difference between "assistive technology" and "accessible information technology"?

Assistive technology is anything people use to help them do things they cannot do themsleves. Examples include velcro, special keyboards or software to magnify computer screens.

Information technology - such as computers, software and web sites - is accessible when people with disabilities can use it easily.

Advances in assistive technology devices and software have made information technology much more accessible.

Accessibility Laws/Regulations
Colleges and universities that receive federal funding must comply with disability laws, such as Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990. In addition, K-12 schools must comply with the Individuals With Disabilities Education Act (IDEA) of 2004.

The U.S. Department of Education in 2001 issued "Requirements for Accessible Electronic and Information Technology Design" to ensure that all of its programs and activities that use information technology are accessible to anyone with a disability. The policy directed programs and activities to use Section 508 of the Rehabilitation Act standards as guidelines. This policy is online at www.ed.gov/fund/contract/apply/clibrary/software.html

Several resources, tutorials and services are available to help adapt web sites and instructional resources to comply with Section 508.

Planning for accessible information technology for all students is a proactive way to address technology barriers, and can reduce the financial and administrative costs of individual accommodations.

The West Virginia Disability and Business Technical Assistance Center (WV DBTAC) is a state-wide resource offering FREE services to help schools address information technology accessibility in meaningful ways.

If you would like more information or would like to schedule a free training session or workshop, please call Nancy F. Reese at 800-841-8436 ext. 1185 or e-mail nreese@hsc.wvu.edu

West Virginia Disability and Business Technical Assistance Center (WV DBTAC) is funded by the U.S. Department of Education to provide technical assistance to educational entities. DBTAC presents educational training sessions on Section 508 provisions for public and private schools, and other state and federal agencies.

These sessions are designed to help schools and organizations with federal funding to understand Section 508 guidelines and how the guidelines affect them. If you would like more information about Section 508 guidelines or would like to schedule a training, please call DBTAC at 800-841-8436 or nreese@hsc.wvu.edu

What is Section 508?
In 1998, Congress amended the Rehabilitation Act to include Section 508, which has criteria that spell out what makes information technology products accessible to persons with disabilities, including persons with vision, hearing, and mobility disabilities.
The law requires that all federal agencies shall ensure that when they develop, procure, maintain, or use information technology that the information technology allows persons with disabilities to have access to and use of the information and data being presented.

Reference: Griffin, D. (April 2004). "Why is Technology Access for Students With Disabilities Important"? Southern Regional Education Board.

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Serving West Virginia Farmers & Farm Families

West Virginia AgrAbility Project logo

Do you belong to an organization whose members might want to know more about West Virginia AgrAbility?

Please call to arrange an AgrAbility presentation.

We would like to share information with your organization about the AgrAbility Project and how it helps farmers and their families.

800-841-8436 or assist@sunnyelkins.com

Guide To Selecting Non-Powered Hand Tools Provides Resource For Avoiding Musculoskeletal Injuries

A new publication by the National Institute for Occupational Safety and Health (NIOSH) and the Cal/OSHA Consultation Service provides easy-to-use guidance for evaluating and selecting non-powered hand tools to reduce risks of job-related disorders from repetitive movements.

"Easy Ergonomics: A Guide to Selecting Non-Powered Hand Tools," includes user-friendly, illustrated discussions of factors to assess in choosing tools and a checklist for comparing tools and making a selection.

The document is designed to help workers, including farmers and farm workers, evaluate different non-powered hand tools to identify those that can be used effectively with less force, less repeated movement and less awkward positioning of the body for a given task. By selecting a hammer, screwdriver, wrench, or other type of hand tool that meets such design and performance criteria, the risk of musculoskeletal injury can be reduced.

"A wise investment in the right tool can repay itself many times over through savings in medical costs, lost work time and lost productivity, but selecting the right tool can be complicated and time-consuming without assistance," said NIOSH Director, John Howard, MD.

To the untrained eye, it may be difficult to evaluate tools from an ergonomic perspective, the new document notes. The guide offers simple tips for making such evaluations, following a step by step approach:

"Easy Ergonomics: A Guide to Selecting Non-Powered Hand Tools," DHHS (NIOSH) Publication No. 2004-164, is available on the NIOSH web page at www.cdc.gov/niosh/docs/2004-164/default.html or by calling the NIOSH toll free information number, 800-356-4674.

For additional NIOSH findings and recommendations for preventing work-related musculoskeletal disorders, visit the NIOSH web page at www.cdc.gov/niosh/topics/ergonomics/

Ergonomic Tools
Some tools are advertised as "ergonomic" or are designed with ergonomic features. A tool becomes "ergonomic" only when it fits the task you are performing, and it fits your hand without causing awkward postures, harmful contact pressures or other safety and health risks.
If you use a tool that does not fit your hand or use the tool in a way it was not intended, you might develop an injury, such as carpal tunnel syndrome, tendonitis or muscle strain. These injuries do not happen because of a single event, such as a fall. Instead, they result from repetitive movements that are performed over time or for a long period of time, which may result in damage to muscles, tendons, nerves, ligaments, joints, cartilage, spinal discs or blood vessels.

Cutting, pinching, gripping tools. Examples: pliers, snips, cutters           Striking tools. Example: hammers


Driving tools. Examples: screwdrivers, hand wrenches, nut drivers, T-handle wrenches           Struck or hammered tools. Examples: punches, chisels, nail sets

Celebrating PATHS to Real Choice Artist Showcase

Examples of artistic displays at 2005 PATHS to Real Choice conference

WVATS Newsletter

Editor: Jamie Hayhurst jhayhurst@hsc.wvu.edu  Center for Excellence in Disabilities at West Virginia University Publications

Editorial Committee: Jeanne Grimm, Monica Andis, Laura Werner, David Horvath, Lori Risk, Melina Sissum. Layout: Kim Palumbo

All printed materials produced by WVATS are available in Braille, electronic format, cassette tape and large print.

This publication was supported by funds from the National Institute on Disability and Rehabilitation Research (NIDRR), Department of Education, grant number H224a20011. The lead agency is the West Virginia Division of Rehabilitation Services. Contents of the newsletter are solely the responsibility of the authors and do not necessarily represent the official view of the Department of Education or the Center for Excellence in Disabilities.

Web site address: www.cedwvu.org/programs/wvats/

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