ED 273 801

AUTHORTITLE

INSTITUTION

REPORT NOPUB DATENOTEAVAILABLE FROM

PUB TYPE

DOCUMENT RESUME

CE 045 012

Smith, Christopher, Ed.Training and Technology for the Disabled. DiscovgryIII Conference Papers (Milwaukee, Wisconsin, March10-12, 1986).tisconsin Univ.-Stout, Menomonie. Stout VocationalRehabilitation Inst.ISBN-0-916671-72-086131p.Materials Development Center, Stout VocationalRehabilitation Institute, Menomonie, WI 54751($17.00).Collected Works - Conference Proceedings (021) --Reports - Research/Technical (143) -- Reports -Descriptive (141)

EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS.DESCRIPTORS Adult Education; Career Choice; *Computer Oriented

Programs; *Computers; *Disabilities; ElementaryEducation; Microcomputers; Postsecondary Education;Secondary Education; Special Education;*Technological Advancement; *Vocational Evaluation;*Vocational Rehabilitation; Work Experience

ABSTRACTThirty-three papers are presented from a conference

on the application of technology for use in the rehabilitation field.Presentations include "Technology--Opening Doors for Disabled People"(Rochlin, Bowe); "Management Information Systems Development forRehabilitation Facilities: Critical Factors in Development andImplementation" (Robbins, et al.); "Technology for Children withDisabilities in Connecticut" (Rucker, Gillung); "MicrocomputerEducation for Employment of the Disabled (HEED): DiscoveringMicrocomputer Careers" (Layton, Tourist); "Teaming the ClassroomComputer with a Textbook for Teaching Phonics to the HearingImpaired" (Hart-Davis); "The Student in the Thicket: Providing Worldof Work Experiences in an On-the-job Training Setting" fkHoppe); "AStudy of Educational Computer Applications for Disabled ChildrenUnder 36 Months" (Ellingson, Treptow); "Disabled Access toTechnological Advances" (Houston, Cress); "Bridging the TechnologicalGap" (Musante, et al.); "The Use of Computers in VocationalAssessment" (Tango, Reber); "Parents and Teachers Can UsePeripherals: A Training Perspective" (Hutinger); "Training Teachersto Use Microcomputers: A Consultant Approach" (Keefe); "Technologyand Training Eligibility: The 'Fuzzy' Logic Approach to ComputerizedVocational Choice" (Williamson); "Computer Speech Recognition forVocational Training: Strategies and Observations" (Grooms); "Use ofComputers for Cognitive Rehabilitation" (Wamboldt, et al.); "TheChallenge and the Promise of Computer Access in the 21st Century"(Sloane); "Using LOGO and BASIC with Mildly and ModeratelyHandicapped Children" (Jolly); "Integratino Vocational RehabilitationOperations through Automation" (Glass, et al.); "The Other Side ofthe Disk" (Krasnow, Floyd); "Clothing for Independent Living"(Albrecht, Habdas); "Innovative Software for CognitiveRehabilitation" (Criter); "Developing Effective RehabilitationTraining Curriculums in Light of Current Technological and

Socioeconomic Trends" (Smith); "Choosing Appropriate InputMode/Device for the Pediatric Client" (Vargas); "Communicate toEducate" (Joseph); "Adapting an Information Desk Job Setting for theVisually-Impaired" (Black); "The Implementation of ComputerTechnology in a Special Education/Clinical Setting" (Lashway);"AppleWorks for the special Education Teacher (Paulson); "VocationalEvaluation Upgrade Program" (Traver); "Vocational RehabilitationEngineering--What Is It?" (Anderson, Ross); "Personal ComputerAssisted Vocational Evaluation (P-Cave)" (Tuck); 'Introduction toMicroprocessing and Academic Strategies for Developmental-LevelCollege Students" (Griffey); "NU-VUE-CUE: Verbal Eyes Verbalize"(Clark); and "Integrating Assistive Device Machine-Readable Databaseswith Design, Fabrication, and Testing of Devices and Components forSuccessful Work Adjustment" (Shafer). Author, title, and topicindexes are provided. (YLB)

************************************************************************ Reproductions supplied by EDRS are the best that can be made ** from the original document. ************************************************************************

TR,`INING AND TECHNOLOGY FOR THE DISABLED

CONFERENCE PAPERS

Edited by:Christopher Smith

University of Wisconsin-Stout

DISCOVERY III

March 10 - 12, 1986Milwaukee, Wisconsin

Sponsored by:University of Wisconsin-Stout

Office of Continuing Education and Summer SessionSchool of Education and Human Services

Materials Development CenterSchool of Education and Human Services

University of Wisconsin-StoutMenomonie, Wisconsin 54751

411.

a

AM_

I II

ID

.8. DEPARTMENT OF EDUCATIONOM of Educational Research and Improvement

E TIONAL RESOURCM INFORMATIONCENTER (ERIC)

This document has been reproduced asV received from thqr prrion or organitation

originating it.0 Minor changes have been made to improve

reproduction Quality

Points of view or opinionsatated in this docu-ment do not necessarily represent officialOERI position or policy

"PERMISSION TO REPRODUCE THISMATERIAL IN MICROFICH9 ONLYHAS BEEN GRANTED BY

TO THE EDUCATION V ESOURCESINFORMATION CENTER (ERIC)."

,411

BEST COPY AVAILABLE

University of Wisconsin-Stout

Stout Vocational RehabilitationInstitute

School of Educationand Human Services

and

Office of Continuing Education

Cony right 0 1986Materials Development Center

S;...hool of Education and Human ServicesUniversity of Wisconsin-StoutMenomonie, Wisconsin 54751

ISBN: 0-916671-72-0

All rights res%-ved.

Other than instructors who are permitted to photocopy isolated articles for noncommercialclassroom use without fee, no part of this book may be reproduced or utilized in any form orby any means, electronic or mechanical, including photocopying or recording, or by any infor-mation storage or retrieval system without permission in writing from the publisher.

EDITOR'S COMMENTS

Discovery III is history, but the con-ference will continue to impact trainingprograms. The ideas and contacts garneredby conference participants and generatedthrough the publication of these conferencepapers will subtly change the programsprovided by participants and readers. Cer-tainly "Training and Technology for theDisabled" parlicipants have returned to theirorganizations richer for their contact with34 exhibitors, 82 presentations, and 449peers. Throug,h these pages, you too willshare the core messages r,f presentationsmade at the conference.

Since beginning the "Discovery" seriesin 1983, the field has seen an avalanche ofconferences dealing with the topics of"computers" and "technology." Their themesnecessarily revolve around changing tech-nology. Participants in these conferenceshave no doubts that technological changesprofoundly impact the lives of persons withdisabling conditions and the personnel thatprovide training services for them. At leastfor those clients who receive the new de-vices it will dramatically change their poten-tials for job placement and their ability tolive dignified and independent lives.

What stood out at "Training and Tech-nology for the Disabled" were the terms usedto describe technological products. Termssuch as: "refined," "portable," and "compati-ble" were used. These adjectives illustratethe change that has occurred in the applica-tion of technology for use in the rehabilita-tion field. The dramatic introduction of newproducts is less likely to be seen at Discov-ery conferences now, though dramatic newadvances are certainly occurring. Instead,more sophisticated versions 01 existingproduct concepts are receiving the mostdevelopment activity and attracting the mostattention.

This shift in product development islargely the result of a shift in developmentview. Entrepeneural developers are tendingto view the rehabilitation field as a "periph-eral market." This view of the rehabilitation

market leads developers to crecte devices forthe field that have first shown promise inother, larger, markets. These are the de-vices that are receiving the most intensivedevelopment. This results in sophisticationaimed at capturing the largest market possi-ble. Of course, persons with disablingconditions can reap benefits from theirstatus as a peripheral market. But dangersexist in complacently sitting on the outsideof the "big" market.

George Conn, Commissioner of theRehabilitation Services Administration, De-partment of Education, in his concludingkeynote address warned us of a large "peri-pheral" danger. As computerized devicesproliferate, we are faced with an accessa-bility gap that parallels the physical accessa-bility problems still existing in our architec-ture.

Recognizing this danger now gives usan opportunity to negate some of the prob-lem before it becomes costly to remedy. Mr.Conn urged the enactment of legislation inthe form of a series of regulations. Theseregulations will have the express purpose ofrequiring any computerized device or acces-sory sold to the federal government to beusable, with adaptive aids, by any personwith disabilities. The rules would make anynewly designed device fully accessible topersons with disabling conditions.

Everyone is talking about technologicalchange; some talk with wonder, some withfear. The underlying trends are the ele-ments that justify both wonder and fear.Discovery III has helped focus our attentionon some of the underlying trends: the trendtoward greater sophistication for assistivedevices, the trend of developers to see thedisabled customer as part of a peripheralmarket, and the need to insure that newcomputerized products will be fully acces-sible to persons with special needs.

Discovery II; was created with a greatdeal of effort on the part of conferencestaff and presenters. The University of

5

Wisconsin-Stout was proud to work in asso-ciation with dm: Division of HandicappedChildren and Pupil Services of the WisconsinDepartment of Public Instruction, the Divi-sion of Vocational Rehabilitation of theWisconsin Department of Health and SocialServices, the Wisconsin Board of Vocational,Technical, and Adult Education, and Good-will Industries of the Milwaukee Area, Inc.to presea "Training and Technology for theDisabled."

Dr. Janet Roehl coordinated the confer-ence through the Office of ContinuingEducation and Summer Session, John VanOsdale, Director, with consultation andsupport from the staff of the School ofEducation and Human Services, and Dr. PaulR. Hoffman, Executive Director of the Reha-bilitation Institute. The staff and studentsof these organizations and associates toge-ther produced a valuable meeting of contem-porary thinkers on the topic of technologicalinnovation in training settings.

i i

With these conference papers, theMaterials Development Center has instituteda new policy of presenting conference docu-ments in original form, as submitted byauthors. Thus, this publication will varyslightly in form from paper to paper. Wehope that this will clearly convey eachauthor's original thoughts and will, thus, beof benefit to readers.

The ideas, products, services, andopinions expressed in these papers reflectthe thinking of their autho:s. Their inclu-sion in this publication does not necessarilyconstitute endorsement by the Office ofContinuing Education and Summer Session,the School of Education and Human Services,or the Materials Development Center of theUniversity of Wisconsin-Stout.

6

Christopher Smith, EditorApril, 1986

DISCOVERY III CONFERENCE PAPERS

CONTRIBUTORS:

Donna Albrecht324 Home Economics BuildingUniversity of Wisconsin-StoutMenomonie, Wisconsin 54751

Leonard AndersonDirector of EngineeringCerebral Palsy Research FoundationRehabilitation Engineering Center2021 N. Old ManorWichita, Kansas 67208

Randy Black750 University AvenueMadison, Wisconsin 53706

Frank BoweRoom 1381500 Massachusettes Avenue, N.W.Washington, DC 20005

Roselyn ClarkR.D. Clark, Inc.9605 Roosevelt StreetCrown Point, Indiana 46307

Cynthia CressTrace Research and Development CenterMadison, Wisconsin 53705

Phyllis CriterSt. Vincent HospitalP.O. Box 13508Green Bay, Wisconsin 54307

Niel DawsonNational Easter Seal Society2023 W. Ogden AvenueChicago, Illinois 60612

Edward EllingsonCurative Rehabilitation Center1000 N. 92nd StreetWauwatosa, Wisconsin 53226

7

Janet M. FloydSupervisorServices for Sensory ImpairedRehabilitation-Education CenterUniversity of IllinoisChampaign, Illinois 61820

Tom B. Gillung, ChiefBureau of Special Education

and Pupil Personnel ServicesUniversity of ConnecticutU-64, 249 GlenbrookStorrs, Connecticut 06268

Rita GlassManagement Information ServicesNational Easter Seal Society2023 W. Ogden AvenueChicago, Illinois 60612

Quentin GriffeyCommunity College of Allegheny County808 Ridge Avenue, Room L404Pittsburgh, Pennsylvania 15212

Ronald G. GroomsIowa State UniversityComputation Center104 Computer ScienceAmes, Iowa 50011

Sandi HabdasFlemming HallUniversity of Wisconsin-StoutMenomonie, Wisconsin 54751

Sandra Hart-Davis4507 Clermont AvenueGarrett Fark, Maryland 20896

David HopkinsSchwab Rehabilitation Center1401 S. CaliforniaChicago, Illinois 60608

i i i

Roberta HoppeFox Valley Technical InstituteP.O. Box 22771825 North Bluemond DriveAppleton, Wisconsin 54704

Kay HoustonAccess to Independence1954 E. Washington AvenueMadison, Wisconsin 53704

Patricia L. HutingerProfessor of Early Childhood EducationCollege of EducationWestern Illinois UniversityMacomb, Illinois 61455

Deborah Jolly3341 Harvard PlaceGranite City, Illinois 62040

John JosephFox Valley Technical Institute150 N. Campbell RoadOshkosh, Wisconsin 54901

James M. KeefeVice PresidentWarren Achievement CenterMonmouth, Illinois 61462

Gail KrasnowRehabilitation Education Center1207 S. OakUniversity of IllinoisChampaign, Illinois 61820

Tony Langton, DirectorCenter for Rehabilitation TechnologySchool of Education and Human ServicesUniversity of Wisconsin-StoutMenomonie, Wisconsin 54751

Rita LashwayDirector of Computer OperationsUnited Cerebral Palsy Association

of WNY, Inc.7 Community DriveBuffalo, New York 14225

v

Stephanie T. LaytonMicrocomputer InstituteSchool of Continuing StudiesUniversity of MiamiCoral Gables, Florida 33124

Susan MusanteAltro health & Rehabilitation Services, Inc.3600 Jerome AvenueNew York, New York 10467

Daniel PaulsonEducation Department422 Education & Human Services Bldg.University af Wisconsin-StoutMenomonie, Wisconsin 54751

Roy E. ReberSeminole Community CcllegeSanford, Florida 32771

Robert C. RobbinsMetro Industries, Inc.Lexington, Kentucky 40511

Jay Rochlin, Acting DirectorPresident's Committee on

Employ the HandicappedWashington, D.C.

Barry RoffAltro Health and Rehabilitation Services3600 Jerome AvenueNew York, New York 10467

Leah M. RossCerebral Palsy Research FoundationRehabilitation Engineering Center2021 North Old ManorWichita, Kansas 67208

Chauncy RockerEducation Psychology DepartmentUniversity of ConnecticutU-64, 249 GlenbrookStorrs, Connecticut 06268

Dave ShaferHuman Resources Center, Inc.121 I.U. Willets RoadAlbertson, NY 11507-1523

Edie Sloane, EditorSloane ReportP.O. Box 561689Miami, Florida 33256

Christopher SmithMaterials Development CenterSchool of Education and Human ServicesUniversity of Wisconsin-StoutMenomonie, Wisconsin 54751

Jeffery SolomonAltro Heath and Rehabilitation Services3600 Jerome AvenueNew York, New York 10467

Bob TaylorNational Easter Seal Society2023 W. Ogden AvenueChicago, Illinois 60612

Robert A. TangoSemino'e Community CollegeSanfora, Florida 32771

David TraverGoodwill Industries of Milwaukee Area, Inc.6055 N. 91st StreetMilwaukee, Wisconsin 53225

Beth TreptowCurative Rehabilitation Center1000 N. 92nd StreetWauwatosa, Wisconsin 53226

Marilyn TuckDirector of RehabilitationRehabilitation Consultants, Inc.P.O. Box 36182Birmingham, Alabama 35236-6182

Sadako VargasChildren's Specialized HospitalNew Providence RoadMountainside-Westfield, New Jersey 07091

Ursula W. WallaceMetro Industries, Inc.Lexington, Kentucky 40511

Jennifer WamboldtS.thwab Rehabilitation Center1401 S. CaliforniaChicago, Illinois 60608

Dan WartenbergAltro Health & Rehabilitation Services, Inc.3600 Jerome AvenueNew York, New York 10467

Ann WilliamsonCareer Evaluation Systems, Inc.7788 Milwaukee AvenueNiles, Illinois 60648

George C. YoungMetro Industries, Inc.Lexington, Kentucky 40511

Jay YouristMicrocomputer InstituteSchool of Continuing StudiesUniversity of MiamiCoral Gables, Florida 33124

Bonnie ZeckmeisterSchwab Rehabilitation Center1401 S. CaliforniaChicago, Illinois 60608

9

TABLE OF CONTENTS

EDITOR'S COMMENTSCONTRIBUTORSTABLE OF CONTENTS viiINTRODUCTION ix

THE CONFERENCE PAPERS

Technology -- Opening Doors for Disabled People.Jey Rochlin and Frank Bowe 1

Management Information Systems Development for Rehabilitation Facilities:Critical Factors in Development and Implementation.

Robert C. Robbins, George C. Young, and Ursula W. Wallace 5

Technology for Children with Disabilities in Connecticut.'Chauncy N. Rucker and Tom B. Gil lung 11

Microcomputer Education for Employment of the Disabled (MEED): DiscoveringMicrocomputer Careers.

Stephanie T. Layton and Jay E. Yourist 15

Teaming the Classroom Computer with a Textbook for Teaching Phonics to theHearing Impaired.

Sandra Hart-Davis 17

The Student in the Thicket: Providing World of Work Experiences in anOn-the-job Training Setting.

Roberta Hoppe 21

A Study of Educational Computer Applications for Disabled ChildrenUnder 36 Months.

Edward Ellingson and Beth Treptow 25

Disabled Access to Technological Advances.Kay Houston and Cynthia Cress 29

Bridging the Technological Gap.Susan E. Musante, Daniel Wartenberg, Jeffery Solomon, and Barry Roff 33

The Use of Computers in Vocational Assessment.Robert A. Tango and Roy E. Reber 37

Parents and Teachers Can Use Peripherals: A Training Perspective.Patricia L. Hutinger 41

Training Teachers to Use Microcomputers: A Consultant Approach.James M. Keefe 43

Technology and Training Eligibility: The "Fuzzy" Logic Approachto Computerized Vocational Choice.

Ann Williamson 45

Computer Speech Recognition far Vocational Training: Strategies and Observations.Ronald G. Grooms 47

Use of Computers for Cognitive Rehabilitation.Jennifer Wamboldt, Bonnie L. Zeckmeister, and David Hopkins- 51

The Challenge and the Promise of Computer Access in the 21st Century.Eydie Sloane 55

1 0vii

Using LOGO and BASIC with Mildly and Moderately Handicapped Children.Deborah Jolly 61

Integrating Vocational Rehabilitation Operations Through Automation.Rita Glass, Niel Dawson, and Bob Taylor 63

The Other Side of the Disk.Gail Krasnow and Janet M. Floyd 69

Clothing for Independent Living.Donna Albrecht and Sandi Habdas 73

Innovative Software for Cognitive Rehabilitation.Phyllis M. Criter 79

Developing ;:lfective Rehabilitation Training Curriculums In Light ofCurrent Technological and Socioeconomic Trends.

Christopher A. Smith 81

Choosing Appropriate Input Mode/Device for the Pediatric Client.Sadako Vargas - 87

Communicate to Educate.John J. Joseph 91

Adapting an Information Desk job Setting for theVisually-Impaired.Randy G. Black 93

The Implementation of Computer Technology in a Special Education/Clinical Setting.Rita M. Lashway 97

Apple Works for the Special Education Teacher.Daniel Paulson 101

Vocational Evaluation Upgrade Program.David Traver 105

Vocational Rehabilitation Engineering - What Is It?Leonard L. Anderson and Leah M. Ross 109

Personal Computer Assisted Vocational Evaluation (P-Cave).Marilyn Tuck .115

Introduction to Microprocessing and Academic Strategies for Developmental-LevelCollege Students.

Quentin L. Griffey 117

NU-VUE-CUE: Verbal Eyes Verbalize.Roselyn D. Clark 121

Integrating Assistive Device Machine-Readable Databases with Design, Fabrication,and Testing of Devices and Components for Successful Work Adjustment.

David A. Shafer 123

AUTHOR INDEX 125PAPER INDEX 127TOPIC INDEX 129

11viii

INTRODUCTION

The expertise and body of know-ledge that has been developed throughrehabilitation engineering and in thefield of rehabilitation technology issignificant. Due to the lack of aware-ness of the rehabilitation service deliv-ery process and the concurrent lack ofawareness that rehabilitation ar,d educa-tion professionals have of technologicalaids and devices, much of this capability,however, is not being effectively uti-lized.

Personnel available to provide as-sistance with specifying and fabricatingadaptive equipment, modifying workstations, and designing assistive devicesare limited in number. A noticeable gapexists between the expertise of theclinical rehabilitation engineer, the med-ical team and the direct service provid-ers. The recognition that greater em-phasis needs to be placed on the actualdelivery of services has been receivingconsiderable attention by governmentagencies and the professional community.

The thought for developing a "spe-cialist" that would be trained in bothrehabilitation skills as well as many ofthe technical competencies from theengineering field, is not new. Workingwith rehabilitation counselors, physicaland occupational therapists, special edu-cation teachers, rehabilitation engineers,and others, the Rehabilitation Technol-ogy Specialist is responsible to come upwith practical applications of technologythat actually work. As a "specialist",the Rehabilitation Technology Specialistwould work primarily in the actual deli-very of services. The "specialist" wouldnot replace or eliminate the need forrehabilita tion engineers. Instead, it isanticipated that through the availabilityof rehabilitation professionals that areskilled in both technology and humanservice, the applications of technologyto assist persons with disabilities will beimproved and expanded.

The task delivering efficient andeffective rehabilitation technology servi-ces to the broad range of individualphysical and mental disabilities requiresexpertise and contributions from profes-sionals in many varied fields. It hasbeen well documented that the teamapproach utilizing expertise from medi-cine, rehabilitation and engineering hasbeen effective in developing rehabilita-tion technology and as an importantservice component. The importance ofrehabilitation technology in the rehabili-tation process is becoming more andmore recognized. Legislation for thereauthorization of the Rehabilitation Acthas for the first time specifically recog-nized rehabilitation technology as adistinct component of the rehabilitationprocess. The question at hand is not todecide whether or not rehabilitationtechnology should be an integral compo-nent but rather how the rehabilitationfield can most effectively utilize theresources and capabilities available.

Increased numbers of clients, theinclusion of persons with disabilities whowere not previously served, more andmore emphasis on meeting the needs ofseverely disabled and the specter ofreduction in funds all contribute tomaking the provision of services a com-plex and difficult task. It has becomeincreasingly clear that full utilizationmust be made of all resources and ap-proaches available if quality rehabilita-tion technology service delivery can beprovided.

Rehabilitation Technology has beendefined by the 13th Institute on Reha-bilitation Issues Study Group (February,1986) as "use of adaptive equipment, andthe application of compensatory strate-gies to increase and improve functionalcapacities of persons with disabilities."The expertise and body of knowledgethat has been developed through reha-bilitation engineering and in the field of

12

rehabilitation technology is significant.One very apparent issue that has beenidentified is the engineering and techni-cally oriented community's lack of fa-miliarity with the service delivery mod-els utilized in the rehabilitation field. Avery large portion of the technologyapplications for disabled persons is oc-curring on a research and product de-velopment level within the network ofRehabilitation Engineering Centers (REC)supported by the National Institute ofHandicapped Research (NIHR). TheseRECs along with the Veterans Admini-stration Hospitals and their respectiveresearch programs and a number ofuniversity programs in engineering havedeveloped some excellent resources anddevices for vocational and independentliving needs and other applications. Dueto the lack of awareness of the rehabil-itation service delivery process and theconcurrent lack of awareness that reha-bilitation and education professionalshave of technological aids and devices,much of this capability however is notbeing effectively utilized (Technologyand Handicapped People, 1982).

Personnel available to provide as-sistance with specifying and fabricatingadaptive equipment, modifying workstations, and designing of assistive ae-vices are limited in number. Ciinica 1rehabilitation engineers are normallyavailable at Rehabilitation EngineeringCenters, medical rehabilitation hospitalsand occasionally with state agencies suchas Vocational Rehabilitation. A limitednumber of rehabilitation engineers alsowork on a consultation basis in manystates in the United States. Thesenumbers however are not sufficient toprovide outreach services to the numberof persons with disabilities who needassistance. Occupational therapists andothers have done an effective job inmany cases in functioning as adaptiveequipment specialists. These staff nor-mally are associated with medical hos-pitals or in school systems. A notice-able gap still exists however betweenthe expertise of the clinical rehabilita-tion engineer, the medical team and the

direct service providers in schools, reha-bilitation facilities and state agencies.This becomes increasingly apparent whenvocational applications of rehabilitationtechnology resources are needed.

The recognition that greater em-phasis needs to be placed on the actualdelivery of services has been receivingconsiderable attention by RehabilitationServices Administration, National Insti-tute for Handicapped Research, and theAssociation for Advancement of Rehabil-itation Technology (formerly RESNA).Priority is being placed on the develop-ment of effective models for the deli-very of rehabilitation technology servicesand identification of personnel available.

The thought for developing a "spe-cialist" that would be trained in bothrehabilitation skills as well as many ofthe technical competencies from theengineering field is not new. For thepast three to four years staff in therehabilitation program at the Universityof Wisconsin-Stout have been working ondeveloping a training specialty thatwould prepare bachelor level staff towork effectively with technology whilealso having strong rehabilitation skills.

A Rehabilitation Technology Spe-cialist is one consultant to the rehabili-tation team that works with disabledpersons to identify ways to overcome, orat least minimize, physical limitations.Working with rehabilitation counselors,physical and occupational therapists,special education teachers, rehabilitationengineers, and others, the RehabilitationTechnology Specialist is responsible tocome up with practical applications oftechnology that actually work. Thisteam approach is an important conceptwith the Rehabilitation Technology Spe-cialist. There is no one "professional"in the rehabilitation process that pro-vides everything for the clients who areserved. In actual practice, the rehabili-tation process functions most effectivelywhen there are many professionals suchas occupational therapists, rehabilitationcounselors, special educators, vocational

13

evaluators, rehabilitation engineers andplacement staff each contributing theirspecific expertise.

As a "specialist", the rehabilitationtechnology specialist would work inconjunction with rehabilitation engineers,occupational therapists and other profes-sionals in the actual delivery of services.Duties and responsibilities would includesuch things as job modifications, modify-ing job sites, fabricating adaptive equip-ment or specifying available aids anddevices in rehabilitation hospitals, statevocational rehabilitation agencies andfacilities, private rehabilitation, schoolsand in business and industry. In addi-tion to being able to "specialize" in thistype of work, this training model alsoincludes skill preparation in counseling,vocational evaluation, work adjustmentor many of the other human servicetasks. This flexibility is important inmost employment settings.

This "specialist" would not replaceor eliminate the need for rehabilitationengineers. Instead it is anticipated thatthrough the availability of rehabilitationprofessionals that are skilled in bothtechnology and human service, the ap-plications of technology to assist

14

persons with disabilities will be improvedand expanded and the market for quali-fied rehabilitation engineers will beincreased as well.

Does sufficient need exist foranother "specialist"? Judging from thelimited knowledge that most rehabilita-tion professionals have of rehabilitationtechnology resources and applications,the limited number of facilities andcenters offering rehabilitation technologyservices, and the limited number ofservice delivery personnel available, theneed very much exists.

More information about Rehabilita-tion Technology Specialists and trainingprograms for persons interested in be-coming specialists can be obtained fromthe School of Education and HumanServices at the University of Wisconsin-Stout, Menomonie, Wisconsin.

Tony Langton, DirectorRehabilitation Engineering CenterSchool of Education and Human ServicesUniversity of Wisconsin-Stout

xi

TECHNOLOGY -- OPENING DOORS FORDISABLED PEOPLE

Jay Rochlin and Frank Bowe

ABSTRACT: A. the opening keynote speaker,Mr. Rochlin presents Frank Bowe's commentson the need of the disabled community toinfluence the creation of technologicallyorientd products in specific directions.H. elaborated on the following needs:accessible equipment, incentives for"orphan" markets, decreasing equipmentcost, and training in the use of aids.

Good morning. It is a pleasure for me tobe here with you in Milwaukee. I am JayRochlin, Acting Executive Director of thePresident's Committee on Employment: ofthe Handicapped, in Washington, Row Icame to be here is a long story -- but Iwill make it brief. Beck in March, 1985,Frank Bowe accepted an invitation fromPaul Hoffman to be the opening keynotespeaker for Discovery '85, which then wasscheduled for the following October. In

April, Paul advised Frank that the dateshad been changed to early March, 1986.And then in August, the date was againchanged -- but this tine Frank was nolonger sure that he could make it. Threeweeks ago, he knew thct he had anunavoidable conflict. Frank suggested,and Paul agreed, that I would read foryou the paper Frank had prepared.

I talked with Frank the other day. Hevery much wanted to be here with you; be

believes this is an important conference,and he wanted to do this for PaulHoffman, whoa he respects. However, heasked me to convey to cll of you hisapologies and his sincere hope that allyou will miss will be his famousScandinavian accent!

In the novel, "Fletch and the Man Who,"by Gregory McDonald, I. M. Fletcher makesthe provocative comment: "'Ideology willnever equalize the world. Technology is.doing so.'" As 'The Man Who' responds:"There are many parts to thatobservation".

Let me twist Fletch's words :lightly:"Training will never equalize disabledand nondisabled people. Technology isdoing so." Aaericans with disabilitieshave been described, accurately I think,as the best-trained unemployed people inour society. I do not mean to disparagevocational and other training; far fromit. Untrained disabled persons truly areand will be unemployable. But we havelearned that it is not enough to equip adisabled Jobseeker with vocational andsocial skills, because nondisabledpersons with similar training retaintheir advantage. For tslo applicants,disabled and nondisabled, to be equal in

the eyes of the employer, we needsomething more than training. Today,that something more often is technology.With the right aid, the disabled personis equal.

Let me explain that.

DISCOVERY '115

15

rn today's job market, blind personsoften are handicapped by inability toread typed, printed or displayedinformation. Yet, we have -- from Xerox,from Dest Corporation, from Oberon, andnow from Teener -- inexpensive machinesthat do the reading. These machines scantext and enter it, automatically, into acomputer. We also have very inexpensivespeech synthesizers -- made by, amongothers, Votrax, Votcn, Texas Instruments,Street Electronics, and DEC (DigitalEquipment Corlp,ration) -- that translatethe text into an understandable voice atup to 720 words a minute, or four timesthe rate of conversational speech.

Persons with very severe mobilityimpairments often cannot even performminimum-wage jobs at fast-food or laundryestablishments. Yet we have todaymachines that accept their speech asinput and let them work from their homes,or even beds, if need be. I personallyknow two young men who are doing exactlythat, from beds in Virginia and Maryland.

Individuals who are severely retardedoften cannot remember the sequence inwhich various tasks are to be done, evenif they do each of these tasksconscientiously and well. Today, we canuse microprocessor-based aids to takethese individuals step-by-step throughthe entire job. The computer acceptsspeech as input and can produce speech asoutput, or even images showing how thejob is to be performed, all of thisinstantly available when needed.

And very soon, within five to ten years,we will have machines that understandconversational speech and display it --in 'real time'. Deaf people will be ableto read on a screen what a caller says onthe telephone. Frank says he can't waitto get his first call offering him freesinging lessons.

The point of all of this is twofold.First, these aids do what disabilityprevents: they see for blind people,move for physically disabled persons,remember for retarded individuals, andhear for people who are deaf. In otherwords, they equalize the situation.

Does an employer really care whether adocument is being seen by human eyes orby an electronic eye -- as long as it isread and understood? Does an employerreally care whether a programmer enterscommands by finger or by voice? I thinknot. With technology, trained disabledpeople become equal to trainednondisabled people.

And that's always been the goal: to givepeople with disabilities a fair chance.

What I've been describing so far is moreideal than real. True, the technologiesare here right now. But few employersknow about them -- and fewer disabledpeople are using them. This is wheretraining comes in: for both employer andwould-be employee or employee seekingpromotion.

The President's Committee sponsors, withsupport from the National Institute ofHandicapped Research and the Rehabilita-tion Services Administration, and withthe help of West Virginia's Rehabilita-tion Research and Training Center, onepart of the answer: JAN. The JobAccommodation Network is a toll-freedatabase that employers can use to getimnediate help in finding accommodationsfor disabled jobseekers and employees.By calling 1-800-JAN-PCER, an employercan learn of the moat recent and cost-effective aids and the names of otheremployers who have used these aids.

Some local programs -- such aa TheComputer Center for the Visually Impairedat Baruch College in New York City,Arkansas Enterprises for the Blind'inLittle Rock, National Technical Institutefor the Deaf in Rochester, and theMaryland Rehabilitation Center inBaltimore --provide training for disabledpersons in use of these new technologies.

But both JAN and these training programsrepresent only the beginning of what weme;t do.

Let me suggest some logical next steps.

First, we've got to make equipment mor;eaccesrible. Before the dawn of the"Information Age", the most critical needwas for accessible buildings. We've donea lot in that area. But now, with morethan half of all jobs being so-called"information jobs", we have an equallyurgent need to make typewriters, copiers,computers and other equipment accessibleto and usable by disabled persons. TheNational Council on the Handicapped hasproposed to Congress that it create a new"Tit]e VIII" in PL 93-112, theRehabilitation Act -- which is even nowbeing reauthorized -- that would requirethe Federal Government, and in a fewyears, all Federal contractors and grantrecipients -- to purrhase only accessibleor adaptable equipmens.. I urge you tocontact your Senators and Representativesto support enactment of this Title aspart of the new Rehabilitation Act.

Second, we need to provide manufacturerswith in.entives to make equipment thathave only very small potential markets.There is, for example, a televisiondecoder now being built that lets deaf-

DISCOVERY '1151 6

blind people read on their fingertipseverything that deaf people see incaptioned programs. This will be a bigboost for thousands of deaf-blindpersons. But they are not nizeableenough to convince a company to investseveral millions of dollars in productmanufacture, sales, distribution andservice. A second part of the NationalCouncil on the Handicapped's proposedTitle VIII woul:.; provide the neededincentive. Modelled after the OrphanDrugs law, this Orphan Technologies Actwould offer manufacturers tax credits forwork they do on devices such as thisdeaf-blind TV decoder.

Third, we must keep prices of specialaids going down. Only 20,000 disabledpeople, by most estimates, now haveadapted personal computers, yet we knowthe need is in the tens of millions.Only low prices will broaden the base ofthis market. To get prices really down,we need to make these aids helpful tonondisabled as well as disabled persons.The document scanners I describedearlier, for example, are falling in costbecause companies use them to reduce theneed to hire typists and data entryclerks.

Fourth, we must greatly expand trainingfor disabled people in use of the newaids. These are literally the hearingaids and the canes of tomorrow. Just aswe train blind people to use guide dogs,so too must we train disabled individualsto use the new technologies.

To do all this, we really need a strongadvocacy organization that speaks for allof us. In Changing the Rules, Frank Bowedescribes how the American Coalition ofCitizens with Disabilities (ACCD) playedthat role in response to the crisisaround section 504. Perhaps we will needanother crisis to bring us togetheragain. I hope that we have the maturity,however, to act on our own. Technology,then, isn't the whole answer. Neither istraining. They must come together --foreach disabled person we serve. I'vesuggested some ways we might do this, butI am sure you have many more ideas. Thatis what you will be discussing atDiscovery '86 --and I wish you the bestof luck!

Reference:

Bowe, F. Changing the Rules. SilverSpring, MD: TJ Publishers [817 SilverSpring Avenue, Silver Spring, MDJ, 1986.

1DrOVERY '85 3

Management Information SystemsDevelopment for Rehabilitation Facilities:

Critical Factors in Development and ImpJementationRobert C. RobbinsGeorge C. YoungUrsula W. Wallace

Metro Industries, Inc.Lexington, Kentucky

Abstract

The development of a computerized informationsystem for a rehabilitation facility is adetailed process involving many hours ofanalysis and design. Portions of this processcan be carried out by existing facility staff,while other portions require data processingprofessionals. In addition to the developmentprocesses, a facility must select software andhardware that will meet its information needs.Once the system development and hardware andsoftware selection have been completed, thenew system can be implemented. Throughouteach of these processes it is essential thatthe facility staff be involved and keptinformed of progress. This paper discussessome of the critical factors involved insurveying a facility's information needs anddeveloping documentation specifying thoseneeds. This documentation can then be used indeveloping a computerized information systemfor vocational rehabilitation facilities.

As public funds become more scarce, theaccountability demands for funding agenciesare increased (Simon, 1982), which in turnincreases documentation requirements in theform of staff paperwork. Even moresignificant is the client training issue. In

addition to required paperwork, staff membersare also responsible for successfully trainingthe facility's clientele. Successful trainingis very dependent on training resultsinformation being readily available to staff.The dilemma faced by rehabilitation facilitiesis one of either allocating staff timeprimarily to paperwork or allocating stafftime primarily to client training. With thisin mind, the need for an easily accessible,manageable, maintainable, and timelyinformation system is self-evident. More andmore rehabilitation facilities are turning tocomputer technology in an attempt to manageinformation systems.

Computerized information systems aredesirable for several reasons. A computerizedsystem allows massive amounts of informationto be stored and retrieved with much lesseffort than a manual system. Information canalso be sorted, compiled, and analyzed in afraction of the time required by a manualsysten. This allows staff time to bereallocated to more productive areas ofoperation.

Although computerized systems are theobvious solution to a facility's increasinginformation management needs, these systemscan be nightmares if not properly designed andimplemented. The following discussionaddresses several critical factors in thedevelopment of an automated informationsystem.

SystemsAgvelgement

Systems development is a two-part processinvolving an analysis of current informationrequirements and the design of a new system tobetter meet those requirements. In analyzingan information system all the informationtracked and recorded within the facility, aswell as how and by whom the information iscollected and manipulated, should beconsidered. Keep in mind that the realinformation system is usually a combination ofthe formally documented system and an informalsystem. (This informal information system isa product '3' staff ingenuity in solvingperceived deficiencies in the formal system.)In addition, systems designers must evaluatefuture needs of the facility. The design of anew system involves streamlining the currentsystem and adding to this system to bettermeet the facility's current and futureinformation requirements.

DISCOVERY III 5

1 8

Systems Development EreparationThe first, and probably most critical

factor, in systems development is thepreparation phase. Begin this phase byselecting an individual(s) who has a neutralposition within the facility. Allow thisindividual(s) to carry out the systemsanalysis and design. Keep in mind that athorough investigation of the how, why, what,and who of the current information system isto be conducted. In order to perform thisinvestigation effectively, an individualshould be a non-threatening entity to otherstaff. This individual should not besurprised to find portions of the currentinformation system that are not functioningand other portions that have been informallymodified by staff to meet their needs. Theseirregularities should be considered as part ofthe real information system.

Whenever a facility faces'potentialchange, it is necessary to prepare for thatchange. Each staff member should be involvedfrom the very beginning. Inform the staff ofthe anticipated development process and, moreimportantly, involve the staff in the process.Solicit staff suggestions on specificfunctional modules of the system. Not onlyshould the staff be involved from thebeginning, but they should be involvedthroughout the development process.Soliciting and maintaining staff involvementis an excellent way to prepare for theorganizational changes inherent in developingand implementing a new information system.

gyupnt_Infprmatigp_System PoglyEisThe analysis of the current information

system can be stated simply as, "What is theexisting system?" To determine "What Is' thecurrent system, it is necessary to carefullyaxamine each component of the system. Thesecomponents include staff, informationcollection forms, reporting formats andfrequencies, information manipulationprocesses, and information storagerequirements. Begin by reviewing the specificinformation requirements of each staff member.This process can be carried out in a personalinterview with each staff member. Review eachform used by the staff member, givingattention to the individual pieces ofinformation (data elements) that the staffmember receives, uses, or generates. Developa special form on which to record thisinformation. An excellent procedure for thistask is to review each form that the staffmember uses. For each data element (piece ofinformation) on these forms, record where thedata element comes from, by department andstaff member. In addition, record anyprocessing performed by the staff member.Next, note where each data element goes, bydepartment and staff member.

Two other factors to consider at thispoint are reporting ;did purging frequencies.Determine reporting periods for each report.For example, how often does the facilitysubmit a "Services Rendered Report" to afunding agency? Purging frequency simply

means the lungth of time that a data elementmust be maintained on file before it can bediscarded. For example, the length of timethat client training progress information mustbe maintained in an active file.

The next step in the analysis is thedevelopment of an overall concept ofrelationships between the system's dataelements. The best method for this process isthe development of flowcharts. Theseflowcharts will be diagrammatic depictions ofthe information system and how it works.Forms are shown in relationship to other formsused, as well as to the staff position usingit. Duplication of data and processes caneasily be seen by studyina these charts.

Once this process is completed, compileall of the data elements into a catalog form.List a particular data element only once. In

a computerized information system a dataelement !also referred to as a datum) usuallyneeds to be stored only once. When thatparticula- data element is required for areport or screen, it can be retrieved and usedas needed.

When this process has been performed, thesystem analysis phase is almost complete. Thedata element catalog and flowcharts should bereviewed with each staff member to identifyany ommitted data elements.

New Information Systep De§ignThe second part of the system development

process is e2signing the new informationsystem. At this point, review the systemanalysis documents (i.e., data elemPotscatalog and flowcharts). Note the areas ofduplication in data collection, data entry,and reporting functions. If this duplicationis not part of a data integrity check,consider eliminating the function. Rememberthat a computerized information systemgenerally requires the entry of a data elementonly once, even though it may be used inseveral processes.

The data elements catalogue should beorganized into functionally related groups.An example of this is the employee dailyattendance records. The data directly relatedto this tracking function should be groupedtogether. Carry out this process for eachanticipated component (i.e., data entryscreens/forms, processing functions, andreports). This process can be made easier bystudying the flowchartti to see where dataenters the system and how it travels throughthe system. At this point, only theparticular data elenents included in thesecomponents are beirig addressed. The detailedformat of these components will come at alater point.

Other factors to be considered at thispoint are data entry modes, data processingspeed, and the degree to which the systemshould be user-friendly (easily understood andutilized). Data entry modes refer to themethod by which data are entered into theinformation system. The options here areclassified into two general methods. Onemethod is point-of-entry, in which the dlta

6 DISCOVERY III

are entered at the point where it is collectedor generated. An example of this is a clienttrainer entering training progress data as itoccurs. The other method is that of batchentry, where data are entered at a time latertha6 the actual occurence. Fsr example, aclient trainer records training progress dataon a form for the period of one week. Thisdata is then entered in the computerizedsystem by a data entry clerk or the trainer atthe end of the week. In addition, considerthe option of having several staff membersenter data at the same time. This multiusercapability has been available on mainfrae andminicouputers for several years, but onlyrecently on microcomputers.

Another factor to be considered isprocessing speed. The amount of timeallowable between data entry and resultsreporting should be determined. In areasw here immediate (real-time) results arerequired, the allowable response time shouldnot exceed three to five seconds. In otherareas where immediate feedback is not anecessity, the allowable time period might beas long as one month. The issue here is oneof determining what functions ust be real-time versus batch (delayed) processing.

Usability requirements are anothercritical factor in system development. The

usability of computer software has become aajor issue in the software developmentindustry. Recently a leading industry expertindicated that by the year 1986, any softwareprngram that requires more than 30 minutes tolearn will never be marketable (Bunnell,1985). A computerized information system thatrequires a user to learn several pages ofcryptic commands is likely to be avoided andunderutilized. User-friendliness should be akey factor in developing a widely usedinteractive system. By including userinstructions in the form of on-line helpscreens, the probability that the system willbe fully utilized can be significantlyincreased. With this method, the user canaccess immediate operating instructions on thecomputer screen.

CataLSistes RRguirement_PrigritilatignTo this poAnt the new information system

has been desigued in a general manner. Thenext step is to prioritize the systemrequirements into: (1) functions essential tothe operation of the facility; (2) functionsthat are desirable, but not essential; and (3)functions that are helpful, but somewhatluxurious. Keep in ind the cost constraintsthat must be met. These constraints will nodoubt have a direct effect on the prioritizedsystem requirements.

Whiging_AnilatleAgfiwm

The evaluation and selection of softwareis next. Even though many facilities aretempted to select hardware at this point, itis best to Proceed with the selection ofsoftwsre.

As a result of the proceeding phases,

there should exist a catalog of prioritizeddata elements for the new system, a set offlowcharts that diagrammatically depict thenew system, and a document that indicatesreporting formats and frequencies. Togetherthese documents provide a detailed analysis ofthe system, which in turn provides anexcellent software evaluation tool. Also, thefacility should develop a list of how it hasdecided to address each of the criticalfactors mentioned previously (e.g., data entrymodes, usability requirements, processingspeed requirements, ccst constraints, etc.).

Begin the software evaluation process byobtaining brochures, demonstration diskettes,copies of reports generated by the system,information on technical support available tousers, and operating manuals for the softwarepackage. Review these aterials with respectto all requirements. Then talk withindividuals who are actually using thesoftware. Inquire about the ease of learningthe system, problems encountered, dealerresponse to technical questions, and theove,all opinion of the users. In addition,inquire about the needed functions that thesoftware is not providing. This inforaationoften will aid in eliminating inappropriatesoftware packages from the selectionpossibilities.

The next step in the evaluation p,acess isthe testing of the software with actual data.Use actual data from the facility. Take noteof the processing speed during the data entryand reporting functions. Calculate the amountor disk storage that is required toaccommodate the facility's information.Determine if the software will accommodate thelength of the facility's data elements. In

addition, compare the package's reportingformats with the facility's reportingrequirements. If there are formatdiscrepancies, examine the package's reportgeneration capabilities. Determine if itscapabilities will supplement the providedreports to meet the facility's reportingneeds. If modification is required, obtainfirm prices from the software supplier. Oncethis information has been gathered, a cost-benefit analysis can be performed tofacilitate the software selection.

custom Programming of Software

After the evaluation process is completed,if no sziftware package meets the facility's

information management needs, it would beadvisable to either alter an existing packa3eor to custom program a software packagetailored to the facilitY's needs. Regardlessof the decision, a computer consultant ishelpful during this phase of development. Ifpossible, hire a computer consultant withexperience in the human services/rehabilitation field. nis will reduce theamount of time required to eduulte theconsultant about the facility.

After the consultant has reviewed thesystem design, ask for written suggestions asto how the development praject should be

DISCOVERY III 7

20

continued. Next develop detailedspecifications for the new information system.This step can be carried out by facilitystaff, but it should be directed by thecomputer consultant. This includes designingthe actual report formats, data entryscreens/forms, and step-by-step detailing ofthe processing involved. Develop a time tablewithin which the programming is to becompleted. Once this process has beencompleted, the actual programming process canbegin.

The consultant should help the facilityselect a programmer/programming firm tocontinue the development through customprogramming. Be prepared to spend some timeinterviewing and selecting a programmer/programming firm. This selection is acritical link in the project. Evaluate theprogrammer/programming firm's resources interms of staff, experience, and financialsolveccy. Spend time with prospectiveconsultants. Determine what type of projectsthe firm has completed. Ask for specifics onhow the project mill be managed. Request alist of end user references and then contactthe references to determine how the firm mettheir needs. Also ask the references how thefirm was at meeping schedules. Look for firmsthat seem to understand and appreciate themagnitude of the project. Ask for a proposalin writing. Then verbally review the proposalwith the consultant. Extreme care should beexercised in this selection. A poor selectionat this point can result in monies beingexpended with very few usable results. Selectthe firm that seems best equipped to completethe programming project within the facility'stime schedule.

Enlyaling_byailoble_8§rdwart

Once the software has been selected, orcustom programming has begun, a facility canevaluate and seiect computer hardware. It

should be stated once again that hardwareshould be selected after the software has beenchosen. Keep in mind that the softwaredirects data processing functions. For thisreason, the software determines the facility'sprocessing capabilities and should be selectedfirst. Hardware can then be selected thatwill allow the software to perform at itsoptimum capability.

The computer industry boasts a widevariety of hardware iptions. Most of theseoptions are very capOle computers. However,the selection issue is not one of whichcomputer is the most capable, but rather oneof which computer is best for a particularsituation, and which computer will survive inthe volatile computer market. Many industryleaders belieYe that the Microsoft DiskOperating Syste (DOS) popularized by the IEMcompatible personal computers and computersoperating with the UNIX operating system willbecome the industty standard. If this istrue, then computers of this type wouldrepresent a good selertion.

There are several factors to consider when

selecting hardware. One factor isexpandability. The selection of a coputerwith limited expandibility in terms ofinforation storage could be a disaster for arapidly expanding facility. Another factor isoperating costs. Some hardware requiresspecial environments, trained professionaloperators, and regular maintenance. Theseoperating costs must be considered in additionto the purchase cost of the hardware. A veryimportant factor is maintenance. Beforeselecting a particular brand of hardwere,evaluate the available maintenance/repAirservice. Even if a facility has the fa,..testand most advanced hardware available, thathardware is useless if it is inoperable. Be

particularly aware of industry standards andavailable maintenance service.

Implgmenting_the New System

Once the software has been selected orprogrammed, and the hardware has been chosen,the new information system can be implemented.At this point, the prior efforts to involvethe facility staff in the development processwill make a sig%ificant difference in theimplementation process. Continue to involvethe staff. Develop an implementation plan andpresent it to the facility staff. The

implementation plan should include provisionsfor operating the current system parallel tothe newly implemented system for severalmonths. Tlis will allow the comparison ofresults frrm both systems to test forreliability. It will also provide a backupinformation system for use when problems occurin the newly implemented system. In addition,a staff training progrci should beimplemented. This program should providetraining in the areas of computer literacy andusage of the new system.

During implementation of the new system, amajor portion of staff time will be spentcollecting and formar'ing existing data sothat it can be entered into the system. Thisprocess will be time consuming. However, thistime will usually be recovered once the systembecomes completely operational. In addition,during the initial months of using the newsystem, the staff will experience a learningcurve effect. As they begin working with thesystem, the staff will notice a considerableincrease in the amount of time required toperform a particular task. The staff arelikely to become frustrated with the system atthis point. However, as they become familiarwith the system, they will notice a decreasein the amount of time required to perform thatsame task, and their frustration will subside.

Overall, the new system should provide foran increase in productivity. The directservice staff can spend more time with staff-client interactions and less time completingpaperwork. The management staff will havecurrent information available on the operationof the facility. In both cases, timelyinformation Kill allow timely feedback tostaff and clients, as well as allowingcorrective action to 1.e taken more quickly

8 DISCOVERY III

than before.

Limuary

The development of a computerizedinformation svstem for a rehabilitationfacility is a detailed process involving hoursof analysis and design. Parts of :his processcan be carried out by facility staff, whileother portions require computer professionals.In addition to the development processes, afacility ust select software and hardwarethat will eet its current and futureinformation needs. After system developmentand hardware and software selection have beencompleted, the implementation of the newsystem follows. Throughout each of theseprocesses it is essential that the facililtystaff be involved and kept informed ofprogress.

References

Bellemy, G. T., Horner, Pitt, and Inman, D.P., (1979). Vocational Rehatilitation ofSevgrly Retarded Adults. Baltimore:University Park Press.

Bunnell, David, (April 1985). Fantasies of aPC Prophet. PC World. Pp. 11-16.

Mason, R. 0., and Mitroff, I. I., (1973). AProgram for Research on ManagementInformation Systems. Management cience.19, Pp. 475-485.

McWilliams, Peter A., (1984). PersgnalCempelgrs and the pisabled. Garden City,NJ: Doubleday.

Norris, D. F., (May 1983). Computers in LocalGovernment. colic SDrks. Pp. 63-67.

, (April 1983). Computers in LocalGovernment: Acquiring a ComputerSystem. colic yoqs. P. 39-43.

Schoech, Dick, (1979). A Microcomputer BasedHuman Service Information System.

AD W9E11. 3(4), PP.423-440.

Simon, S. E., (1982). Productivity Measurementand Evaluation in Rehabilitation and SocialServices Agencies. Igereal g

6(4)9 PP.161-166.

Taylor, James B., (1981). Using UicrecempeCersIn 2ggie1 6ggegigs. Beverly Hills, CA: SagePublications.

2 9

DISCOVERY IS 9

lechnology for Children with Disabilities in Connecticut

Chauncy N. RuckerUniversity of Connecticut

Tom B. GillungChief, Bureau bf Special Education and Pupil Personnel Services

This presentation will present variousactivities in Connecticut that deal withtechnology and children with disabilities. Thetwo major efforts are the Connecticut SpecialEducation Network for Software Evaluation(ConnSENSE) Project, and the Connecticut SpecialEducation Computer Network (ConnNET) rroject.CbnnSENSE provides a statewide model for theuvaluation of software for children withdisabilities. The ConnNET Project is an effortto encourage Connecticut school districts tobecome involved in telecommunications.

The University of Connecticut has created aSpecial Education Center to best meet the broadneeds of individuals with handicaps. There arespecific service delivery units within thecenter, each serving a particular targetpopulation. The Technology for Children withHandicaps Unit provides direct technologicalassistance to state and local agencies, schooladministrators, and special educationcoordinators and teacher2. The latestbreakthroughs in hardware, software andprocedures, are filtered through the unit. Boththe ConnSENSE and ConnNET projects are housedhere. The Technology for Children with HandicapsUnit also works cooperatively with theConnecticut State Department of Education.

ConnSENSE Project

The Connecticut Specie' Education Networkfor Software Evaluation (ConnSENSE) is aConnecticut State Department of EducaVon fundedproject in ita third year of wrIeration. Theoverall goal of ConnSENSE has been to developand field test a statewide model that evaluatesthe effectiveness of coUrseware for childrenwith disabilities, and disseminate the resultswithin Connecticut and beyond. To insure thatthis goal is achieved, the project developed acourseware evaluation model and instrument,trained a cadre of over 100 teachers andadministrators to evaluate courseware, and hasdisseminated the reviews in the GonngENIEBulletin.

In order to develop courseware evaluationinstrument, the ConnSENSE staff first exploredthe forms already in existence. Those of mosthelp were from FDLI/S/TECH, MCE, MCC, Microsift,Microware, Stanton M. Morris, and Scholaskic.This survey of the literature resulted in Eftdevelopment of an evaluation form that con:sinedfour factors common to all previous forms.These common components wares Documentation,Educational Validity, Technical Qualities, andPresentation/Instructional Quality. For eachfactor, particular attention was given to theneeds of children with disabilities. Forexample, under Documentation, evaluators assesswhether the publisher claims the courseware isdesigned for children with disabilities, orwhether it is modifiable for PSO with thesechildren.

The unique feature of the OnnVingcPaltViEll gall/1112D DES (Rucker, Archambault,Davis, 11, Kahn, 1984) is the fact that it looksat the skills necessary to operate thecourseware as well as the modifications that arepossible to make in the courseware. With thisinformation the teacher can determine whether

DISCOVERY IN

23

the Courseware is too difficult for thestudents, and if so whether significantmodifications can be made that would make thecoursewere appropriate for the children.

Under the Skills Necessary section, theevaluators Consider the reading level, interestlevel, text size and the amount of manu.1dexterity and the extent of eye-handcoordination required. They also observe ifsound is neCessary, whether the program is voiceactivated, whether color discrimination isrequired, and the amount of sequential memoryskill necestary.

The MOdifications section determineswhether modifications are possible to thereading level, graphics, speech, input mode,form of feedback, reinl'orcement schedule, or theactual content of the program. Evaluators mayalso indicate if no modifications are possibleto the courseware.

The ConnSENSE Project has trained over 100Connecticut special ediu:ation teachers andadministrators in software evaluation. Thetraining involves guiding the participantsthrough the evaluation of a piece of courseware

using the cenennE cgglagllitt Extbalio Emit.Everyone uses the same piece of courseware and,through discussion, comes to an understandingof exactly what is intended by each section ofthe evaluation fors.

Coursewere received by the ConnSENSEProject is taken to these training workshops andalso distributed to the cadre of evaluators.After a piece of courseware has been evaluatedby at least three cadre members, the ConnSENSEstaff writes a review of the courseware.

The project publishes the coursewarereviews three times a year in the cenn5ENSEeulletin, which is mailed to over 2000 specialeducators nationwide. In addition to theConnecticut reviews, the bulletin includesreviews from other members of the NationalConsortium on Technology for Children withHand.caps. There are also updates on the latestadaptive devices, announcements of upcomingworkshops and conferences, and reports ofstudies and Practices in the use of computerswith the handicapped.

ConnSENSE conducts a one-day conferenceeach summer et the University of Connecticutcampus in StOrrs. The project anticipates that300 educatorti will attend ConnSENSE '86 for up-to-date information, hands on experience, andoutstanding exhibits.

The National Cgnsgrtium OD Inbrishgy !gr.ChilOren wig) beDOisees

The National Consortium on Technology forChildren With Handicaps is comprised of statefunded projeets from Connecticut, Florida,Kansas, Michigan and Utah. This informal groupdates back tO the Plan Tech Conference atGallaudat College in Washington D.C. in lily of

1984. The conference, organized by the NationalAssociation of State Directors of SpecialEducation (NASDSE) end Education TurnkeySystems, was funded by the Office of Special

EducatiOn Programs cif the U.S. Departmeet ofEducation. Project directors from Connecticut'sConnSENSE Project (0bauncy Rucker), Florida'sFDLRS/TECH Project (Eileen Precek), Kansas' MICCProject (Judy Wilson) and Utah's SECTOR Project(Bob Reid) presented a panel discussion on theirrespective projects.

The panel presentation offered the projectdirectors the opportunity to interact fOr thefirst time. It was discovered that the projectshad many points in common, hut each also hadunique qualities. The group later receivedfunding from the Northeast Regional ResourceCenter (NERRC) in Burlington, Vermont, to meetin Kansas City. The intent of the conferencewas to explore additional ways to organize asystematic method of information sharing.

The Kansas City conference marked thebeginning of a working consortium. The fourproject directors mentioned above were present,along with Bob Hoehle from the Mountain PlainsRegional Resource Center in Iowa, Ruth Bragmanfrom the South Atlantic Regional Resource Centerin Florida, end Ken Baker from NERRC.

In June of 1985, the consortium met withJim Randall from Michigan's Project ACCESS.Since Project ACCESS is also a state fundedproject with a mission similar to that of theother consortium members, Project ACCESS wasinvited to join The National Consortium onTechnology for Children with Handicaps.

Consortium OblectivesThe consortium now represents five

different states. The following objectives havebeen adopted by each project:

1. To avoid duplication of effort. Everyproject does not need to concentrate oncourseware evaluation. Each project should beencouraged to pursue diverse activities.

2. To share information on exemplaryprograms and practices. Each project hasexamples of outstanding practices concerningcomputers and children with handicaps. Theseresults should be shared amongst the memberprojects.

3. To coordinate software purchases andshare evaluation results. Consortium memberstates will be afforded a broader look ateducational software, as it is economicallyimpossible for each project to purchase all ofthe courseware that might have applicationsfor children with handicaps.

4. To influence publishers to improve thequality of software for children with handicaps.Reputable publishers are vary interested in xhat

educators think. Several publishers, whndeveloping products for the special education

12 DISCOVERY III

2 4

market, have sought the advice of consortium districts, and funded their subscriptions to

members. SpecialNet the first year of the project.

1;he National Consortium on Technology for

Children with Handicaps is having positiveeffect, on all involted. By disseminating

information about cOmputer technology andspecial populations through training, softwarereviews and instructional products, telchers andadministrators from consortium member states arebenefiting from this cooperative effort. Some

consortium products are being made available toatates not involved in the consortium. More

importantly, the quality of courseware for the

handicapped is improving. This will have aprofound and oositive effect on the entire

handicapped pOpulation.

ConnNET Proiect

The Connecticut Special Education ComputerNetwork (ConnNET) Project is in its second yearof funding from the Connecticut State Departmentof Education. Its aim is to field test the

feasibility of a computer network among schoolsand school districts within Connecticut.SpecialNet, a national computer network ofspecial educators, serves as the backbone of the

project. The major activities have includeddevelopment of a Connecticut bulletin board onSpecialNet, evaluation of school dictrictequipment needs, training local school districtand State Department staff in SpecieNet, andoffering technical assistance to project

schonis,

Iepleeent Connecticut Bulletin BoardThe first activity was to implement a

Connecticut bulletin board on Specialalet.Since this should provided an added incentivefor Connecticut school districts to joinSpecialNets work relating to this activity began

as soon as the project was funded. The

Connecticut bulletin board provides instantcommunications between Connecticut schooldiatricts and the State Department of Educationsas well as among the districts themselves. The

Connecticut bulletin board functions like aState Department of Education electronicnewsletter. Information of particularimportance to Connecticut special educationadministrators is "on line" instantly.

SpecialNet recommends several steps forsetting up a statewide bulletin board: (a)identify the audience, (b) outline theinformation base, (c) decide on the type ofbulletin board, and WI arrange for theadminiatration of the board.

Bignigy eggignig. The general audiencefor the ConnNET Project consists of the StateDepartment of Education, all Connecticut localschool districts, regional education servicecenters (RESCs), the Connecticut SpecialEducation Resource Center (SERC), and collegesand universities across she State. The primary

audience for the first phase of the project waslocal)1 school districts and the State Department

of Education. We selected 30 local school

[.

Information Bass. The Connecticut bulletinboard is an all purpose board. That is, theboard contains a wide variety of topics ratherthan concentrating on a single theme. Examplesof items entered on the board include: StateDepartment of Education memos, new Statepolicy/procedures, promising practices withinthe state, notices of meetings/conferences,liste of resources in various locations,examples of sucrIssful administrativestrategies, position announcements, requests forinformation, and requests for technicalassistance. The ConnNET staff, StateDepartment, and local school district staffscontribute items under these categories.

Ty27 of Bulletin Board. A bulletin boardcan be "open" so that any SpecialNet user cahaccess it and add items to it, open oniv toConnecticut users, or closed so that informationcan only be added by the project staff. TheConnecticut bulletin board is open in order toencourage the greatest number of users andcontributions.

Administration pf pultetin §22rd. The

project has trained State Department personnelin Hertford in the use of SpecialNet. However,

the bulletin board is administered by theConnNET staff at the University of Connecticut.The project staff works in very closecooperation with the State Department, sincemuch of the bulletin board content emanates fromHartford.

Evaluate Eguipment NeedsA telecommunications equipment

questionnaire was mailed to all interestedschool districts. The questionnaire wasdesigned to determine equipment needs whichwould enable the schools to link to SpecialNet.The questionnaire was returned to ConnNET andanalyzed by staff members at NSMI, NationalSystems Management, Inc. of Washington D.C.,which operates the SpecialNet system.Individual recommendations for each schooldistrict were made in terms of the mostappropriate and cost effective way to join thenetwork. This analysis was completed before thefirst training session so that the results coul6be discussed with the participants at that time.

Train School District and State Department

StaffsThe project trained staff members from the

selected school districts, plus designated StateDepartment of Education personnel. The training

sessions were conducted in conjunction withNSMI, which has conducted similar training inseveral states with success. The ConnNET staff

worked closely with NSMI and made all thearrangements for the workshops. There were tna

training sessions the first year of the project,corresponding roughly to beginning-intermediate,and advanced training. These mere spacedappropriately to allow users time to practicetheir skills between sessions.

DISCOVERY IN 13

ConnNET, in its second year of funding, hasadded twenty new schodl districts to thenetwork. The schools have been trained in theuse of SpecialNet, and are currently receivingtechnical assistance from the ConnNET staff.

EW1Utt QiCtS1i2o2

The Technology Unit of the University ofConnecticut Special Education Center hasrecently completed an agreement with IBMCorporation. IBM has loaned the unit 14 fullyequipped computers. They all have printers,modems, and the complete IBM Assistant Seriessoftware. In addition, IBM has given the unitthe entire collection of IBM educationalsoftware. The unit will use the equipment topursue goals of both the ConnSENSE and ConnNETProjects.

The ConnSENSE cadre of coursewareevaluators was the first group to receivetraining on the IBM computers. ConnSENSEdiscovered that although the evaluators werequite comfortable with Apple computers, thisdid not automatically transfer to a differentcomputer. They needed a brief training sessionon the IBM machines. The main ingredient ofthis training was introducing the IBM diskoperating system (DOS), and gaining familiaritywith the keyboard. Evaluating the IBMcourseware is proving a bit more difficult, inthat fewer of the cadre members have IBM's intheir schools. Thus, they have to travel to theUniversity of Connecticut to evaluate thecourseware.

The project staff continues to trainspecial educators in caurseware evaluation.During the 1985-86 school year the project willtrain over 100 new cadre members. Thedifference in the training is simply that nowthe teachers will be given training on bothApple and IBM computers and evaluate coursewarefor both machines.

The ConnNET project is also making use ofthe new IBM machines. As there are now 14computers with modems available, finding afacility with 14 modular phone jacks representeda major problem. The project is happy to reportthat the University of Connecticut is providingsuch .3 facility in the near future. We willfinally have a training facility to demonstratethe excitement of telecommunications.

The future looks bright for children withdisabilities in Connecticut. One of the futureactivities still in the development stageincludes a cooperative venture involving thUniversity of Connecticut, the Connecticui StateDepartment of Education, IBM Corporation, andThe Easter Seals Society of Connecticut.

The proposal combine' the xcitement ofinstruction via modem with the encouragement andsupport of an Itinerant teacher. Twentystudents from a two-week session of CampHemlocks, a summer camp specifically designedfor the physically handicapped individual,

sponsored by The Easter Seal Society ofConnecticut, would be sent home with IBMcomputers complete with modems. The projectwould develop and maintain a hoee-based computerinstruction program for children withexceptional intellectual ability who arephysically handicapped. In cooperation with theregular classroom teacher, students would learnword processing, telecommunication skills, andcomputer programming with the assistance of theitinerant teacher.

Ideally, the computer education thestudents receive at the camp would be continuedover the school year. Hopefully, thispersonalized and intensive educational programwill enhance the child's performance in school,and provide the attitude, confidence andcompetitive edge necessary to become aproductive member of society.

References

Rucker, C. N., Archambault, F. X., Davis, K. Y.,& Kahn, H. (1994). knn5ENig Eogreeweree valgalign fte. Storrs, CT: University ofConnecticut.

14 DISCOVERY III 26

MICROCOMPUTER EDUCATION for 1.1PLOYMENT of the DISABLED

MIND: DISCOVERING MICROCOMPUTER CAREERS

Stephanie T. Laytonand

Jay E. Yourist

ABSTRACT

The MEED project will train and place 30

disabled adults per year in business

information management positions. The

curriculum is directly linked to an

expanding job market, and trains in

skills needed for practical business

applications.

Major software companies support the

MEED program by donating software

packages to the students. Many other

corporations actively participate

through a Business Advisory Council,

selecting the students, developing the

curriculum, locating appropriate

hardware and equipment and placing

graduates into internships and

ultimately jobs.

Government and academia also collaborate

in this unique rehabilitation effort.

The State of Florida Division of Lablr,

and Office of Vocational Rehabilitation,

assist with identification and funding

of trainees. At the University of Miami

the Dept. of Mecr.cine dnd Ortho-Rehab.

provide health care, while personnel

from the .School of Education and

Continuing Studies develop curriculum

and manage the training program.

GENERAL DESCRIPTION

The University of Miami's MEED

program is a model rehabilitative

training program based within its

Microcomputer Institute. It is a joint

project of the University's School of

Medicine, School of Continuing Studies,

and School of Education and Allied

Professions.

The goal of the program is to train

severely disabled persons in practical

microcomputer business applications and

to place them in satisfying jobs which

will offer upward mobility.

PROGRAM COMPONENTS

The two major aspects of the

program are training and Elacement.

Training consists of three stages:

assessment, instruction, and internship.

During assessment applicants' abilities,

aptitudes, and interests are evaluated.

Applicants are then interviewed by the

screening committee of the Business

Advisory Council. Those accepted into

the program move onto coursework at the

University of Miami's MEED program for

five eight-week sessions.

DISCOVERY III 15

Trainees take a variety of

microcomputer business application

courses including: microcomputer

hardware and software, word processing,

database management, spreadsheet

applications, communications and

networking, and information retrieval.

Each trainee also takes a number of

enrichment courses such as typing,

business math, management and

supervision, business communication, and

systems analysis.

The coursework is followed by eight

weeks of internship in a local business

where trainees get practical experience

in solving real-world problems. A job

placement counselor co-supervises

trainee activities, and provides follow-

up counseling and monitoring after the

trainee is permanently employed.

BUSINESS ADVISORY COUNCIL

MEED is a cooperative community

venture designed to serve the

productivity and efficiency needs of

local business. In order to respond

meaningfully to the current job market,

the activities of a dynamic Business

Advisory Council are engaged. The BAC

consists of local business leaders who

have achieved a high level of expertise

in their fields and who are willing to

advise the project on a number of vital

matters.

Typically, separate committees of

the BAC work in specific areas. They

provide guidance to project personnel,

identify technical needs, specify

student selection criteria, participate

in development of the curriculum,

evaluate students capabilities and

training effectiveness, provide

internship training sites, and share the

responsiblity of placement of MEED

graduates. Active involvement of the

BAC ensures the excellence of MEED in

every way.

16 DISCOVERY III 28

TEAMING THE CLASSROOM COMPUTER WITH A TEXTBOOKFOR TEACHING PHONICS TO THE HEARING-IMPAIRED

Sandra Hart-DavisGallaudet College - Kendall School for the Deaf

Abstract

Software has been developed to supportteaching with an existing textbook. Thecomputer provides both phonetic andphonologic practice tied to specificareas in the textbook. The role of thecomputer is: (1) To ask questionsrelated to the material presented in thetextbook, (2) to drill the students inthe analysis and recognition of conso-nants, vowel letters, and spellingpatterns, (3) to provide a structure forthe student to generate sentences usingspecific words, (4) to provide a non-threatening and uncriticalinstruction/test/evaluation procedurewith instant feedback, and (5) te keepand accurate and unobtrusive score ofstudent progress. Benefits of thisapproach appear to be a faster learningpace, better retention of the material,p-.: support in performing exercisescorrectly, and increased teacher produc-tivity.

INTRODUCTION

"Phonics" is the application ofphonetics to the teaching of reading.Using the phonics approach means to usethe sounds made in speech and the pronun-ciation of words and syllables as part ofthe teaching of the meaning and use ofwords. This is the approach of thecomputer application described below.Pictures are used to represent words inthe textbook. A word is analyzed fromthe point of view of vowels and conso-nants, and correct spelling. It is then"sounded out" based upon its components.The next step is the utilization of theword in a signed or verbal sentence.Finally, practice is provided in the useand spelling of the word via crosswordpuzzle games.

Teaching with phonics is importantiGT hearing-impaired students. Hearingstudenis have the advantage of hearingwords in everyday speech which, togetherwith reading, augments the understandingof word usage and increases vocabulary.Without this advantage, hearing-impairedstudents are limited to the visualimpression of word symbols. Phonics, asapplied through the computer applicationdescribed below, is multisensory in itsapproach. Students verbalize the words.They visualize the words through picturesof the words in the textbook, and theprinted form on the computer screen.They associate the symbols and the soundsof the words. And they involve theirmotar skills as they type the letters ofthe word in response to the computecqueries. This variety cf learning modessignificantly enhances the studentsinterest, holds and maintains his/herattention, and increases the motivationto learn.

ISSUES AND APPROACH

The acquisition of speech andlanguage competency is often a slowprocess for hearing-impaired students.At Kendall Demonstration ElementarySchool, located on the Gallaudet Collegecampus in Washington, D.C., a number ofthe 12 to 15 year old students havespeech, language and reading skills at orbelow the second .rade level. This lowlevel of achievemeht is typically accom-panied by a lack of ,otivation to improvethese skills. Experience has shown thatstudents with these characteristics

DISCOVERY III 17

29

require much individual attention fromthe teacher if any improvements in sightvocabulary, written language or speechare to be made.

To help alleviate this problem, theclassroom computer, operating withsoftware developed by the author, wasintroduced into the Middle School Speechprogram. With this software, the comput-er is applied directly in support ofteaching with a standard phonics text-book, "DISCOVERING PHONICS WE USE"(Arthur W. Heilman; The Riverside Pub-lishing Company, 1981). The computerprovides both phonetic and, in conjunc-tion with the teacher, phonologic prac-tice tied to specific areas in thetextbook.

This approach requires the studentboth to analyze the components of a wordand to utilize the word in naturallanguage. The student learns that wordsare made up of vowels and consonants, howto sound out written words as a waypronouncing and reading, and then learnshow the words are used in everydaylanguage. The student proceeds athis/her own pace, and self-directs whichactivities are to be undertaken at anygiven time. The teacher's role is toguide and monitor, and to provide indi-vidualized instruction as needed. Therole of the computer is the following:

o to provide a learning environmentin which the student will becomeself-motivated to progress.

o to raise qtlesticno related to thematerial presented in the textbook.

o to drill the students in theanalysis and recognition of consonantsand vowel letters, their combination inwords and pronounciation.

o to provide a structure for thestudent to apply the words in naturalsentences.

o to provide a nonthreatening anduncritical instruction/test/evaluationprocedure with instant feedback to thestudent.

o to keep an accurate and unobtrusivescore of the students progress and areasneeding attention.

PROCEDURE

The textbook upon which the proce-dure is based is divided into sectionswhich relate both to skill level andskill type. Each major section of thetext is introduced by the teacher to thestudents in a t-pical classroom setting.The material is discussed in terms of the

objectives and the general procedures tobe followed in carrying out the textexercises.

The computer is then introduced. Textexercises, which normally would beperformed by the student with pencil andpaper, are performed instead using thecomputer. Instructions presented in thetext are paraphrased and supplemented bythe computer with each exercise. Sincethe computer-generated instructions arederive.i from the text and are in context,they are a valuable supplement to thetnacher-generated instructions in themedium of signing/finger spelling.

Each student proceeds through thecomputer-generated materiels at his/herown pace. Many opportunities are provid-ed to the student to end a sessionwithout interrupting or shutting off thecomputer, thereby allowing anotherstudent to begin a new session quickly.The computer exercises follow and enhancethe text -- an important feature becauseof the disparity in the text's intendedmuch younger age group than the age ofthe students.

The learning process proceeds izthree phases. First, the student isexposed to words via pictures from one ofthe textbook psges. These words arerelated by initial consonants, by finalconsonants, by vowel sounds, etc.. Theteacher reinforces the sound/symbolassociation by articulating the wordswith emphasis on the component sounds.In the second phase the students are ledthrough various exercises by the comput-er. The-e exercises, which correspond toeach page in the textbook, cause thestudent to think about each word in termstf its structure, spelling and meaning.Auditory components of the words areemphasized by the teacher. The computeralso provides an opportunity for thestudent to utilize each word in a sen-tence. The sentences provide a communi-cation opportunity between the studentand his/her peers, as well as the teacherfor modifying and expanding grammer andvocabulary. In the third phase, s.eecial-ly designed crossword puzzles art usedwhich are keyed to the words covered inthe lesson. The puzzles are presented onthe computer screen, with clues providedfor each word. They may also be printedon a dot matrix printer. The studentresponds by entering words horizontallyor vertically in the puzzle. The correctpuzzle solution is provided at the end ofthe exercise along with the student'sscore. The puzzle exercises reinforceproper word spelling, contextual meaning,word association, and recall (althoughthe student may use the textbook forreference

18 DISCOVERY III 3 0

A computer session is conducted bythe student using a hierarchical set ofinformative displays, menus and ques-tion/response screens. The design issuch as to minimize the need for teacherintervention, and to be as self explana-tory as possible.

The computer software is designedto lead the studect through severalexercises related to each page of thetextbook. No prior knowledge of computeroperations is required. When the comput-er is turned on, it immediately displaysan initial identification screen, whichis shortly followed by another displayidentifying the text pages covered. Thesecond display is a menu of text pagegroups, one of which is to be selected bythe student for the session.

When the student selects one of thepage groups, the computer requests thedate and student's name to personalizesubseq...ent activities. Another purposeof requesting information from thestudent is to initiate the beginning of adialog between the student and thecomputer via the displays and keyboard.The asking of simple questions of thistype helps overcome the initial intimida-ti.on felt by first time users as well asoffering a nonthreatening hands-onexperience with the computer. Thestudents name is repeated to the studentfrom time to time by the computer toemphasize a "user friendly" and personalenvi:onment.

After entering his/her name anddate, the student is presented with abrief introduction to the objectives ofthe exercises to come. This introductionis tailored to the specific materialpresented in the textbook, and, again, isintended to encourage the development ofan interactive relationship between thestudent and the computer. The teacherreads the screen with the student andexplains an; words or concepts that thestudent does not understand.

Next, the computer displays themain menu of options which may be per-formed. This menu may require someinitial explanation by the teacher beforethe student can fully understand theoptions presented. The first option,"DIRECTIONS", provides a display ofinstructions for the uninitiated student.The second option, "WORK IN MY BOOK", isselected by a student who is ready toproceed with the exercises pertaining toa speclfic page in the textbook. Thethird option, "SEE MY SCORE", displaysthe student's score from the exercises.The forth option, "QUIT", ends thesession. The fifth option, "ORDER OFITEMS", allows the teacher or student tocause the computer to select questions

during the exercises in a repetitivesequence (the default choice if Option 5is not selected) or randomly. The sixthoption 6, "ANSWER KEYS", provides thecorrect spelling of all of the vocabularyused in each exercise. This optionprovides opportunities for auditorytraining, e.g., "find the word", speechreading, sight word vocabulary, si/nlanguage practice, and speech drills.

The menu display reappears afterthe directions screen. If the s'edentwere then to choose option 2, "WORK IN MYBOOK", a display of specific page optionsto choose would then appear. Thisdisplay allows the student to select theexact page in the textbook in which towork.

After selecting the textbook page,the student is then presented with thechoice of how many of the words are to beincluded in this particular exercise.The computer tht..n responds with a ques-tion/response screen. The studentexamines this screen and decides how tospell the word. The spelling of the wordis entered on the keyboard, aAd thecomputer verifies the entry. If thespelling is incorrect ("DUT" instead of"NUT", for example), the computer re-sponds with the corre.:'_ spelling beforecontinuing. If the spelling is correct,the computer responds with "GOOD". Thecomputer then asks for the letter repre-senting the beginning sound. In thissimple example the beginning sound isrepresented by a single letter ("N"), butin later, higher level exercises thesound may require more than one letter.

If the student's answer is correct,the computer responds with "YES!" andasks the student to enter a ro.-ltencecontaining the word. The sentenceresponse area has four 'nes of space forkeyboard entry. This space may be usedfor writing sentences, presenting speechdrills by the teacher, spelling practi,..e.by the student, or any other text entryactivity. "Are you finished?", is thecomputer's final question. If theresponee is 'N', the display cursor isreturned to the sentence input area andthe student is given the opportunity tochange, add to, or correct the previousresponse. The student may select "QUIT"after entering the sentence.

The above discussion applies to avery basic level exercise-- beginningconsonants in the above example. As thestudent progresses, the exercises grow insophistication. The next level containsexercises with vowel sounds. In thisinstance the computer asks for the numberof vowel letters in !he word representedby the picture in the textbook. Thecorrect response give.n, the computer then

DISCOVERY III 31 19

requests the number of vowel sounds inthe word, and, for the first vowel,whether it is long or short. As in thefirat example, the student is then askedto use the word in a sentence.

At this point the student nay endthe exercise and return to the main menu,or continue with another exercise. Ifthe student elects to end the exercise,he/she may then choose to review thespelling exercises. The computer thendisplays an Answer Kea. This answer keyindicates the correct spelling for eachof the pictures found on the choser pagein the textbook.

The student may also review hic/berscore. Everything the student types onthe computer is stored on a aeparate DstaDisk. The student and teacher may reviewthis information together and print itout for record keeping purposes. Errorrcan be analyzed for individual remedialwork.

Additional language enhancement isprovided by means of computer-generatedcrossword puzzle exercises. Theseexercises continue with the words andrelationships covered in -"the previousquestion/response exercises. A puzzle isorganized to challenge the student torecall words from the earlier exercises,using clues provided with the puzzle. A

blank puzzle is presented on the computerscreen with the clues at the bottom, asshown below. The student fills in thepuzzle on the screen using the keyboard,and then the computer validates this

RESULTS

The results of applying the comput-er in this way have been very rewarding.Benefits of this approach include in-creased student interest in the task athand, a faster learning pace and betterretention of the material hy the stu-dents, peer support in performing exer-ciscs correctly, and positive socialinteraction. Other benefits include a

marked improvement in teacher productivi-ty and, as a byproduct, the exposure ofthe students to computerl and keyboardinteraction.

20 DISCOVERY 32

THE STUDENT IN THE THIrKET: PROVIDING WALD OF WORK EXPERIENCES IN AN ON-THE-JOB TRAINING SLUING

Roberta HoppeFox Valley Technical Institute

Appleton, Wisconsin

Abstract

The unique features of the MUlti-Occupational Aidevocational training program include:It a placement rate of 90-95% over the last 15

years.* low cost per student (39 cents per student hour).* received the 1985 Exemplary Educational ServicesAward by the Wisconsin Vocational Associationfor its outstanding contribution to trainingspecial needs students.

* provides on-the-job training and competency-based classroom sessions in the areas of laundry,kitChen, maintenance, program activity, res-torative exercise, housekeeping, consumerism,personal development, human relations and adultbasic education.

* local employers annually contribute equipment,services, staff and facilities that equate toapproximately $114,000 and the program exper-iences a constant flow of visitors.

DESCRIPTION OF THE PROGRAM

The Multi-Occupational Cluster (MOA) StudentThey are handicapped and disadvantaged, men-

tally retarded (educable and trainable), mentallyill, vision or hearing impaired, possess learningdisabilities, emotionally disabled, newly displacedhomemakers, incarcerated, alcoholic or drus abus-ers, orthopedically impaired and non-literate;they are drawn to FVTI because of its unique andone-of-a-kind MOA program.

These people are the typical MOA student.Since eaCh student has a severe problem of somesort, many traditional educational institutions donot have the facilities or staff to address theirvocational, educational, and personal developmentneeds. The MOA program at FVTI was designed es-pecially for the academic special needs student.

The MUlti-Occupational Cluster (M)A) ProgramThe Multi-Occupational Cluster program was

designed in a cooperative spirit among FVT1, localbusiness employers, area Agencies like the Winne-bago County Unified Board, Job Service, Departmentof Vocational Rehabilitation, Goodwill Industries,Work Adjustment Services, Inc., and nursing carefacilities si.aff members. The linkages and work-ing relatiorships between these "program part-ners" has Leen exemplary.

The program is designed to provide on-the-job training and classroom sessions in the areasof Laundry, kitchen, maintenance, program activity,restorat:ve exercise therapy and housekeeping tostudents with special needs.

The program is open-ended, meaning studentscan enter and exit the program ct. different timesduring the year. The sChedule incly-les four daysa week of OJT and one day of consumer education/world of work classroom activities. The OJT ex-periences include allotted time in all the afore-mentioned areas, with students working side-by-side off campus with regular employees at retire-ment and nursing :are facilities; on campus withregular employees and full-time students in thefood programs and under sChool supervision. Staffof both FVTI ancl the care facilities are jointlyinvolved in the training process on a day-to-daybasis. Students learn the basics :ri eaCh area andalso can determine their interesta and abilities.Classroom activities encompass topics of leisuretime activities, budgeting, meal planning, insur-ance needs, banking services, grooming,applicationblanks, interviews, and jobrelated experiences.

EaCh student is certified upon completiun ofthe program in eaCh area he/she has been success-ful in and assistance is provided with job leads,arranging interviews and providing references.After the student begins working, the program in-structor maintains periodic contacts with theemployer and employee in order to answer anyquestions that may arise.

,=110,DISCOVERY III 21

33

The unique .1nd outstanding features of thisprogram include:

..a placement rate of 90-95% over the last 15years.

..an emphasis on high toudh vs. high tech.training occurs on "real" job sites with stu-dents exposed to a variety of different jobs.

..private and public agencies work together ina network to place special students into emeployment.

..it is a human resource development programwhidh serves special occupational needs.

..students are able to access a variety of learn-ing experiences to achieve maximum potentialof capabilities (not self-contained unit butbased on community and institution resources).

..low cost per student (39 cents per student*flour due to sharing cf private business sectorfacilities and equipment).

..a holistic student training approach is empha-sized with related courses being provided inthe areas of consumerism, personal developmenthuman relations and adult basic education.

..a recruiLment and training process that stzess-es involvement of businesses, student and par-ents, non-protit agencies, FVTI instructorsand training site personnel.

PROGRAM'S OBJECTIVES AND MATED PURPOSE

Albert Einstein noted, "Our age is character-ized by the perfection of meens...and the confus-ion of goals..." In sate cases programs can claim"success" simply by completing tasks on time. Agreat deal of thought was given to insisting thatthe MOA program provides a framegeark for judgingwhether the project adhieeed a desired impact orproduced worth-while results. With the assistanceof the MOA Advisory committee, three measurableobjectives were established prior to the implemen-tation of the program so that information could becollected Later to judge whether the objectiveswere achieved.

Objective One (Performance Objective)At the end of the HOA program, ninety percent

of the special needs students that entered andcompleted the program will have received a jobwithin sixty days of graduation commensurate withtheir ab:lities in the following areas of train-ing: laundry, kitChen, housekeeping, restorativeChewy, maintenance, bakery, short order, gardemanger, food preparation and service.

Ob'ectveltooBehavioralOb'ectiveDuring the on- -job training and classroom

activities, students will demonstrate that theyhave learned socialization skills, practice goodgrooming, accept constructive criticism, gainself-confidence and follow work ethics as measuredby a minimum gain of four raw score points on astaff-developed DACUM pre-and-pnst test. In

addition to this classroom measurement, follow-upemployer and student satisfaction surveys will bemade by the staff.

Objective Three (Product Objective)Each year the program staff shall proviee

the MOA Advisory Committee with a verbal report

and an annual written evaluation that details thenumber of project modules that have been developed(instructional materials and aids Chat may be usedby others in the delivery of this program) Whichshalbe judged effective by the amount of use byother agencies.

EVIDENCE OF ACHIEVEMENT OF OBJECTIVES

Program staff invested seyeral hours of timedeveloping and writing clear and appropriate pro-gram objectives because they believed "the correctstatement of an objective is the first step in itsattainment." Evidence of the successful achieve-ment of the previously stated three progLam objec-tives is witnessed by the following results:1. Placement of the students, Who have completed

training, into gainful, competitive employ-ment has been nearly 100Z. Oyer a 15-yearperiod this progran has achieved an overallplacement rate of 90-95%. (765 students havebeen served in 15 years with 701 studentsplaced.)

2. Graduates are accepted by industry and stu-dents are satisfied with their training.Letters verifying industry acceptance andstudent satisfaction are on file. Confiden-tial DACUM test results indicate that stu-dents have achieved a minimun gain of fourraw score points.

3. The program has been judged to be transferableto other educational institutions baged onthe obtainment of lc, student cost of 39 centsper student hour an( a high placement rate.The program has experienced a constant flow

of visitors who are interested in starting a simi-lar program in their own areas. Program staffhave also been invited to make presentations to avariety of interested audiences Which have includ-ed de Wisconsin Vocational Association and theMid-America Conference.

The complete comPetency-losed, individualizedfonaat and multi-option curriculum has been furtherdeveloped into written lesson plans that are"saleable."

DESCRIPTION OF INSTRUCTION AND INSTRUCTIONALMATERIALS THAT ENHANCE ENFUNABILITY

The MOA program is designed to adhieve itsstated "education for employment" objectives. Allcomponents of the program---in-take, assessmentand employability planning, orientation and coun-seling, classroom instruction, on-the-job train-ing, job placement, and follow-along support---aim toward the stated objectives.

Instruction and insttectional materials en-hancc employability through the following:

..off-campus students integrate with full-timeemployees of training site so that they re-ceive real experiences and not simulatedexperiences.

staff of both FVTI and the cane facilities(retirement and nursing caee facilities) arejointly involved in the training process ona day-to-day basis.

..completely competency-based, individualizedformat and multi-option curriculum thatcorrespond directly to the needs of nursing

22 DISCOVERY III

3 4

homes, hospitals, cleaning services, mntels,laundries, janitorial services and restau-rants/food service facilities.

..competency-based education for link from highsdhool to adult (curriculum models for non-reader student and the Wisconsin CompetencyBased Occupational Curriculum Bata SystemUTSCOM).

competency cards provide a task model of in-terrelationships among the three cluster com-ponents: MCIA-Misii/MDA-Foods/MY-Kitchen,Laundry,Housekesping,Maintenanca,Program Acti-vity,Restorative EXercise.

competency cards demonstrate breadth of train-

ing and are utilized as an evaluation tool."continuous process of evaluation.teachers develop own teaching modules th.tevidence transferability and are saleable.

..mini classes---2 weeks, 60-hour overview forjob exploration in laundry, housekeeping, andkitChen.

..M0A Foods ---6-week blocks of hands-on activitysampling.

..M0A Laundry/Kitchen/Housekeeping/Maintenance/Program Activity/Restorative Exercise---6-weekblocks of hands-on activity sampling.

students in mini class can job out, be re-ferred to MOA Fovis or MOA Regular (any or allof the six areas).

..students in MOA Foods can jeb out or be re-ferred to MOA Regular for additional contentarea training.

..students in MOA Regular can job out, take oneor more content training areas, or be referredto MOA Foals for more intansive foods train-ing.

..students can be referred back to agency ifnot appropriate for work training.

..students can also be mainstreamed into otherFVTI classes if appropriate.

..eadh content cluster is independent or canbe a basis for building on additional contentclusters. The student adhieves their maximumpotential.

INSTRUCTIONAL EQUIPMENT AND FACILITIES

The MUlti-Occupational Aid Cluster consistsof three components: MOA-Mini, MOA-Regular (bothoff-campus), and MOA-Foods (on-campus). As aresult of the partnership that FVIT has formedwith the business community, students are able tolearn skills on a variety of equipment and withina real work environment.

Off-CamMaAi/MinComnents-----gite: Area retirement nursing homethat is comprised of independent living apartmentsand cottages on the premises and health careraoms.

Lab Areas: Entire building inside andoutside grounds/walks/parking areas.

Private Sector Donations: All equipment andsupplies, instructor office space/ahone/recep,.tionist duties, employee lounge/vending madhinesavailable for etudent use.

On-Campus Food ProgramLab Areas: Instftutional kitchen saace in

school that is used by entire food service staffand traditional studentn. MOA instructors coincidewith regular instruction in the traditional FoodPrep. Assistant, Restaurant and Hotel Cookery, andQuantity Food Production Assistant programs.

Institutional Foods Equipment: All equipmentutilized in the foods classes for traditionalstudents.

"473..ANI)S-ON" EX21UE10ES

The MOA Cluster is designed to provide en-the-job training and classroom sessions in theareas uf lauadry, kitchen, maintenance, programactivity, restorative and housekeepiag to studentswith special needs.

The program is open-ended, meaning studentscan enter and exit the program at different timesduring the yeae. The schedule ncludes four daysa week of OJT and one day of classroom activity.Eadh student is certified upon completion of theprogram.

MOA students work with regular nursing homeemployees on-site under supervision of FVTI in-structors at die training facility at EvergreenManor in Oshkosh for the MOA-Regular componentsof the program.

The laundry is large and includes a manglewhich the students learn to use along with all theother machines. In the housekeeping area, thereare apartments and cottages so that the studentsget opportunities to make beds clean, handle dir-ections, etc. In the kitchen ihey work on the trayline, serve, make salads, are responsible fortallying menu requisition orders, and work in thedishwashing area.

Program Activity gives them opportunity toassist with scrap books, take residents to placesin the building, help arrange coffee klatches, andplay games. The Restorative Exercise area providesexercise therapy for the residents. The studentshelp and work with equipment, but do not competewith the nurse's aide on duty. In maintenancethey are involved in outside planting, cleaningboiler areas, fixing screens, hinges and pipes,and painting. Eadh course is in a six week blockand students get to choose which areas they wishto enter. Students are certified only for theareas they complete the competencies for.

PLANNING PROCESS AND INDUSTRY COOPERATION

Planning ProcessThe Wisconsin Vocational Technical System

program development structure demands the estate,-lishment of a private sector-guided program ad-visory committee to assist in the program planningprocess. FVIT's MOA Advisory Committee presentlyincludes representatives of FVTI personnel, re-ferral agency members, community agencies, ser-vice agencies for handicapped/developmentallydicabled populations, students, parents, and em-ployers. Eadh group interrelates with the wholeas guidelines and expectations evolve.

Industry CooperationMajor financial, support is received in the

form of in-kind donations from the retirementend nursing care facilities. The contributions

DISCOVERY HI

3523

include services, facilities and staff time. Otheraspects of cooperation include:

networking with community agencies and areahigh schools: Goodwill, Mork AdjustmentServices, Unified Board, Division of Vocat-ional Rehabilitation, and Mental HealthClinic. These agencies/sdhools assess, eval-uate, asAst with placement and follow-upactivities.

..business community personnel provide feedbackregarding employment trends, work skills need-ed, upgrading/refinement/expansion activitiesrequired, integration of special needs studentsto competitive employment.

training site personnel provide continuous in-formation on work habits and expectations.

EVALUATIVE FEEDBACK

Several mechanisms have been designed to pro-vide feedback and evaluation of the MOA program.These include:

..annual student evaluation of instruction andnon-instructional areas suCh as sCheduling andplanning.

employer surveys, letters, and on-site visits.6-month and 5-year graduate placement follow-up studies.

..a graduate task analysis survey.

..6.,week evaluations of the students to deter-mine if they advance to another training areaor repeat the segment.

ongoing advisory committFte evaluation of pro-gram goals, objectives, and curriculum.

curriculum evaluation by instructors fromother in-state vocational sdhools.

..annual standard district audit of program costeffectiveness And graduate placement.

.five-year standard district audit of industryacceptance of program curriculum/graduates.One of the outstandtng features of this pro-

gram has been the careful consideration of thevarious feedback information by staff meMbers.EVidence of feedback from students, employers, andothers include case studies of students, support-ing letters from students, employers, visitorsand agencies that document outstanding success andstudent success, and letters from groups Who areemulating the program.

PLACEMENT PROCESSES AND RATE

Placement Process

Fox Valley Technical Institute has a S,udentPlacement Office which works in direct coopera-tion with Wisconsin Job Service; Job Service hasplaced a full-time employee on campus.

Students referred by agency members are alsoassigned to the said agency placement personnel.Faculty-employer contacts also provide placementopportunities.

Eadh student completes an application filecard. They are also encouraged to submit creden-tial materials sudh as resumes, faculty or employ-er evaluation/recommendations, and a transcriptof credits.

Placement RateThe MOA program had its first graduate

fifteen years ago. Since that time graduates havebeen quite successful as the statistics show.Seven hundred sixty-five (765) persons have grad-uated from the program at the present time.

Students have been placed at a variety ofsites within the private and public sectors. Thesehave included: private homes, restaurants/supperclubs, fast food Chains, motel/hotels, hospitals,janitorial services, bakeries, laundries/drycleaners, maintenance firms, nursing homes/retire-ment homes, and schools/universities.

Employer SatisfactionAs an awareness of the MUlti-Occupational

Aide program grows throughout the Fox Valley Dis-trict, the quantity as well as the quality ofplacement figures are improving. It is becomingcommon for employers to call and request MOAgraduates. Employer endorsement and agencyplacement personnel endorsement letters are onfile.

PROGRAM COSTS

Equipment and Staff CostsNo new equipment or supplies are needed for

on-campus MOA food prog_ams because these costsare reflected in the budgets of other on-goingexisting food programs(i.e., restaurant and hotelcookery, quantity food production, food prepara-tion assistant). District costs are largelyassociated with the salaries of the MOA staff.The total program costs per student hour of in-struction is thirty-nine cents. (Total programdistrict costs $90,444 divided by 34,821 totalstudent hours equals .385 cents). The programis tuition free (fees are Charged to the federalproject).

Industry ContributionsMajor financial support is received in the

form of in-kind donations from the retirementand nursing care facilities.

PROGRAM PUBLICITY AND RECOGNITION

State AwardFox Valley Technical Institute's MUlti-

Occupational Aide program has been selected toreceive the 1984-85 EXemplary Educational Ser-vices Award as Wisconsin's Outstanding Vocationalprogram by the Wisconsin Vocational Associationfor its outstanriing contribution to trainingspecial needs students.

Recognition of Program QualityNumerous endorsement letters have been re-

ceived from area employers, community agencies,public schools, and the students. These lettersare on file; an excerpt from an unsolicited letterreceived from the Oshkoah Area Sdhool Districtreads: "...The MUlti-Occupational Aide clusterhas been super for a nuMber of our special needsstudents in general and specific training forservice industry occupations. This program helpsenable special needs clients to adapt to, contri-bute to, and be a benefit to the working societyin which we live."

24 DISCOVERY III

36

AM.

A Study of Educational Compwcer Applications for Disabled Children Under 36 Months

Edward Ellingson, Rehabilitation EngineerBeth Treptow, Special Education Teacher

Abstract

Computer programs and speciel hardwarewere developed and tested with 10disabled and 7 non-disabled children tolearn how they would respond. Aftersome modification to the programs, 6children with varying degrees ofdisabilities were tested with both thecomputer programs and conventionaladapted toys. The results show thatthe computer programs were at least aseffective in maintaining attention asthe adapted toys. Cost estimates showthat the selling price would berealistic for rehabilitation facilities.

INTRODUCTION

This project was begun on the basis of aperceived need for an educational toymodel that is appropriate and functionalfor use by numerous children at variousstages of cognitive development and withlimited and varied physicalcapabilities. It was hypothesized thata computer could be employed as a toy(having graphic display, sound output,etc.) and as a control center foractivating a variety of toy variationsadapted for use by children of a wideage rang* and with limitations caused bya variety of disabilities. The goal ofthis project was to study thefeasibility of utilizing computers as aneducational aid (a "toy") for disabledchildren.

BACKGROUND

A toy can be described as any devicethat provides amusement and captures theinterest of the user. More important,toys often function as a learning aid to*natal* children to experiment with theirenvironment and develop conceptualknowledge through creative expressionand play All children have the sameneeds and desires to learn, to explore,and to have fun. Children with physicaldisabilitites, however, are less able toexperiment with their environmentthrough conventional play activiites andtoys because of inherent movementlimitations.

Commercially produced educational toysare developed on the .Aemis that thefunctional manipulat.on skills of thechild parallels that of the child's

/MIMI

level of cognition. Unfortunately, aphysically disabled child will oftenexhibit a low level of functionalmanifulation skills as compared tocognitive abilities. Therefore, itbecomes necessary to change the mannerin which the toy is used or activatedin order for the child to benefit fromits use as an education aid or source ofenjoyment.

Numerous commercially-Troduced toys canbe adapted or modified to meet the needsof indivival handicapped children.However, the versatility of one toyadaptation to be used by severalhandicapped children.) is highly unlikelydue to the multiplicity of needsexhibited by various types of disablingconditions. In addition, the utility ofa toy engaged for educational purposesis considerably limited because of thenormal maturation process. For themereasons, adaptation of singular toys isfrequently costly compared to benefitsderived. A computer utilized to performsimilar functions could be veryversatile, but questions regardingcost-effectiveness must be addressed.

Curative is a large, comprehensive,outpatient facility treating about 650children per year.. A large percentageof these children are under three yearsof age, and these children ar* ofparticular interest for developingeducational aids. The treatmentpopulation is large enough to justifythe initial expense of the type ofsystem considered in this project.

PROJECT DESCRIPTION

The general approach was tos

1. Develop the "toy" itself, includingany special hardware

2. Test the concept on several childrento learn as much about theapplicability of the technique aspossible

3. Modify the "toys" based on thisexperience

4. Conduct a test to compare disabledchildren's response to computer"toys" and conventional adapted toys

5. Study the economic feasibility ofdeveloping a coaplete computer-basededucational system for disabledchildren and marketing it to schoolsand rehab. facilities.

DISCOVERY IN

3725

Each of these program elements isaddressed below.

Development of the "Toy" ElementsHardware A total of 10 differentswitch units were fabricated for thisproject, plus 4 duplicates. These were

1. large plate switch (SPST, NO,momentary)

2. large plate switch wl texture (SPST,NO, momentary)

3. rocker switch (SPDT)4. finger pinch switch (SPST, NO,

momentary)5. squeeze bulb switch (SPST, NO,

momentary)6. plate switch (SPOT)7. reed switch, magnet activated (SPST,

NO)8. mercury level switch (SPST)9. sip and puff switch (DPDT, NO,

center off)10. photocell switch (cover to activate,

SP3T)

In addit4on to the above, 2 joystickswere purchased (one of these wasmodified to require less force toactivate) and one light pen. Aninterconnector box was also made toConnect up to 10 switches to the 2joystick ports of a Commodore 64computer. This provided the means for achild to access the computer using onlyswitches. The Commodore 64 computer wasused in this project along with theassociated 1702 Color Monitor, 1541 DiskDrive, and 1526 Printer.

Software. A total of 14 computerprograms (games) were developed withvariations on speed, graphic display,and auditory components. These are"cause and effect" learning games thatare activated by closing switches, andcombinations of these into "activitybox" games. Some commercial softwarewas purchased to better determine whatwas available, and one of these,"Match-Up" by Hayden Software wasmodified to work with our externalswitch interconnection device,.

Preliminary TestingTen children with varying disabilitiesplus seven non-handicapped children wereexposed to and observed using thedeveloped software and hardware with thefollowing conclusions:

1. Disabled childrwn can and do attendto the video screen, however, itappears that the child must befunctioning at or near the 18 mo.level in cognitive skill to maintaintheir interest.

2. All children tested showed someattentiveness to soun0 effects(youngest was 12 mo. old.)

3. Each child tested had toypreferences, ie. fast or slow-movingdisplays, colors, and sound effects.

4. Computer-based toys offer optionswhich connot be obtained withconventional toys. These optionsinclude selection of colors, soundeffects (inc:uding synthesized voiceoutput), automated record keepingfor each trial and for each child,and adjustable speed of displays.The variable speed at which toys canbe played appears to be extremelyimportant. Some children repondvery positively to quickly moving,fast-paced toys while others may beoverwhelmeo at that pace. For thelatter group, toy speed can bereduced to their comfort andlearning level. In both cases, toyspeed can be increased or decreasedto meet specific learningobjectives.

The automated record-keeping alToappears to be very important torehabilitation professionals. Theyhave a need to document progress andthe computer offers a relativelyeasy way to record data, storeinformation, generate reports, andother related activities.

5. A large number of programs would berequired to effectively servedisabled children in the age rangedesired because of the differenteffectts of various disabilities andindividual preferences.

6. Preliminary investigation ofcommercially avilable microcomputer"matching games" and "puzzles"appear to be too advanced for thepopulation addressed by thisproject. The children at this ageare just beginning to developconcepts of size, shape, color, andnumber.

7. During the course of this project itwas found that several commercialvendors are now directing theiref?ors to developing programs forpre-school children, oftenrecommended for ages as low as threeyears. These programs are usuallywell developed with good sound andgraphics, however, they are notintended for the under threepo?wlation and/or for those withphysical disablities. The potentialexists for the development of newprograms for the younger populationas well as modifying commerciallyavailable programs for use bydisabled children.

26DISCOVERY IN 38

Final TestingSubject Selection. Six children wereselected from a group of 16 disabledchildren according to the followingcrieria:1. Moderate to severe fine motor

involvement.2. Cognitive/Language development at a

minimum level of le months.

Skill levels were assessed according tothe Early Intervention DevelopmentalProfile (EIDP) and clinical observationprior to the selection of the testsample. Actual ages ranged from 26 to40 months.

Training Session. One training sessionwas performed for each child with threepurposes:1. Familiarize children with the

equipment.2. Position children appropriately at

the equipment.3. Select appropriate switches for the

equipment.

During the training session one adaptivetoy and one computer program wereselected as an introduction to theproject, these differing from the toyand program used in final testing. Thistraining session preceeded the testingby 3 to 7 days.

All training and testing sessions wereperformed i.i a consistent environment,thr childreen being brought to a specificroom reserved for this purpose.

Testing Sessions. Testing consisted oftwo 20 minute (maximum) sessions, thesessions separated by 3 to 7 days.During the testing sessions the testerpresented the adapted toy and thecomputer program. In the first sessionhalf of the testing sample played withthe adapted toy first and then thecomputer program, while the order wasreversed for the other half. /n thesecond session the order of presentationwas reversed. Only one adaxted toy (theMusical TV) was used and only one toyprogram (the Clown Face). There was nominimum time of presentation, but amaximum of 10 minuts was set for boththe adapted toy and the program. A

presentation was ended prior to the 10minutes when the presenter judged thatattention was decreasing significantly.One other staff member was present toobserve the child's reactions andcomplete an anecdotal record.

Test Results. For all of the tes.tsoverall time was recorded as well as thetime that the toy was "on". This wasaccomplished by using the clock builtinto the Commodore 64 computer (fortotal time of presentation) and timeddelay loops in the program (for timedon"). During Test 1 there was aproblem with the adapted toy timingtechnique during the test of twochildren; for this reason Test 1 will beignored. The results were as follows:

Battery ToySession time (sec)

% Time "on"

Computer ToySession time (sec)

% Time "on"

AVERAGE RANGE

236 140-35746 14-57

454 313-62070 51-92

A paired sample T-test was performed onthis data. The differences in V. Time"on" were not significant (ie., the datahave a .654 probability of being fromthe same population, 95% confidencelevel). The differences in Session,Timeare more significant, having a .006probability of being from the samepopulation, 95% confidence level.

ECONOMIC ANALYSIS

The purpose of an economic analysis isto develop an understanding of what theexpected costs and sales would be ifthis "toy" concept was taken to themarketplace. This is difficult to dowith precision since the "product" isnot completely defined. A more completepackage (ie., many subprograms, specialoptions, extensive record-keeping, etc.)should sell more units, but the cost ofdeveloping it would also be higher and ahigher cost would tend to reduce thesales. The intent here was only to makea first approximation of expected costand sales.The result of this study was anestimated selling price of $300 andsales to 450 institutions estimated.

CONCLUSIONS

1. Children respond at least equallywell to the two toy types. The dataindicate that the computer toysmight hold their irterest a littlelonger.

2. The cost of a computer-basededucational learning device or "toy"system is realistic for arehabilitation facility.

3. Many variations of the "toy"programs would be required to servethe disabled population consideringthe wide range of age and disabilitythat it would be desired to serve.

DISCOVERY NI

3927

'RECOMMENDATIONS FOR FURTHER WORK

I. Develop a formal protocol forassessing children's learningpotential based on responses andreactions to computer-based learningaids.

2. Conduct tests of 30 disabled and 30non-disabled chidren to compare theeffectiveness of computer vs.non-computer learning aids using theprotocol developed above.

3. Analyze the test results to determinethe value of the learning aids inachieving educational objectives.

ACKNOWLEDGEMENTS

A 1984 Grant from the Service Club ofMilwaukee to the Curative RehabilitationCenter provided the basis for thisinvesigation.

REFERENCE LIST

Aylor, LH., et al (1981). Impact of micro-computers on device to aid the handicapped.Computer, 14 (1), 35-40.

Benet, B., (1979). Computers and early learn-ing. Nish Scope Report, p. 33-38.

Behrmann, M. & Lahm, L., (1984). CriticalLearning: Multiply handicapped babies geton-line. In M. Behrmann & L. Leh= (Eds.),Proceedine,of the National Conferenceon the use of Microcomputers in SpecialEducation, Council for Exceptional Child-ren, Reston, Va.

Behrmann, M. & Lahr, L., (1983). CriticalLearning: Multiply handicapped babies usingcomputers. Closing the Gap, 2(1), p. 1,6,7,14.

Bisachke, C., (May-June, 1982). Microcomp-uter applications in special education: Ascenario for the near future. COunterpoint,20.

Brinker, R.P., & Levis, M., (1982). Makingthe vorld vork with microcomputers: A learn-ing prosthesis for handicapped infants.Exceptional Children, 49, 163-172.

Campbell, P.H., Bricker, W.A., & Esposito, L.,(1980). Technology in the education of theseverly handicapped. Quality EducationFor the Severely Handicapped: The FederalInvolvement. Bureau of Education for theHandicapped.

Campbell, P.J. & McInerney, W., (1983). Theuse of control interface devices with multi -handicapped individuals with cognitivedysfunction. Proceedings of the SixthAnnual Conference on Rehabilitation Engin-eering, San Diego.

Campbell, P.J. & Mulhauers, M.D., (1984).Use of Electronic Switch Interface Devicein Discrimination Traininawith SeverelyMultihandicapped Students. Unpublishedmanuscript (available from Children'sHospital of Wisconsin).

Cartwright, G. & Cartwright, C., (1973).Early Identification of HandicappedChildren: A CAI Course. Journal ofTeacher Education, 24 (2), 128-34.

Computers for the handicapped: Panacea or piein the sky. Programa for the Handicapped,May-June, 1982, 4-8, 20.

Fay, G. et al., (1982). The electronic school-house: New technology in the education ofseverely retarded. The Pointer, 26 (2),10-12.

Foulds, R.A., (1982). Applications of micro-computers in education of the physicallydisabled child. Exceptional Children.49 (2), 155-162.

Grimes, L., (1981). Computers are for kids:Designing software programs to avoid problemsof learning. Teaching Exceptional Children,14, 48-53.

Harris, F.A., Spellman, F.A., & Hymer, J.W.,(1974). Electronic Sensory aids as treat-ment of cerebral palsied children. PhysicalTherapy, 54, 354-56.

Lawrence, P.D., Horne, S.J., (1979). InputModes: Their important in the clinicalapplication of electronic aids for disabledpersons. Archives of Physical MedicineRehabilitation, 60.

Rushakoff, G. & Lombardino, L., (1983).Comprehensive microcomputer applicationsfor severely handicapped children. Teach-ing Exceptional Children, 16, 18-22.

28 DISCOVERY ty

DISABLED ACCESS TO TECHNOLOGICAL ADVANCES

Kay Houston, Access to IndependenceCynthia Cress, Trace Research and Development Center

Abstract

DATA is developing a method for assistingpersons who are severely disabled toreach their vocational potential byutilizing computers or othertechnological aids and a coordinatedsystem of community services. Theparticipants are aged 15-47 and havecerebral palsy or other severe physicaldisabilities. Vocational choices ofparticipants include clerical, law,accounting, urban planning, social workand programming. Technology is used tocreate solutions to the physical barriersinvolved with writing, communicating oraccessing information. Vocationaltraining is mainstreamed into regularacademic settings. Support services areProvided by Access to Independence. aBusiness Advisory Council, WisconsinDivision of Vocational Rehabilitation,Trace Research and Development Centerand Computers to Help People, Inc.

DATA is an innovative approach toassist persons with severe physicaldisabilities to gain access to employmentopportunities using computer technology.DATA is Funded by the RehabilitationServices Adminif:ttration For three yearsending next fall to learn whether thisapproach is feasible.

Because of the emphasis on the useof existing resources, it is designed sothat our experienc*7,A may be used in othercommunities.

rnmnnnent AnonciesAccess to Independence or Access is

the independent living center in Madison,Wisconsin providing services to peoplewith physical disabilities. Accesscoordinates project activities and worksclosely with each participant to tailorproject dtivities to that person'sneeds.

Wisconsin Djvision of VocationalRehabilitation or DVR coordinates theirother services with those of DATA foreach client.

Trace Res6arch and DevelopmentCenter or Trace is a rehab engineeringresearch center in the areas ofcommunication aids and computer access.Trace evaluates the communication andcomputer access needs of the clients andmakes equipment recommendations and/orcustom designs equipment for them.

Computers to Help People, Inc. orCHPI is a non-profit computer software

and training center Founded and managedby people with disabilities. CHPIprovides training in equipment use andpeer support They also organized anetwork For use by project components.

The Business Advisory Council or BACis a group of local business personsbrought together to provide consultationand the business perspective to theproject.

Tnnove+inns in Proiact neeictnFirstthe vocational traininci is

beirog_imainsIceamed. into regular existingacademic training programs. Madison hasFour universities and colleges whichoffer a wide range of Fields of study andlevels of training.

Secondwe are using Qummutimma_as.Lauls. to access whatever fields theParticipants might choose. Examplesinclude using a computer Forcommunication, For word processing in anyField that requires writing, or Forstatistical analysis in such fields asplanning or social work.

Third--a range of etnoort servicesis being provided by the differentagencies. The specific services varieswith the individual needs of each person.

Amalication ProcessUpon referral of an applicant an

initial meeting For information andscreening was scheduled. The selectioncriteria emohasize service For clientswho are severely disabled; motivated toseek employment; and able to benefit bycomputer technology. The steeringcommittee, made up of representatives ofthe Four component agencies, met todetermine eligibility. If that personmet eligibility criteria, a moreintensive evaluation began.

Fifteen participants are currentlyin the project. Two others wereaccepted and later it was determined thattechnology would not be of benefit Forthem in their job goals.

SeCYIr.e-ECQQMEEDnce a person was accepted into the

project, a comprehensive action plan wasdeveloped.

The clients are attending whicheveracademic training program is mostappropriate For reaching their vocationalgoals. DATA is available to providesupport services and advocacy as needed.

Appropriate computer technology isprovided For each client as recommendedby Trace. This equipment is beingpurchased by DATA or DVR with custom

IMP

DISCOVERY III 29

41

modifications by Trace. Training in theuse of this equipment is being Providedby CHPI, Trace, Access, and severalsoftware Packages.

Access is providing assistance tohelp Persons improve their independentliving skills.

Another segment of the project arethe vocational skills workshops. ManyPersons with life-long severedisabilities have little or no experiencewith getting and keeping a job, and mayhave difficulty with some interpersonalskills. Each client is required toattend workshops in job-seeking andkeeping skills, and interpersonal skills.

For those who have completed theiracademic training, and are now seekingemployment, trial work experiences arebeing arranged by OVR and Access. ThisProvides a chance to round out skillsacquired in academic training andproject activities in actual workexterience. Certain financial,equipment, or other Problems may show uponly upon employment. This is an attemptto resolve these before the person has afull-time jcob.

After successful completion of thetrial work experience(s), a permanent jobis being sought. The participant workswith OVR and other resources that clienthas developed by this time to aid in thisprocess.

After the client begins the job,DATA is available for consultation on thetransition to permanent employment. Allservice agencies assist ith thesefollow-up services.

Client InformationTable 1 lists age, gender, disability, and

education characteristics of the 15 W.TA clients.Seven clients are currently enrolled in highereducation, and three anticipate receiving theirdegrees before the end of the project. Average ageof participants is 29 years.

Table 1: Client Demographics(at beginning of 3rd Year)

Agl Sex DisabiLity

16 M Muscular Dystrophy47 F Spinal Cord Injury22 F Arthrogryposis36 M Cerebral Palsy32 F Cerebral Palsy30 F Cerebral Palsy18 M Spinal Musc. Atrophy19 M Cerebral Palsy27 M Cerebral Palsy29 F Multiple Sclerosis31 M Cerebral Palsy24 F Cerebral Palsy34 F Multiple Sclerosis33 M Spinal Cord Injury37 M Spinal Cord Injury

Education Level

In High SchoolAssociate DegreeIr CollegeMaster's DegreeSome College TrainingSome College TrainingHigh School DiplomaSome College TrainingB.A.B.A.BA, in Law SchoolHigh School DiplomaMaster's DegreeM.A.

In Graduate School

Only two clients are seeking employment incomputer programming: other vocational goalsinclude clerical positions (3 clients),administration (2), entry level social services,i.e. child care, peer support (2), professionalsocial services, e.g. social work, recreationaltherapy, counseling (3). urban planning (2), andlaw (1).

The types of technology applied variedaccording to client vocational goals andrequirements. Systems were provided to fulfilfour different functions:

communication or writing, with a portablecomputer device, software (such as the TrineSystem), and peripheral input/output devices

access to standard computer functions, withperipherals and rehabilitation software forstandard IBM or Apple computers

remote access to computer systems, througha telephone modem arrangement- environmental control, including hometemperature, and telephone adaptations

Table 2: Types of Adaptive EquivalentBy Numbr of Clients

Note: (Numbers of clients in this table exceedtotal participants because most clientsreceived more than one type of equipment.)

HARDWAREStandard ComputerPortable Lap ComputerPrinter/MonitorModem

2

45

2

SOFTWARE

Technical/Program Design Software(e.g., Dec-Talk-Trine, One-finger program) 2

Wordprocessing/Professional Software(e.g., Word Perfect, Super Calc, statisticalpackages) 5

Educational/Training Software(spelling checks, SAT trzining 4

Adaptive Typing Tutors 5

PERIPHERALSKeyboard EmulatorsOther Accesa/Input Equipment

(e.g., headpointer, mouthstick, typingsplints, special armrest)

Speech SynthesizerComputer Accessorise (keyboards, moistureguard, tables)

1

3

1

4

OTHERPhone Systems (hands-free phones, amplifiers) 3Environmental Control Systems 1Senaory Aids (hearing aids, screen magnifiers) 3

Other services provided by the DATA projectincluded school/career planning, equipment usetraining, software practice, introduction tocomputer functions, test-taking planning,financial or peer support counseling, independentliving or other job-related training.

30 DISCOVERY IN

Client Status at Third Year of Pro ectThe goal of the DATA project was to increase

the employability or job readiness of clientsthrough the application of computer technology andrelated services. By the second half of the thirdyear of the project, 10 clients were fullyequipped with appropriate technology and requiredtraining. One client was acquiring a system, andtechnology to further vocational goals for theremaining four clients was still being developed.

Three of the 15 DATA clients will continue toapply technology to address educational goalsthroughout the remaindez of the project. Fiveclients are in active permanent job search, fourare completing trie' or part-time work, and threeare permanently employed in competitive worksituations.

Issues and RecommendationsSince DATA was designed as a demonstration as

well as service project, it is important todiscuss what we learned, and what factors havecontributed to relative success in achievingproject goals to date.

1. The coordination of services between the fourmember agencies has been extremely valuable. Forinstance, it is necessary to describe requisiteskills for a client's vocational goals beforeappropriate technology can be applied.2. Integration of services enabled flexibility inproject timeline. For instance, some clients hadcompleted trial work experience before enteringthe project and began permanent job searchimmediately after Lraining; others completed trialwork before application of technology to clarifyrelationahip of skills znd vocational goals. Thisflexibility is difficult in a rigidly sequentialtimeline for services.3. The types of technology applied for clientswas not necessarily expensive or elaborate.Some systems were composed of rehabilitationsoftwave, telephone or peripheral adaptationstotalling less than $200.4. Financial disincentives were recognized at thebeginning of the project as a factor which wouldaffect potential for permanent employment. Someclients chose to extend trial work into permanentpart-time employment for financial reasons.Further projects focusing exclusively onovercoming disincentives are needed.5. Work habits/behavior were a greater problemthan anticipated, since an extansive behaviorchecklist was part of the screening process.Transportation difficulties, missed interviews,failure to return applications or test materials,or reluctance to persist in job search, werw amongthe factors which distinguished many clients whowere unsuccessful from those who achievedpermanent employment.6. Computers were applicable to skills in a riderange of tabs. Technology addressingcommunication, writing or computer access can beapplicable in virtually every job situation, andwill become essential issues for any personseeking employment as computer technologf is

further integrated into the workplace at large.

The presentation was followed by a videotape of 3DATA clients describing the application oftechnology to meet their vocational goals.

AcknowledgementsThis project was funded by the U.S. Dept. oi

Educatien, under grant no. 128 All 40019,

Rehabilitation services administration. We alsowish to thank members of the DATA service agenciesand the clients who participated in DATA.

DISCOVERY III 31

4 "

BRIDGING THE TECHNOLOGICAL GAP

Susan E. Musante, M.S.Daniel Wartenberg, M.P.H.Jeffrey Solomon, Ph.D.Barry Roff, Ph.D.

The policy of deinstitutionalization of thementally ill coupled with the rapid growth oftechnology in the workplace has decreased theeffectiveness of psychiatric rehabilitation. The

Bridging the Technological Gap Project uses micrn-computers with custom designed software to remed-iate specific cognitive deficits and increasethe employability of the mentally ill.

In spite of the many seeming advantages ac-crued to individuals involved in work, the mentalhealth system has not been successful in meetingthe goal of finding meaningful employment for per-sons with psychiatric disorders(Black, 1977). De-

spite the changes, rehabilitation agencies haveundergone over the past 20 years in terms of theirnature and function, their programs still have notsuccessfully translated into a new model for these

populations ( Lamb , 1971). The Institute ofHandicapped Research aptly described the situationin a study when they reported that, "althoughmentally disabled clients make up the largest num-ber of cases eligible for vocational rehabilita-tion services, they have the least probabilityof success before and after rehabilitation"(1979). Facility-based rehabilitation programshave reported similar difficulties in workingwith this severely disabled group (Griffiths,

1974). One study concluded that rehabilitationhad no detectable effect on schizophrenics(Griffiths, 1974).

The vocational rehabilitation system as weknow it fails to address certain "core deficits"

that interfere with the psychiatrically disabled

person;s functioning. These core deficits include

an inability to sustain attention, distractabil-ity, impulsivity and behavioral rigidity.

The failure of both traditional and newervocational rehabilitation programs to deal withthese core deficits continues at a time when em-

ployers and, to a lesser degree, higher levelrchabilitaion programs, are starting to demandpersonal strengths in flexibility, independentjudgement, and the readiness to continue tolearn during the course of employment(Labor Mar-ket Information Network, 1982). As one moves

along vocational rehabilitation and employmentcontinuums, a higher premium is placed on these

kinds of skills.As a partial response to these needs of the

mentally illserved in vocational rehabilitationfacilities, Altro developed the "Bridging theTechnological Gap"(BTG) project, funded by theRehabilitation Services Administration of the

U.S. Department of Education. project

attempts to reduce these cognitive "core deficits"

found in the mentally ill using computer tech-nology and customized software as the vehicle bywhich to achieve this goal. This program sig-nifies a dramatic change in the approach torehabilitating the mentally ill with these coredeficits, in the sense that the program is at-tempting to build attentional and flexibilityskills rather than create situations thatavoid the need for them.

DISCOVERY III

4 4

33

ALTRO: History and ServicesAltro Health and Rehabilitatinn Services

was founded in 1913 and is viewed as a pioneerin the development of many concepts of careand rehabilication for p'rsons suffering fronlong-term illness. Originally concerned withthe treatment and rehabilitation cf personswith tuberculosis, services were expanded in1948 to include patients with cardiovasculardisease. In 1953, the agency initiated aprogram for post-hospitalized psychiatricpatients and has now been providing psychiatricrehabilitation services for more than 30 years.

Today Altro can best be described as acomprehLnsive multidisciplinary rehabil:tationagency. The Altro model synergisticall:rintegrates a traditional vo-ational rehabili-tation facility in tbat the agency provides afull range of day/vocational training activi-ties, residential care and outpatient clinicservices. I.ast year, Altro served 1500chronically mentally ill persons in the greaterNew York Metropolitan area. Fifty-five per-cent of these carried a diagnosis of schizo-phrenia and more than three quarters had beenhospitalized for psychiatric reasons, mostreceived public assistance.

Altro offers workshop-based training inautomated office skills, food services, print-ing, direct mail, garment, machine shop andassembly/packaging. In addition, individualswho are not able to benefit from this typeof vocational training can participate in agroup oriented prevocational program. Awork activity center offers "sheltered em-T.loyment" for Altro's extended clients. In

addition, Altro operates three twenty-hedcommunity residences and administers acommunity support program for chronic patients-esiding in two private proprietary homesfor adults.

Participants for the RTG project weredrawn from the pool of transitional clientswho are in one of the workshop-based trainingprograms. These clients are expected to movefrom this sheltered setting to community-basedcompetitive or voluntee:_ employment within18 months.

THE CORE DEFICITS

Initially, three core deficits wereselected for remediation based on an extensiveliterature search and ongoing surveys ofAltro's workshop managers. The first deficit,attention, has two components. Sustainedattention is the ability to stick with onetask until completion. Distractability,another component of attention is evidencein the presence of both auditory and visualdistractors. In the most recent managersurvey conducted in February, six of nineworkshop managers felt that attentionaldeficits interfered with vocational function-ing at least occasionally.

The second deficit that was selected forremediation was impulsivity, the lack ofcontrol of specific behaviors or urges. Work-shop managers tended to define this in rela-tionship to attention and flexibility. For

example, an impulsive reaction to poor concen-tration on work tasks is to leave program with-out informing staff members. Contrary to ouriaitial prediction, this particular core deficitdid not appear to interfere in the functioningof our participants. The opposite of impulsiv-ity or lack of initiative is frequently observesand is considered one of the "negative" symptomsof schizophrenia. ft is possible that impulsiv-ity is exhibited by more symptomatic clientsand that the modules designed to address thiscore area are more appropriate at earlierstagesof rehabilitation.

The third core deficit, behavioral rigid-ity can be defined as the inability to changefrom one task to the next or to generalizelearning from one environment to the next. Thereis little tc be found in the literature aboutbehavioral flexibility. At Altro's workcenter,managers described it as a "reluctance tochange", "lack of initiative" and an "inabilityto handle two or more tasks at a time".

Additional interferences to vocationalfunctioning that were identified by workshopmanagers included: poor self-esteem, attendance,and stress. While these issues were notaddressed specifically by the BTG project, theredid appear to be some improvement noted in theseareas by program participants.

ADMINISTERING THE SOFTWARE

Sixteen software modules (Cogito) thatresemble computer games were designed forremedilltion of the core deficits. Participants

practiced the modules one half-hour a day,five days per week for a period of four to sixmonths. Thus far, there have been two roundsof administration. Data has been collectedfrom the first administration and the resultswill be discussed in the following section ofthis paper.

The BTG team reached four genera'. conclu-sions following the first round that have im-pact on future administrations: (1) The soft-ware in and of itself does not produce magicalresults. It is merely a tool that lends supportto a structured, remedial approach to treatment.In order to facilitate generalization of skillsto the work and home environment, this tech-nique must be well grounded programmaticallyand should include individual or group dis-cussion, supplementary activities and homeworkassignments. A facilitator manual is beingdeveloped that includes behavioral objectives,individual andgroup protocol, specific use ofsoftware modules and supplementary activities.(2) The intervention is most likely to have apositive impact when it is individualized. The

only exception to this procedure was withclients who had lowered self-esteem. Meseclients were allowed tc practice modules thatwere easy for them so that frustration wasminimized and positive self-image fostered.(3) Use of game format -oith scoring may facili-tate positive self-imago. Almost everyoneimproved their scores on the games aftercontinued practice. (4) Anecdotally, itappeared that use of software modules in groupsettings enhanced socialization. Participantswere gathered together for a common nurpose andthey were "special" in that this pr3ject wasdifferent from other kinds of programming atAltro.

34 DISCOVERY III

45

BTG PROJECT DESIGN

Initial Development

The BTG project design called for one yearoF noftware development/selection follmed bymwo yea.s of experimentation. The project iscurrently in its third year of operation.During the first year of the BTG project,staff operationalized the cognitive deficits.An extensive needs assessment existing m.ommer-cial and educational software was then con-ducted. It was concluded that at the time(1984) that there were no existing programsgeared specifically for the psychiatricallydisabled and that the needs of the clientswould best be addressed by developing computer"games" specifically targeted to remediateattention/concentration, behavioral flexibility,and impulse control. Altro then contractedfor the development of the sixteen computer"games" focusing on the cognitive areas asdiscussed. In the seaond and third year,participants were recruited and placec intofour different research cells. The first twocells composed of transitional clients fromthe Direct Mail, Printing, Garment or Assemblyprograms. One cell participated in remedia-tion using the software modules. The secondcell participated in groups that addressedthe core areas through group discussion andactivities. Participants in the third andfourth cell were recruited from the AutomatedOffice Skills training program. One of thesecells participated in remediation using thesoftware modules. The other participated ingroup activities and discussions addre.iingthe three core areas. Pre and post assess-ment was conducted with all cells. Thisincluded evaluaton of ego functions, self-esteem, distractability and clinical aptitude.Program attendance for the Automated OfficeSkills cells was also examined.

RESULTS

Pilot testing was completed in Augustof 1985. Pre and Post test data was collectedon 28 of 40 of the original participants. Asof this date, not all data has been collectedfrom the second round of testing. However,clerical aptitude testing and attendancehas been examined from the Automated OfficeSkills program. Examination of these resultsand anel.,sis of software, scores lead to thefollowing conclusions: (1) Participants whoinitially were easily distracted and were inthe cell that practiced the oftware modulesshowed greater ',improvement in attention onthe competing messages test (an assassmentof distractibility) than participants who werein the control cell. (2) This positivefinding could not be linked to a specificsoftware module. This suggests that thereis something inherent in the use of the com-puter for remediation that facilitates im-provement in attention. Further explorationof use of computer to engage clients as wellas an immediate feedback mechanism iswarranted. (3) Attendancu prf.gram forparticipants from Automated Offick Skillswas higher for those in the cell receivingsoftware remediation than those in the controlcells

SUMARY

TheBTG project has resulted in several positivefindings as well as a refinement in the protocoladministering a project of this kind. Altro is3till in the final phase of this research projectwith data still to be analyzed. Initial resultsare promising with implicatime for the use oftechnology linked to a remedial approach for thetreatment of this clientele.

Plans for the enhancement of this projectinclude the development of more vocationally rel-event software. Initially, this project was de-signed to address the needs of vocationally tran-sitional clients. It may also be useful for pre-vocational and extended clients. Our next phaseof research will, in fact, include these popula-tions.

This developing technology is a valuabletool that can only enhance the rehabilitation ofthe chronically mentally ill.

REFERENCES

Black, B., Subscitute permanent employment forthe deinstitutiona:Azed mentally ill. Journalof Rehabilitation, May-June 1977.

Griffiths, R.D., Rehabilitation of chronic psy-chotic patients, an assessment of their psycho-logical handicap, an evaluation of the effective-ness of rehabilitation and observations of thefactors which predict outcome. PsychologicalMedicine, 1974.

Labor Market Information Network. Employers'viewson hiring and training, 1982.

Lamb, R., Rehabilitation in Community MentalHealth. San Francisco: Joseph Bass Inc., 1971.

National Institute of Handicapped Research, De-partment of Health, Education, and Welfare, Postemployment Services and mentally disabledclients. Rehabilitation Brief: Bringinp Rehabi-litation into Effective Focus, 1976.

DISCOVERY 1,1 35

4 6

The Use of Computers in VocationalAssessment

Robert A. Tango and Roy E. ReberSeminole Community CollegeSanford, FL 32771

The advent of large memory, multi-usersmall office computer systems makes testcorrection, adjustment trainingprescription, and program evaluationfeasible for the low budgets frequentlyencountered in adjustment and vocationalsettings., This session discusses anongoing development and implementaionactivity for the use of computers inWork Evaluation and Work AdjustmentSettings.

INTRODUCTIONThe use of computer managed

occupational skill training is growing.Perhaps the most often asked questionsare: How is a computer useful inteaching skills such as are found inVocational Education Centers? What canVocational School administrators gainfrom investing staff and money in:.omputer based instructional management?is!lat I am going to say today partiallyanswers these questions by describingthe use of the Tandy 6000 multi-usersystem Within the Seminole CommunityCollege Area Vocational School'sCentralized Occupational Resource Lab.

The reason for using computers isto cut costs and increase efficiency.At SCC, a computer managed system Whichintegrates traditional instructionalprogram facets, s-- as, admissionstesting, work waluation, certainaspects of work adjustment training,remedial academic skill training, entrylevel work skill training, and programevaluation has been designed in order toanswer the question "are we doing theright thing to facilitate the student'stransition from school to work?". Thissystem is formatted in such a way thatit can be accessed by students,teachers, and administrators.

Developing Student Skills via Computers

This use of a computer is builtupon a concept just recently beingexplored in the field of computertechnology. The concept is that of thetree-structured database. Like theoutline of a book, the book consistingof chapters which in turn consist oftopics containing paragraphs whichcontain sentences which consist of wordsand punctuation consisting of symbols,so the database is structured. None ofthe higher 'level items, the book,chapters, topics, subtopics, paragraphs

sentences or words can exist without thelow-level characters and symbols, andyet all the high-level items are theproper organizations of these symbols.

Using a UNIX tree structure, eachentry level competence which theVocational School teaches becomes a"leaf" in the "tree of skills". The

DISCOVERY IS 37

4 7

goals of admissions testing, workevaluation, certain aspects of workadjustment training, remedial academicskill training, entry level work skilltraining, and program evaluation areachieved by studying the 'shape of the"tree" which each student develops inlearning skills. The various reportsthat the system is designed to developare ordered according to theinterdependence of elements createdthrough experiences in trying to recruitand teach students.

How it Works

Engelmann (1975) has described theessential "leaves" of a teachingmethodology in which skill attainment ispresented so that learning outcomes navea positive or negative, yes or no, go orno yo interpretation. The Journal ofPrecision Teaching illustrates thecontinued use and development of a

number of sophisticated precepts of goodteaching to insure the learning of a

concept or operation by any person. SCCpresents each student with learningobjectives which are itemized andcomplete so that the student learnsobjectives in the order of complexity.

The most common or most frequentlyperformed worker tasks and functions inentry-level.occupations related to SCC'sVocational programs have been assigned aspecific location within each student'srecord within the computer. The numberof single character locations in thecomputer is directly related to whichfield of study the student selects (e.g.electronics, culinary arts).

Students initially functionindependently of teachers. They are4iven a series of work samples which are"synonomous" with entry - level skillsaithin the occupation of their choice.

As a student progresses toward his orher own level of competence, a trackrecord is developed in the computerregarding the frequency of their rightand wronc, functioning. Each record ofeach student's functioning is recoded inthe form of (1,0). This recordfunctions as a baseline for beginningspecialized instruction in that field.If the student checks out on all theentry skills this is taken a evidencethat he or she is ready to start formalVocational Laboratory experiences.

The quality of tne VocationqlSchool is evaluated on its ability tovalidly put "1" (can-do-task-rating) inas many tisW locations as possiale ineach student's learning record. Themore "l's" there are, the moreccmipetence a student has to offeremployers. At SCC, various hexadecimalnumbers are used to represent specificlearning outcomes. For example, the

Do not type below this line

competency known as the ability to"iuentify, select and demonstrate theproper use of tools" can be divided intoten more elemental competencies,"identify hand tools," "select correcttool according to job", "demonstratesafe and proper use and care of handtools," "identify power tools," "selectcorrect power tool according to job,""demonstrate safe and proper use andcare of power tools," "identify specialtools," "select ,:he correct special toolaccordig to the job," "demonstrate safeand proper use and care of specialtools," and "demonstrate safe and properpse are_i care of special tools requiringosaA certification." If each of thesecompetencies were assignee one bit thatis either a "1" for its success or a "0"for its failure, all ten can berepresented by simple coding into atwo-byte number which may be stored ondisk. Since each byte consists of eightbits and is represented by two hexa-.decimal numbers, the complete success ofthese competencies may be cooed asG000,0011,1111,1111 in binary andrepresented by "03Fi" in hexadecimal.This number can then be used to comparewith the student's achievements Usingsimple subtraction of what they have

done from what they are required to do.If the student has accomplished all buttne competcncy "demonstrate safe andproper use and care of special toolsrequiring OSHA certification," hisachievenent score would be a "01FF" in

hexadecimal. "03FF" minus "01FF"becomes "O200" which is the code forthat last competency.

This coding saves memory within thestora;e media of the computer, hich isalways a major concern for the efficientusage of computer resources and itsinherent speed, but more importantlythis coding provides a guick and easyway to show what a student yet needs inhis or her curriculum. Although staff0116 administration are not intimatelyaware of this structure, they areconstantly altering and drawing upontAis uata in their interaction with thecomputer system. Thus, to them, theirparticular application is like using anappliance to get their job done.

The reasons for using a multi-usercomputer system to establish a

cerriculum fur students, to trackstudent proyress, and to account for theeffectiveness of teaching techniques areas follows:

1. Stedents need freduent and easilyaccessible "feedback" as to how they aredoing. Having all of their school workavailable to them in minute detail is

38 DISCOVERY III

4 8

helpful in letting them see what ishappeni,ig in their attempts to learn.

2. Having a system of programs which isaccessible to the input of the variousteachers in the lab and to studentsallows each staff and student tocontribute in building a picture of howstudents are learning. For example,evaluation staff enter baselinestatistics, evaluation report writersutilize evaluation data to writelearning prescriptions, teachers enter"success and failure" performanceratings, the computer itself recordstime and attendance data, and

administrators pull together variousprogram facets to better understand howthe group is functioning in comparisonto objectives.

Enc,elmann, S. Preventing failures in theximary grades. Chicago: ScienceResearch Associates, 1975.

DISCOVERY NI 39

4 9

PARENTS AND TEACHERS CAN USE PERIPHERALS: A TRAINING PERSPECTIVE

Patricia L. Hutinger

Abstract

The development of a wide range of neripheraldevices enables the specialized inc;%I.idualizedadaptations necessary to permit cuthputer usage byyoung and/or handicapped children for education,entertainment, and, for severely handicapped,socialization. But the specialized and individ-ualized nature of adaptations to fit the needs ofa given child means that education instruction andtkaining materials are not readily available..Training competencies, developed and tested over athree year period by the M.U.S.E. and MUSE TrainerProjec staff, allow individuals to choose theareas st relevant to their specific situationsand to ittain competencies in areas of practicaluse tc them. They can be used with parents andstaff alike.

When Macomb Projects' staff train parents,teachers and support staff to use computers withdisabled individuals from birth through adulthood,the major emphasis is on first helping those wetrain acquire tool uses for themselves. We be-lieve that if the adults who work with the dis-abled find that computers are useful to them-selves, these same adults are more likely to en-sure that the disabled in their care will haveaccess to computers and the adaptive peripheralsthat may be necessary for specific applications.Through our efforts in rural West Central Illinoissince 1982, we know that parents willingly becameinvolved in computer activities and seek training.

Training adults is based on a set of generalprinciples related to the M.U.S.E. (MicrocomputerUse in Special Education) competencies. Simplystated, the principles we feel adults need to knowbefore they use computers and peripherals withchild, youth, or adults follow:

A. You can put computers to work for you.

2. Computers are understandable and controllable.

3. Computers will NOT replace teachers.

4. Computer usage has a special language all itsown, so learn "techie talk" and read computermagazines.

5. No one knows all there is to know about com-puters, but someone always knows somethingyou don't know. Learn to "team" with othersso you can do more and learn more.

6. Computers can do much more than emulate work-book pages. Make use of a wide range of tool,tutor, and tutee functions.

7. Asking questions is an honorable and necessaryactivity.

8. When you learn to use a computer y.n: arelearning a new skill and go through similarstages in learning that children do when theyfirst learn new things.

9. Lots of children like computers and some whodon't like much of anything about school WILLuse computers and like them.

Training to use peripherals can be organizedaccording to the nature of the training (1. indi-vidual tuporial or consultation, 2, group ilser-vice, and. 3. formal university coursework); thecontent and accompanying competencies; the char-acteristics of the trainees; and the time periodneeded.

DISCOVERY III 41

Tzainers must recognize that there are manyreasons why people want training, reasons thatrange from very general to highly specific. Whilesome "just want to know more about computers,"others want to be able to use specific applica-tions with specific individuals. We believe thatwhen trainees need to solve relevant problems, theneed to acquire a skill is more salient. Some-times trainees have no idea of the kinds of avail-able peripherals and their functions. In thiscase, videotapes of children or adults usingvarious computer applications are useful.

For example, recently a teacher who had usedsimple computer applications with preschool handi-capped children for the past two years decided shewanted to do an instructional unit on computerswithout outside help. She asked for specifictraining on printer set-up and use because shewanted to print children's LOGO patterns. Shealno needed to learn to use a graphics dump forthe printer she was using. She wanted to learn touse the Turtle Tot, which involved another set ofskills. In addition, she wanted to know how touse the Echo II and a Power Pad so she could usethe software she had in mind. In this instance,the teacher requested the training, which actuallytook the form of on individual tutorial. Thetraining met her needs, was immediately applied toa real life problem, and was tied to some of theskills she already possessed.

The materials used in training an individualare similar to those nand with larger groups. Werecommend using hardware, peripherals, and soft-ware similar to the equipment the individual in-tends to use, particularly when the trainee is inthe beginning stages of using a computer. Whilegeneralizing skills to a variety of computers is aworthwhile goal, it is not yet a realistic goalfor beginners. It only comes after ample time toexperiment with equipment and a degree ot confi-dence.

We have developed a series of training mate-rials to use in peripheral training. These in-clude videotapes of a variety of children andyouth using many different peripherals, a generallist of computer competencies (Hutinger, et al,1985), a specific list of subskills related toperipheral use (Hutinger, 1985), a "peripheralworksheet" used to record information about spe-cific applications as well as a set of written re-sources, and ideas for peripheral use and curricu-lum integration (Hutinger, et al, 1986). Periph-eral competencies include these needed for print-ers, Votrax, Echo II, Echo , Adaptive FirmwareCard, Mockingboard, input/output box, Topo (arobot), Turtle Tot, joystick, Touch Tablet, mouse,various switches, and modem (with specific soft-ware). When trainees begin, they can check theirown skill level on the general list of competen-cies, then move to specific competencies they needto acquire.

Teaching parents, teachers, and others to useperipherals also includes helping them considerseveral factors prior to making decisions aboutwhich peripherals to use with specific individ-uals. These include both technical and education-

al considerations involved in selecting appropri-ate applications. Determine the present behaviorof the child, youth, or adult. What can he/shedo? Identify potential peripherals and taskrequirements, then match the two. Decisions mustalso be based on cost, effectiveness, availabilityand the degree of technical adaptations that mustbe made in order to accomplish the desiredoutcome.

Whether training is accomplished in an infor-mal basis or in a university course, we helptrainees overcome their fear of computers. Wemake the peripherals and their use understandableand "do-able" by offering plenty of actual time onthe computer with a specific peripheral, anadequate supply of equipment, and a large softwarelibrary.

References

Hutinger, P., Harshbarger, R., Perry, L., Robin-son, L., Sutton, A., & Whitaker, D. (1986).ACTT Starter Kit. Macomb, IL: Western IllinoisUniversity, Macomb Projects.

Hutinger, P., Harshbarger, R., Keefe, J., Shutt,D., Sutton, A., Ward, M., & Whitaker, D. (1985).MUSE Starter Kit. Macomb, IL: Western IllinoisUniversity, Macomb Projects.

Hutinger, S. (1985). Peripheral Competencies forBeginners Who Are Using Apple Computers.Macomb, IL: Western Illinois University, MacombProjects.

42 DISCOVERY III

..1111,

TRAINING TEACHERS TO USE MICROCOMPUTERS: A CONSULTANT APPROACH

Abstract

James M. Keefe

In order to help teachers acquire computer skills,a trainer may use the same skills he or she pos-sesses in developing indivIdual treatment programsfor children and apply them to consulting. Possi-ble steps for such use are:

1. Diagnose the current problem by knowing howmuch competence presently exists.

2. Gain an understanding of the level of confi-Jenne possessed by the teacher.

3. Match the competencies the teacher presentlyhas with those required by possible hardware andsoftware applications. Use only applicationswhich are understandable at the teacher's pres-ent level.

4. Provide relevant applications which allow theteacher to solve real and current problems.

5. After applications are being used to solvecurrent problems, try to introduce new curriculumgoals which can be met with the computer applica-tions the consultant knows.

Let me tell you first about my recent conver-sation. Janet is a teacher who spends part of herweek traveling to rural school districts workingwith children using computers and encouraging theclassroom teachers to use those computers duringthe rest of the week. She is concerned about thelack of follow-through shown by the teachers withwhom she works. She is certain that the activi-ties she develops and takes to these schools arebeneficial to the children she sees, but she feelsjust as certain that the teachers do not followthrough with the activities when she is not pres-ent. She also feels that the teachers are notwilling to interact with the computers as much asthey should, and so remain unsophisticated abouthow they work and unwilling to try things ontheir own. What Janet wants, of course, is to beable to provide interesting new activities thatthe teachers can use for themselves, to offerencouragement for the teachers to do more thingson their own with the computers, and generally tomake the computers more a part of the everydayclassroom routine.

Janet has several problems to contend with.It is difficult to put these problems in aspecific order of importance, as sometimes one isdominant and must be solved first, while in othercircumstances, another order appears. The prob-lems relating to (1) teacher competence (with themachines, with the software, with the teachingapproach which will take advantage of the ma-chine), with (2) teacher attitude (toward the ma-chine, toward the lessons which can be taught

with the machine), and with (3) teacher commit-ment to using the machine, either for existing ornew teaching purposes. How is she to make thebest use of her time, so that these teachers willcome to appreciate the computerized lessons andwill come to feel confident in using this newtechnology? This is a difficult task - and it maybe the pivotal task in bringing technology .to theschools.

In a class I teach at Western Illinois Uni-versity (WIU) in the summer, titled "Technologyand the Handicapped," I am probably most concernedwith the issue of attitude. This course, which ismostly about how to make things - switches, digi-tal logic devices, toy modifications, etc. - re-quires that the students learn to work with toolsthat are often quite unfamiliar. We build cir-cuit3 of resistors, capacitors, and logic chips,using such things as breadboards, soldering ironsand test probes, most of which are not in the ex-perience of teachers of the handicapped. In orderto make things possible for the students, I empha-size hands-on work, both to enhance the under-standing of how these devices can be helpful inthe teaching process and to build confidence inthe learners. The first few days of class areanxiety-filled, sometimes even leading to tears.

DISCOVERY NI

5243

(I think it is a good experience for any of us whoteach to try to learn something completely newjust to keep us in touch with the feelings ea-countered by our students when we put them in thesame position.)

Confidence is built when the constructionprojects begin to work - and to date everybody hassuccessfully built every project. The result is ahigh-energy class where ideas for possible uses ofthe technology seem to blossom from every mind.It is an exciting experience.

Moving past that first bloom, a teachertrainer must have some sort of system to use. I

believe that there is a way to bring any teacherto a new appreciation of the usefulness of com-puter technology. It can be done by using thesame kind of approach any good teacher uses inworking with children who have learning problems.In studying the diagnosis and remediation oilearning disabilities, I have found that there isa useful system of identification of needs andtreatments, and this system applies here. Thefirst thing that must be done is to take a base-line of the individual's present level of compe-tence. With LD children, we do this throughtesting and analyzing their daily work. In Jan-et's case, a formal evaluation of the knowledgelevel of the teachers she works with can be doneusing one of the pre-tests available ffom theM.U.S.E. (Microcomputer Use in Special Education)Project. She can also use a checklist of com-petencies and fill it out by watching what theteacher does during daily class work. With this,she will know what to expect the teacher to beable to do independently, and where the t-eacherwill need specific instruction. Janet can quicklyfind out if the teacher can independently get thecomputer up and running, if she can load and runspecific program, if she can attach and use aperipheral, and so forth.

The next level of baselining will take somemore time, but again, can be done. Janet is goingto have to assess the level of confidence theteacher has for using the computer alone. It is

true of all of us, from frightened first graders

to university professors, that we do not do whatwe do not believe we can do. A major effort mustbe made to understand the level of confidence theteacher has for using technology, for withoutconfidence, nothing independent ia going tohappen. Janet may be able to make this baselineappraisal by keeping a journal with commentsspecifically devoted to this issue. She may "setup" some situations to see if the teacher inquestion is able to deal with particular kinds ofproblems. Or she can use teachers' reports oftheir own feeling in questionnaires developed byProject M.U.S.E.

The next task is to make a hierarchical listof the skills necessary to use the computer in themanner Janet wants. This list may be for aspecific application, such as using Logo with agroup of kindergarten children, or it may be for akind of teaching ectivitiy, such as using thecomputer to teach a specific skill or concept.Some lists are available in ACTT (Activating Chili.-

dren Through Technology) and M.U.S.E. materials.

Next coms the issue of relevance. Janetneeds to understand the teacher's goals, and beable to enhance the accomplishment of those goalsthrough her computer applications. I think a realissue here is the fact that all teachers feel thatthere are great time limitations on all of theirwnrk. There is not enough.time to accomplish allof the goals that exist in any curriculum. Teach-ers are frustrated by this. One way to get com-puters into more classrooms is to find ways to usethem to enhance current goala. In this instance,we are finding ways to use the computer as a toolto meet current needs. Perhaps the best way tobegin this phase of the application is to have adiscussion with tne teacher centered on the cur-riculum, so that the consultant can know whatpresent goals exist. With this information, ananalysis of current hardware and software can bedone to see what tools for learn:trig can be pro-vided by the computer.

At another level, it may be possible to bringpotential new teaching goals up for consideration.For example, Janet has told me of the benefit shehas seen in using the computer to assist in coop-eration and socialization in children. As weknow, young children have difficulty with sharingand working cooperatively. Janet has seen manyinstances where two or three children, sharingkeyboard responsibilities, or taking turns at thekeyboard, have gained new skill for working as ateam. One child may be in the position of "screenwatcher," analyzing the movement of the turtle ina Logo program, while another actually makes thPkeyboard entries. By asking leading questions ofthe children, or by defining a problem for them,Janet has been able to show that they learn towork as a team. When she convinces the teacherthat this kind of learning is valuable and appliesto other instances, she has a very good entry foran ongoing lesson which the teacher could carryout daily, perhaps reporting to Janet from her ownjournal when Janet makes her weekly visit. Inthis case, Janet would be showing how a previouslyuntaught skill can be integrated with the currentcurriculum, demonstrating that the computer hasapplications beyond present lessons.

The important thing here is not what Janetdoes with these problems, but that she can take aset of skills she already possesses - those fordel/eloping individual treatment programs forchildren - and apply them to her classroom com-puter consulting work.

44 DISCOVERY III

TECHNOLOGY AND TRAINING ELIGIBILITY:THE "FUZZY" LOGIC APPROACH TO COMPUTERIZED VOCATIONAL CHOICE

Ann Williamson

Abstract

This presentation describes the methods CareerEvaluation Systems, Inc., uses to provide,through "fuzzy" logic, a more accurate com-puterized screening of specific occupationaltraining ability for impaired persons than isavailable through other methods. Because of workadjustment technology's capability of increasingvocational choices, it is necessary for the com-puter science predicting training potential todeal more with probabilities and less with theabsolute yes-no of the traditional logic. Akin tothe newly-develo2ing "artificial intelligence"logic for computers, "fuzzy" logic provides thismore humanistic approach. This, plus specialadjustments applied to the DOT's ability re-quirements, are the bases for the new approachto vocational training eligibility.

Just a few years ago, we only dreamed of ex-panded job choices for our "disabled" through theuse of computer technology. Today this is a fast-growing reality. Now we're racing to catch up inour vocational assessments so they will accurate-ly predict percormance in persons with impair-ments to match the existing techologies.

This is a tough task for us. We're so anx-ious to use the new devices (because they offersuch great help) that we may not be consideringthe overall impact. In the normal workforce,it's being discovered that not everyone is suc-cessful using a computer as a work tool. Wemust consider that this could also be the casewith some impaired people. We must rely on new,specific assessments--before beginning technologytraining programs--to discover the full potentialof our clients.

Assessing for technological training eligi-bility should force us to re-analyze our proce-dues in evaluation, for new techniques will beneeded to establish successful training programs.(1) Assespnents from instruments formerly con-sidered to be "screening tools" should be used toprovide the most appropriate assessment conclu-sions. (2) It will be more important for theevaluator to know isolated specific functioningcapabilities of the person rather than simply ov-erall job placement functioning. And (3) the typeof computer logic used for drawing vocationalconclusions about the disabled client must dealwith the new "artificial intelligence" ccncept.This paper will explore each of these threestatements.

The Change to Screening Style Assessments

When we are assessing for job placement, weare concerned with more aspects of the clientthan screeniag tools can provide. But in assess-ing for training programs, screening tools aremore appropriate than the usual work sample an-alyses. Too much time is involved in work sampieassessment that will only be re-evaluated duringthe training period, and it is not yet certainwhich work samples are appropriate to the newtechnologies.

Screening tools, which in a few minutes eachgive reliable indications of specific functionsof the person, are the appropriate assessmenttools prior to training. In a period of a fewhours, the evaluator knows the mental and physi-cal functioning levels of the client which arethe necessary bases for training program plan-ning.

New Job Requirements in New Techologies

There are not yet reliable guidelines forjob requirements when new work devices are used.For many years to come, we can count on the DOT

DISCOVERY III 45

54

to lag behind reality in stating new job re-quirements, because the explosion of technologiescannot be efficiently corraled by a bureaucracy.

It will be up to the evalutors to build his/her own databank of job requirements through ex-perience--plus to share that experience withothers. Without an imposed standard, it will beimperative to be in touch with the experience ofother standard-makers.

To build this experience, it will be moreimportant than in the past to discover and useisolated functioning levels, rather than simplyrecord general or overall functioning levels ofthe client. The more precise the measurements ofphysical and mental factors, the more reliablethe conclusions will be when the factors arecombined to generate a profile of requirements.This was first documented by the Air Force inWorld War II and later by E.A. Fleishman and Lisassociates in the study of human factor analysis,(Fleishman, et al, 1958)

Career Evaluation Systems is based on humanfactor analysis Our testing methods provide theevaluator with _he specific functioning informa-tion crucial for developing experience for newjob requirements. Not only is the local evalua-tor able to build his/her own observational re-search, however, but local data will be comparedwith other user's research through the nationalheadquarter's computer operation. (Career Evalua-tion Systems methods are not software-issuedbased, but computer-scored by telecommunicationfrom a central evaluation database.) In addition,Career Evaluation Systems has already begun andis using a databank of altered job requirementsfor physically-impaired clients, based on use in-formation from the field.

The New Style of Computer Analysis

Dependence on the computer to gather testresults and predict job performance conclusionsabout a client is becoming universal--but it canbe misleading. Traditional computer logic was de-veloped to deal with finite valuesbasicallynumbers. It cannot deal in probabilities, whichis the basis of human thought. The answers fromtraditional logic are on/off, .yeth_lo; there isno means to access a maybe answer, wh4.ch is es-sential in dealing with conclusions about humanperformance.

Some evaluators are already experiencingunsatisfactory conclusions from computer deci-sion-making. They sometimes are circumventingthe traditionalomputer logic conclusion processby re-entering "what if" data after seeing com-puter results--for example, "what if the personhad done just a little bit better on this or thattest--could I get more satisfactory results?"Sometimes they alter job requirements, or simplydo not use the computer. But there is a bettercomputer conclusion proc.lss available than hypo-thetically and inefficiently overriding objec-tive data. It is embodied in the "fuzzy logic"method.

When the concept of fuzzy logic is used forcomputer analysis, objective data is consideredon a probability basis, which is the way wereach conclusions without compI,,r aid: "given all

this data about the client, what do I think wouldbe the client's best performance conclusions?" Inother words, all available data is considered si-multaneously and the pluses and minuses are weigh-ed in a consistent manner, rather than consider-ing datum one-by-one in an isolated manner. Andthe vocational choices made for the client arearranged in terms of best probability first, withnext best following.

To illustrate furtheL, traditional computerlogic looks at one datum at a time and concludeseither that the requirement was met or was notmet. It continues this process until all the datahave been read, but at any time when a conditionis "no," it aborts the process. To bring this intoevaluation terms: if the person's tect resultsmet all but just one requirement for a job posi-tion, that iob position would be denied. Tradi-tional logic is not capable of reasoning withknowledge that some or many of the other require-ments may have been met extremely well, which inhuman reasoning--or fuzzy logic reasoning--wouldresult in maybe, rather than in denial.

If we don't allow probability to govern jobperformance conclusions about a client, we aredenying our clients perhaps some of their betterchoices for vocation. This is especially criticalwhen we're assessing for training eligibility,because we are trying to find the best possiblechoices before assigning the singular trainingpath

Fuzzy logic computer systems are now avail-able and providing a more reliable approach toassessment. It is the obligation of the evaluatorto investigate and understand the differences inthe various computer methods available before us-ing the end product printout. Career EvaluationSystems discloses in its technical paper howfuzzy logic functions in its computer analysisprocess.

Conclusion

Training people with impairments to enterthe workforce with the use of new technologiesintroduces new considerations for evaluation:the use of the most recent technology in assess-ment testing and computerized performance con-clusions. It also calls for new analyses in jobrequirement factors, and the universal sharing ofthoce characteristics from actual field experi-ence because of the acceleration of new develop-ments. And finally, it is now critical whenchoosing assessment methods to have a full un-derstanding of the science upon which each isbased, as well as the potential uses for thevarious methods.

Reference

Fleishman, D.A. (195R). Dimensional analysis ofmovement rear* - Journal of ExperimentalPsychology, 5 -453.

46 DISCOVERY III

55

COMPUTER SPEECH RECOGNITION FOR VOCATIONAL TRAINING: STRATEGIES AND OBSERVATIONS

RONALD G. GROOMSIowa State University

ABSTRACT

This paper discusses some of the strategies usedand observations made in a year-long vocationaltraining project for severely developmentallydisabled individuals. All of the participantshad severe hand dysfunction and computer speechrecognition was used to provide them withmarketable job skills.

In October of 1985, the Iowa StateUniversity Computation Center finished a year-long study which was designed to determine theefficacy of a speech-input computer as a voca-tional training tool. Those chosen to partici-pate in the training were all developmentallydisabled and had severe hand dysfunction. Thisreport gives some of the techniques used andcomments on their effectiveness.

Three basic fundamental skill areas werecovered:

1. using the computer to produce neatlywritten and printed documents,

2. developing, manipulating, and main-taining a computer data base, and

3. performing numerical computations in

an easy-to-use tabular manner.

These three areas are those usually consideredessential to making someone computer literate.They were chosen because they were deemedfundamental to employability. They could resultdirectly in a computer-related job. They alsoprovided alternative techniques useful in otherjobs and educational goals. Details onstaffing, linkages, and funding sources werecovered in an earlier report (Grooms, 1985) andwill not be repeated here. Research and in-structional staff with a wide variety of back-grounds vere used. These included specialeducation, engineering, computer science andspeech pathology.

Basic Speech-Recognition Concepts

HardwareThe underlying speech recognition hardware

used was manufactured by Texas InstrumentsIncorporated (Texas Instruments, 1985) and usesa technique known as linear predictive coding(LPC). This technique models the human vocaltract as a time-varying filter. It is worthnoting that the recognition hardware chip isnot a specialized LPC device, although suchchips are often used in speech recognitionsystems. Rather, it is a general-purposedigital signal processing (DSP) chip. Thismeans that the algorithm used for speech recog-nition is changable by software, without anyhardware change. Indeed, the same hardware canbe used for both speech recognition and synthe-sis, as well as a variety of other applications.

AS speech recognition algorithms improve, thehardware will not become quickly obsolete.Readers who thirst for furtherengineering detailsare referred to any text book on DSP and to themanufacturer's users guide (Texas Instruments,1983).

Vocabulary DefinitionThis speech recognition system, like most,

responds in the following manner. When the userspeaks the computer will respond with an actionif it recognizes that utterance. The action isuser-defined and can be a simple keystrokeequivalent or a complex series of actions. Avocabulary is a collection of such utterance-action pairs. This is diagrammed below:

Utterance1

Utterance2

Action1

Action2

UtteranceN ActionN

N < 50

The system used is speaker dependent. Eachperson must train the computer to recognize hisor her voice for a given vocabulary. Vocabular-ies for each user are stored on the computer'shard disk drive.

Vocabulary UseWhen the computer is being used, several

vocabularies are loaded from the hard disk intothe computer's random access memory (RAM). Thespeech recognition hardware only acts with onevocabulary at a time. This is called the activevocabulary. When using the active vocabulary,one speaks a phrase and the computer attempts astatistical best-fit to the utterances in itstable. If a poor fit occurs, the computer doesnothing. If a good fit occurs, the indicatedaction takes place. One or more of the utter-ances in the active vocabulary may cause adifferent vocabulary in RAM to become theactive one. Vocabulary definitions and switch-ing patterns were important investiga'ion areasof this project. We shall discuss them more aswe go on.

Training Sessions

Session FormatEach participant in this training project

was given three two-hour sessions each week.There was a five to twenty minute break betweenthe two hours of a session. This worked well.By the end of the first hour, most of theparticipants were ready for a rest. Sy the endof the second hour, most of the participants

DISCOVERY III

5647

were fatigued and ready to stop for the day.Every training session involved only one

participant and one or more instructor. As thecourse progressed, participants were left towork alone for progressively longer periods oftime. This worked well in some cases.

tolerated. It is used by commercial airlinesfrom most countries, NATO forces, and NASA amongothers. The ICAO alphabet, modified, is shownin table 1.

Table 1. ICAO Alphabet, modified

Log Books alpha a november n

Log books were kept for each participant,and an entry was made for every training session.

bravocharlie

b

c

oscarpapa

o

rLog entries for a session contained the follow- delta d quebec q

ing information: a standard heading giving the easy e romeo r

session number for that participant, the month,date of the month, the day of the week, and the

foxtrotgolt

f

g

sierratango

s

t

participant's name was on the first line. The hotel uniform u

names of instructors were given on the second india i victor v

line. The third line contained the session Juliet j whiskey w

starting time. Succeeding lines contained kilo k xray x

narrative on what occurred during the session. limo 1 yankee Y

Both objective and subjective data were mike m zulu z

recorded. Break beginning and ending times wererecorded. A narrative for the second hour was

kept. The session stop-time was recorded. Thelast entry for each session was an evaluation ofthe session's usefulness, both from the view-point of the participant as well as that of theinstructors. Also, expectations of what was tooccur in the next training session were recordedin this final section.

The log books were very helpful in evalu-ating the participant's progress. They wereequally helpful in evaluating the training pro-ject itself.

More Computer ConceptsWhen a participant begins a training ses-

sion, the following sequence of events take..place: The computer shows the prompt, "Pleasespeak your name." When the participant doesthis, a vocabulary of application programchoices is loaded into RAM. This vocabulary isspecific to the participant who has just spoken.The prompt appears, "Please speak the name ofthe program you wish to use.

Your choices are: EasyWriter (TM)Multiplan (TM)File (TM)."

This menu of program choices varies from personto person. When one of the programs is se-lected, and its name spoken, the vocabulary setfor that program is loaded into RAM from thehard disk. The program itself is not startedfor reasons given in Grooms, (1985). The firstactive vocabulary has been predetermined by theproject directcr and is usually the upper casealphabet.

Because computers don't, as yet, have asgood aural acuity as humans, phonetic spellingof alphabetic characters is used. For thisproject, we took a pragmatic approach. That Is,

we attempted to find participant utteranceswhich worked well. We did not have staff ortime to try to find optimal utterances.

As a starting point for each participant,we used the International Civil AviationOrganization (ICAO) standard phonetic alphabet,with one change. The ICAO alphabet is con-structed so that each word is distinct from allothers, with a wide range of national accents

The one modification to the ICAO standardwas the substitution of "easy" for "echo." The

computer liked "easy" better than "echo." Of

course, other phonetic alphabets can be used.For example, see Serota, (1983).

Vocabularies were developed for upper andlower case letters. Each of these also containedpunctuation symbols. A "CAPS" vocabulary wasdevised which typed a capital letter and thenautomatically switched the active vocabularyto the lower case vocabulary. Vocabulariesfor each application program were developed.These contained key words and commands for those

programs. A punctuation vocabulary wasdeveloped.

For word processing, the structure of theEnglish language was exploited. For example,the lower case vocabulary contained the utter-ance "period." When this was spoken, thecomputer produced a period, two spaces and aswitch to the CAPS vocabulary. The assumptionhere is that one is ending a sentence and wishesto start another. If only a period is required,it is in the punctuation vocabulary. Other"tricks" which made use of the most likelyswitching patterns for particular applicationswere used. It is necessary for each vocabularyto contain at least one switch utterance toanother. In a mathematical sense, the vocabu-lary sets and their switches must constitute astrongly-connected directed graph.

Two basic switching patterns were investi-gated. ln the first of these, each vocabularycoUld switch to each other vocabulary. ln the

second, each vocabulary contained only oneswitch utterance that was to a vocabulary whichitself contained only switches tc all vocabu-laries. The advantage of the first method isinstant access to every vocabulary from everyother vocabulary. The price of this is thateach vocabulary must contain many switch utter-ances, each taking space that could be used forproductive utterances. The advantage of thesecond method is that more productive utterancescould be put in a vocabulary. The cost is thattwo utterances must be spoken to switch voca-bularies. This is somewhat slower than thefirst method. Each method has an advantage and

48 DISCOVERY III

a price. We frequently made use of a hybrid asshown in figure 1.

UPPER

/LOWER CAPS

EW 2

PUNCT

UPPER is an upper case vocabulary.

LOWER is a lower case vocabulary.

PUNCT is a punctuation vocabulary.

EW2 is a word processing vocabulary.

CAPS is an automatically switching uppercase vocabulary.

SHIFT is a vocabulary of switch words.

Figure 1. Word processing switching graph

The presence of an arrow from one vocabu-lary to another means the vocabulary at thearrow's tail can switch to that at the arrow'shead. A dashed arrow means that at least oneutterance at the arrow's tail can produce anaction and then automatically switch to thevocabulary at the arrow's head.

Concluding Remarks

Typing tests given at the end of the courseshowed that the participants' input speeds wereall below five words per minute. A word inthese tests was defined as five letters and aspace. Speech input was faster than manualinput for all but two of the participants.Typing by hand was only slightly faster thanspeech for these two. Typing tests were givenusing an IBM Selectric III (TM).

Word processing input speed can be in-creased sign'.ficantly if a dictionary of fre-quently used words is included in the vocabularyset. This is especially useful if a particularjargon or lexicon is being used. For example,

if one is writing on corn borers, such wordsas "corn," "borers," "insecticide," "farming,"etc. might logically be put in the dictionary.The project director and two participants haveexperimented with this technique. It is

effective. Verbal data entry for word pro-cessing is slow, but it is functional.

For data base management and spreadsheetwork, speech input may be faster than manualinput. Multiple keystrokes, such as "alt-F10"become something more meaningful, such as"retrieve form."

In summary, speech recognition technologyfor personal computers should be considered asbeing at the adolescent stage. It's somewhatslow, but it's functional.

References

Grooms, R.,(1985).Rehabilitation engineering-impact on employment.In Conference Proceedingsof the Preparation for Life Conference,1985,Mountain Plains Regional Resource Center,Des Moines, IA.

Serota, T.,(1983).A voice controlled personalcomputer system with word processing capabi-lities for the severely physically handicapped.In Conference Proceedings of the Discovery '83Conference,1983,University of Wisconsin-Stout,Menomonie, WI.

Texas Instrumcats.(1983).TMS32010 User's Guide.

Texas Instruments.(1985).TI-Speech(TM) Library.

DISCOVERY III 49

Use of Computers for Cognitive Rehabilitation

Jennifer Wamboldt, OTR/LBonnie L. Zeckmeister, M.S. CCC-SLP

David Hopkins, Ph.D.

AbstractThis presentation will focus on the use ofmicrocomputers for cognitive rehabilitationof neurologically involved patients Lich as

those with stroke or head injury. One of theprimary treatment goals for these patientsis to stimulate their thinking skills. Thecomputer provides a practical and usefultool in this respect as it offers consistent,systematic presentation of tasks as well asan efficient method for data collection. At

Schwab Rehabilitation Center, psychology,occupational therapy, and speech therapy areusing the computer in their treatment fordeficits such as attention and concentration,memory, and problem solving. Presentorswill describe specific applications fortreatment andwill also review a case studyto illustrate how the rehabilitation team caneffectively utilize computer technology withneurologically involved patients.

Cognitive retraining and cognitive_jmulation are words that describe treatmentfor someone who has had a neurological injury,such as a stroke, head injury, aneurysm ruptureetc, which produces some degree of braindamage. Brain damage, as you probably know,reduces somebody's functional skills. Forexample, their ability to drive, fill out aform, operate a drill press, or remember theinstructions their boss gave them in themorning that they need to follow through on inthe afternoon. The theory behind cognitiveretrainina and cognitive stimulation is basedon the assumption that a damaged brain canre-oraanize itself through practice. That is,that damaaed brain structures may be able tore-organize themselves to form functional unitsand/or that non-damaged brain structures willlearn to "take over" function of the damagedbrain structures. Although the theories aremore complex than this, I think thisrepresents an adequate summary. The othertheoretical orientation is the differencebetween cognitive retraining and cognitivestimulation. Cognitive stimulation isproviding tasks to patients during the phaseof "spontaenous recovery." It is well knownthat after a brain injury, the brain healsitself to some extent automatically. It isfelt that providing tasks which the patientcan be successful at, and which challengesabilities somewhat, do not overtax hisdamaged cognitive abilities, help the patientrecover functions better. Thus, we assumethat a patient who receives this structuredcognitive stimulation will recover better andto a higher degree than a patient who does notreceive the structured cognitive stimulation.Cognitive retrainina on the other hand, ismore a matter of the person attaining insightinto their problems and learning to compensatefor them. A good example is someone who beginsto understand that their memory is unreliablefor long phone messages and uses a piece ofpaper to write them down. Cognitive retrainingis used to help people adjust to their braininjuries, by helping them increase theirfunctional abilities after the brain hasalready healed itself as much as it can froma physiological point of view.

There are two basic approaches tocognitive retraining and stimulation. Thefirst approach, suggests that we work directlyon the skill itself. For example if one ishaving difficu'ty dressing because of somecognitive deficits, then it makes sense tohave them practice dressing. An in fact, thereis some utility in this approach. A secondapproach to cognitive retraining andstimulation, is that you work on the splinterskills, or those smaller skills whch go

DISCOVERY III 51

59

together to make up the larger skill. For

example: In dressing, one needs to be ableto orient his body in space, visually scan thegarments, use fine motor coordination tobutton, and understand the main conceptof putting the article of clothing on theappropriate part of the body. Obviously,computers can be used to help in bothapproaches, but are geared more towards thesecond approach, working on the splinterskills. Computers are fast becoming a viableadjunct, to what therapists have been doingfor many years without computers. Let's askthe question then, "WHY SHOULD WE USECOMPUTERS?" Well, the answer is simple.Computers allow us to present component partsto a larger visual skill. They allow manyrepetitions or trials without b2ing judgmental,and with the ability to present the stimulusor the information in a precise and measuredway. Computers allow us the ability toprovide stimulation and information in agraded hierarchy thac starts off with fewercognitive demands and then works it's way upas the brain either compensates or recovers.Computers provide a certain degree ofversatility. They can do a variety ofdifferent tasks, that involve both languageand non-language related skills. Computerscan also vary visual stimulation in time andspace. This is something that cannot be donewith paper and pencil tasks, and so thisrepresents a major contribution of a computerin the area of cognitive retraining/stimulation.

And finally, the computer allows us avery objective and efficient way of collectingdata. This is a most important factor, as wewant to make sure that vat we are doinn isreally having some effect. In other words,does the patient really improve in anobjective way, rather than just subjectivelysaying "yes, he seems to have improved."

IN SUMMARY, in recent years, the computerhas become a viable tool for cognitivetherapists in a rehabilitation setting whenworking with patients with neurologicaldiseases which have resulted in eitherpermanent or temporary brain damage, We feel,and there is some data to support theassumption, that working with patients in thisway, allows them to improve beyond the pointthat they would automatically and withoutthis structured cognitive stimultion.

Historically, one of the first types ofsoftware we used for patient treatment waswritten for educational purposes with programson perception, math and language skills.Lynch has documented the use of video gamesin therapy, however most of these are toohigh level for neurologicallyinvolved patients,requiring fast reaction time and gooddexterity, and do not allow enough flexibility.More rehabilitation centers are learning aboutpublic domain software as an inexpensiveresource. Many programs are available thatcover relevant academic skills and activitiesfor higher level reasoning and problemsolving. We have found some commercially

available games to be suitable tor our higherlevel patients. The patients so cnjoy this typeof task that it is used as a reward that theycan pursue in their leisure time while alsoproviding valuable practice in problem solving.

Only in the last few years has there beensoftware available that is written specificallyfor cognitive rehabilitation. Neuropsychologistslike Bracy and Giahutsos led the way, withsome speech pathologists and occupationaltherapists following suit. Now there are asleast a dozen different packages available thatoffer programs covering a multitude of cognitiveand perceptual areas. These clinicians/programmers have realized the capability of thecomputer to be able to focus in on simple,structured tasks, and to also build from oneskill to the next. Program developers seem togradually be getting better at making full useof the computer's abilities (eg. graphics,varying time and space, speech synthesis)while still meeting our treatment goals.

In occupeional therapy, we use thecomputer in a variety of ways for cognitiveand perceptual rehabilitation. Like all otnerareas of treatment in O.T. we try to alwaysmake a direct relationship between the treatmenttask and what we expect to see functionally.The most basic computer programs we use addressdeficits ir attention and concentration.Obviously if a patient is unable to maintainhis attention while putting on a shirt--whichcan be a highly complex task--then we need tostructure the treatment activity at the levelwhere he can succeed.

The most basic programs we have found areBracy's Foundations Skills package. In thefirst program (Simple Visual Reaction), thepatient responds to a one inch yellow squareby depressing the joystick pushbutton. Aftertwenty trials, the average reaction time isgiven. Another basic program by Gianutsos,called REACT, presents stimuli by rapidlycounting numbers at given locations on thecomputer screen. The patient is told to depressthe space bar as soon as he sees the numbers;at that point the count is stopped and hisreaction time is given. Another program byBracy looks at visual scanning. In additionto requiring attention, the patient must tracka horizontal line drawn by the computer andrespond each time the computer "draws" the linewhite instead of black. The patient also learnsto turn his eyes at the end of the line to lookfor the beginning of the next line. Many of ourCVA patients have the perceptual problem ofneglect where they do not attend to stimuli inone half of the visual field. This programappears to be a good training task especiallyfor this problem. It is not uncommon for thepatient to need many cues initially, but thenas with any other treatment activity, these aregradually reduced. An advantage of this programis that the speed can be controlled allowing usto further grade the activity to the patient'slevel.

Discrimination is the next level ofcognitive skills. Functionally the patient mayneed to distinguish two shirts by their color.

52 DISCOVERY III 6 0

To find the correct bottle that contains theshampoo in their drawer they need to attend todetail. Starting at a very basic level again,Bracy designed this program, Visual ReactionDifferential Response I (VRDRI), whichreuires the patient to move the joystick rightor left according to the side of the screenwhrtre the stimulus was presented. Attentionto both visual fields is required, but now thepatient must also make a choice with hisresponse. In VRDRII, three large sgnAres arEpresented that vary in color and thi. patt'ntindicates when two of them match it color. In

Bracy's Line Orientation, the patitnt matchesthe angle of a line that is highlijhted amongstseveral rays. In Gianutsos's programs, MATCH,the patient must decide if the shapes are thesame or different. Chamoff, an occupationaltherapist, has written several programs thatwork on visual discrimination, figure ground,spatial relationships, and scanning. Thepatient responds in a possibly more concretemanner by using a light pen and directlychoosing the answer. Blank templates are alsoincluded so additional screens may be createdby the therapist.

The next level is organization whichincludes seriation, sequencing, association,and categorization. One Bracy program looksat sequencing of size. The patient uses thejoystick to move from one vertical bar toanother to place the bars in order accordingto their size. One package we use frequentlyfor this area is the Hartley software.

Memory is an area ;that all cliniciansmust address since obviously it affects mostdaily tasks. Most of the cognitiverehabilitation packages include tasks forvisual, verbal and auditory memory. It is

important to remember that many of the higherlevel programs inherently require memoryskills--to remember directions, a sequence,or rules.

Also used are programs that requireintegration of many skills. Programs bySbordonne set up a situation wehre the patientmust solve a problem while rememberingdifferent conditions and rules. Sometimes weuse programs that look at independent livingskills. Most of these were originally designedfor education. One program by ComputAbilityis called Money. The patient reads aparagraph of text and then answers questions.It provides immediate feedback, a definiteadvantage of the computer, however it reliessolely on written material so good readingskills are required.

Still other programs prove to be vofulfor visual motor skills because of the i memotor movements required to complete theprograms. A simplified pinball game, Bracy'sPaddleball, allows the use to vary both thespeed and the length of the paddle. Eye handcoordination can be practiced as well asdeveloping palmar prehension and rotarymovement of individual finger muscles.Patients with apraxia (especially distally)can use joystick moves in rapid succession tocomplete a maze. To improve bilateral

integration, the user controls one game paddlein each hand for Cube-in-a-Box.

Except for patients using some of thehigher level programs, in occupational therapymost patients require supervision and oftencueing to complete the programs. Rather thanhaving the computer replace the therapist, thetherapist still interacts with the patient byproviding or supplementing instructions andfeedback, and interpreting results. By nothaving to record ,Jerformance statistics, thetherapist is free to observe the patient'sbehaviors and analyze deficits.

A study is presently underway at Schwab toinvestigate the effectiveness of computerassisted therapy for right CVA patients withneglect. Two subjects will be discussedbriefly to illustrate their courses of therapy.John G., a 59 year old male with an eight gradeeducation, sustained a right CVA with lesionsin the parietal lobe and basal ganglia. In

addition to the unilateral neglect, he also hada 30 degree left visual field cut. Severenealect was found on all paper and pencils testsas well as moderate neglect during the self-caretasks of eating and dressing. He also hadproblems with attention, memory, and impulsivity,and showed poor insight into these deficits.Rehabilitation for cognitive deficits began byfocusing on the attention problem with Bracy'sSVR program. Once he was able to complete thisprogram without cues, VRDRI was introduced.Much cueing was needed initially, but graduallyhe did show improvement and learned to compen-sate for the visual field loss. At discharge,he still showed some neglect, but it haddecreased from moderate to mild on self-caretasks and it had improved significantly on allpaper/pencil tasks.

Evelyn W., a 49 year old female with aninth grade education, sustained an infarct tothe right internal capsule. Moderate neglectwas found in paper/pencil tasks and during self-care activities. Poor attention and impulsivitywere also noted. Initial programs includedSVR, VRDRI, and Visual Scanning. Sinceimpulsivity remained a major problem, twoprograms that require the patient to controlthe speed of their response were also used withsome success. At discharge neglect was nolonger found to be a significant problem duringself-care and was only a mild problem on paper/pencil tasks.

Traditionally, speech pathologists havefacilitated speech and language recovery withthe neurologically impaired patient who exhibitsa communication disorder. Less traditional,but with increasing freauency, cognitivereorganization has been establishing its placewithin the domain of the speech pathologist.Characteristic of the head-injured patient,language impairments are secondary to cognitivedeficits. Cognitive reorganization may focuson improving attention and concentrat )n,discrimination, organization -- to includecategorization, closure, and sequencing, recall,and high level though processes such ;sconvergent and divergent thinking, deductiveand inductive reasoning and multi-processreasoning.

DISCOVERY III 53

What I have prepared to present to you isa single head-injured patient's computer-assisted therapeutic data using the CognitiveRehabilitation Software Series. This serieswas developed to address the variety oforganizational deficits which typically resultfrom traumatic brain injury.

The ability to organize is fundamental inthe acquisition of new information, in recall,and in other high level processes, such asproblem-solving and reasoning. Effectiveorganization requires the ability to identifycompare, and prioritize related characteristicsof stimuli. Organization allows the patientto break down incoming stiumation intouseable components of information.

The categorization of the CognitiveRehabilitation Series by Hartle.f, provides ahierarchy of categorization activities focusingon evaluation of appropriate and inappropriatecategory members. Simple stated - fits andmisfits.

The beginning level consists of simpleconcrete category inclusion - a right or wronganswer. Example: "Which one is not a boy'sname?"

1. Rick2. Jim3. Sally

The advanced level requires determination ofthe abstract relationship between items thatwould be put in the same category andselection of an additional item that couldhave some abstract quality. Incorrect answersare followed by hints to give the nature ofEhe relationship. Referring to the graph,labeled, Categorization, the patientdemonstrated difficulty with abstract categoryinclusion (levels 11 and 12). Figure I.

41".111".

00

00

C Tebena CNN

1. IWObolts

6zI IS

IN N It*

The Sequencing program of the seriesprovides tasks ranging from simple numericalsequencing to verbal sequencing by degrees ofmeaning, thereby, enhancing the patient'sability to recognize and create logicalsequences. Sequencing numbers or letters ofthe alphabet are at the beginning of theprogram. The advanced level consists ofsequencing descriptive words by thwir dpgrPesof meaning. Example: "Put in order, leastto most or most to least."

1. to drown2. to drench3. to sprinkle4. to water

Referring to the graph, labeled, Sequencing,the patient's performance fell to 33% atlevel 4 which required sequencing words in

alphabetical order up to the fourth letter.While unscrambling words to make a sentence (1-6words) was manageable (Level 9), the patientinitially had difficulty sequencing the stepsin a commond daily activity (Level 10), orderingitems by their attributes (Level 11), andordering words by their degrees of meaning(Level 12). Figure II.

AIGIUtoititer

krirsaile ; "; 10 2qu 4 tf

The Association program provides a range ofassociation items from simple association toanalogous reasoning. The program facilitatesthe patient's ability to connect informationtogether in a meaningful way, thereby, per-mitting the patient to tie new information intostored information. This will result in greatefficiency in understanding new information.The simple association program presents asingle word and requests a word be chosen(given 2 choices) which is related. At theadvanced level is analogies. Given a pair ofwords, the word pain having the same relation-ship must be found. Looking at the graphlabeled, Association, the patient experiencedsignificant difficulty with complex analogies,but was able to grasp the concept quickly withrepeated trials. Figure III.

WA0141M4 \

000,Liuseil i mUM I 1,1Dans WIN :11 S

In conclusion, the therapeutic datapresented demonstrates the effectiveness ofcomputer-assisted therapy to facilitate a highdegree of success, even with initiallydifficult problems. The assets of computer-assisted therapy for this patient's treatmentprogram were a graded hierarchy of stimuli,accurate, objective and immediate feedback,self competition which increased her motivationand self esteem and her enthusiasm in asing thecomputer. The development of computer softwareand hardware combinations designed to aid inthe process of cognitive reorganization hasonly recently begun. The elements are beingdeveloped to create more complete andcomprehensive rehabilitation therapies. As newsoftware packages become available, thecapabilities will become increasingly sophisti-

cated, and patients will receive previouslyunavailable treatment.

S4 DISCOVERY III

C )

THE CHALLENGE AND THE PRCM2SE OF CCMPUTER ACCESSIN THE 21ST CENTURY

Dr. Eydie Sloane

The dawn of a new century is less than 14 yearsfrom now. Many of us will see that century; manymore of us will live and work in it. And hundredsof thousands of students currently enrolled inour sdhools will live, work, and recreate most oftheir lives in the 21st century.

Their daily living tools will comprise an arrayof complex technologies that will, of course,include computers. But in addition to computers,their lives will be enriched by camputers thatyou and I have yet to see. Those ecuyuters willbe programmed to use artificial intelligence. Androbots, unlike any you and I have an y. familiaritywith, will be in use. These robots will beprogrammed with artificial intelligence.Teleccurrunication systems will evolve intonetworked systems that will be configured torespond in a multi-sensory way. And they will beable to simulate real-life situations throughinteractive video compact disc. Information willbe instantaneous and unlimited. And that is onlythe begng.

Those of us who work with special populationshave long b(7an users of innovative applications.Years ago, it seems like eons now, we were amongthe first to see the advantages of cassetterecorders, talking books, calculators, learningstations, .nstructional television, and a myriadnumber of other innovative teaching andtherapeutic devices. Some of these devices are nolonger considered innovative. They are a normalpart of our daily teaching and workingenvironment. But technology, while it isbeginning to show up in more and more classroomsand in therapy, is still not a normal part of ourteaching environment. 2,.s with other teachingtools, we know that the computer's innovativeapplications can become integrated and necessarytools in our teaching and in cur therapeuticsessions. The computer offers an interactive modeof instruction and learning. Students andclients, and yes, even we eductors, arefascinated by this conglomeration of plastic andmetal and silicon and wires and cables. All thelittle gadgets and devices and thingamajigs andpieces we re not sure how to identify have had anenormous impact on how we go about the businessof education and preparing handicappedindividuals for life ir today s world. What wehave to do now, is prepare handicappedindividuals for life in tomorrow s world.

In the beginning of the computer era, there werea lot of people who wondered what all the fusswas about. After all, has anyone ever found acamputer that can make a really dry martini? Asmany wonderful things that the computer does, itstill, to this day, cannot wash the dog. Itcannot get rid of ring around the collar. It

can't find your keys. And it continually fails to

understand why one should not drink the water inMexico. Ah, but it does some wonderful things. Itprovides hours of repetitive drill and practicefor the client who needs it. It can giveimmediate feedback when a student is learning anew concept. It can offer a variety of positivereinforcement for a skill. It can simulatereal-life situations. It can test, grade, teach,drill, manage records, and provide hours ofleisure time entertainment. It can alsomanipulate data, simplify the writing and editingof documents, print anything, and in short, doanything you're used to doing with pen and paper,typewriter or calculator. And, it's considerblyfaster.

I wrote my doctoral disseration on a computer. I

make up tests on the computer. I write lettersand speeches on it. I track financial investmentson it. I use it to send and receive electronicmail. I design computer workshops with it. I drawpictures and charts and graphs on it. I also useit for mailing lists. It sets my margins,justifies them, corrects my spelling, and remindsme of deadlines. It even sings to me on occasion,I have difficulty remeMbering what I ever didwithout it.

I've seen children read for the first time usinga computer. I've seen them work math problems waybeyond what was though possible for them becausepen and paper tests could not diagnose themaccurately. I've seen youngsters perform atskills no one taught them before there was acomputer in their lives. And I've seen thecomputer open the world to physically handicappedand blind individuals through voice recognition,voice synthesis and telecommunications.

Today's computers, as we know them inhabilitation and rehabilitation, are doingmarvelous things for handicapped individuals.Prior to their use, handicapped individuals didnot have the access to communicate and functionin real-life situations that are now open tothem. But the ability of the exceptional personto function in the world of thq 21st century willdepend, to a great extent, upon their ability touse the technologies of that society asfunctional daily living tools. The intervention

models currently employed with exceptionalchildren and youth were developed to prepare themto enter the society of the industrial age. Thosemodels are no lorger appropriate. The world ofthe 21st century will be the post-industrialsociety. Properly developed and utilized, futuretechnologies hold the potential to benormalization agents for the exceptional personin school, the home and the community at large.The promise of these technologies will be thatcomputers will be able to aid special populationsto overcame physical barriers; they willfacilitate communicatior, and most wonderful of

DISCOVERY III

all, they will be able to compensate forbiological deficiencies through muscle implants,and subsequently, serve as daily livingprosthetic devices.

The technologies of the 21st century will see thecammon use of robotics, artificial inteligence,interactive communication, and computersimulation. The potential applications of thesetechnologies will impact heavily on education,communication, employment, the field of medicine,and leisure-time activities.

We've all seen guide dogs. We know that theyprovide blind individuals with guidance,canpansionship and a meaure of safety. There arehearing dogs as well. Dogs that alert a hearin4impaired individual to telephone rings, someonsat the door, a baby crying. And dogs pullwheelchairs as well. I've visited hospitals andclinics where monkeys have been trainad to feedphysically handicapped individuals. Thej canfetch items and retrieve objects that fall on thefloor. And today, there are now technologicaladvances that currently facilitate the dailyfunctioning of many -. *-1 individuals.Industrial Lotic a _ing convertedfor use in the home an 13ce. Roboticarms that letcn, early remove foodfrom the refrigerate: a. microwaveovnns, turn dials, fei, draw, andtype. Robots that like the oneswe saw in Star Wats 'are sted nr4 to workwith arthritic clietts, ....hair hour,: eients,to carry and to fetch and tn do hoc:iehold chores.Robots will be able to replic:e all human sensesand interactively communicate with mere humansthrough voice. And they will come equipped withfiber optics to enhance their fine motor skills.

While robotic use with special populations willinclude many benefits, there will be barriers aswell. The primaxy technical barrier will not bethe development of the senses in robots whichreplicate that of humans, because thesedevelopments are already occuring in researchlaboratories. The primary barrier to full

utilization lies in the state of development of

the "mechanical mind" - the microprocessor. Untilwe develop a functional version of artificial

intelligence, and integrate this into our robots,we will not realize the full potential of this

technology for special populations. When I. speak

of artificial intelligence, I am speeacallyreferring to the ability of computer systems to:

l/learn and use languages; 2/interactivelycommunicate with the user in a linguistic system;and 3/solve problems by means of learning fram

generally given instructions and to learn fram

past experienafts.

The use of robotic trainers, or robotic

therapists will permit enhanced physical

rehabilitation of the physically handicapped andthe adult rehabiliation client. These robots, forexample, will be programmed to be expert systems

that will monitor a client's responses and modifythe client's actions appropriately. I am notsuggesting that these robots will replace

therapists, but that they will act as intelligent

extensions of the therapist.

Other benefits of robotics will includeinteractive communication interfaces, which willpermit all disabled populations to speak with andtherefore, command robots. They will be able todo this by means of communicating through theirpersonal or natural inner language systems.

Environmental control in the home and workplace,will be made possible through a system such asthe Net Console, which will be possible throughthe use of intelligent, personally interactiveand directed electronic slaves. This will permiteven the profoundly physically handicapped toachieve much greater, if not total, independentdaily living.

MObility, both in the hame and the community atlarge, will also be possible through the use ofinteractive robotic transportation devices. Andfinally, interactive robotic prosthesis usinggalvanized skin response. or biofeedbackcontrollers will permit the physically disabledto regain control of their bodies.

The challenge can be either an evolution or arevolution. It's our choice. Adoinistrators arebeing asked to plan programs to prepare specialeducation students to live, work, and recreate inthis new society termed the "InformationSociety." However, aJministrative planning inboth educ:ation and business and industry hastraditionally focused on historical analysisplanning. In such an approach, administratorsinspect past trends in order to predict futureneeds. Unfortunately, this aproach does not

permit the administrator to weigh the variableswhich will impact upon the future. Historicalanalysis focuses attention upon the problems ofthe past, rather than upon the solutions of thefuture.

The development of a plan for the implementationof microcomputer technology for today's specialeducation populatians requires an alternativeforecasting technique. Technology is growingexponentially. There are three major variableswhich will affect the life of exceptionalindividuals in the world of the "InformationSociety" - advanced technologies, the changingwo.rk force, and medical developments.

Ail futurists project that the 21st century willbe a world in which the exceptional individualwill have to cope with geny changing factors:1/The information base doubles every 12 months.2/The majority of the work force will be employedin service, rather than manufacturing jobs.3/Computer systems will reason, draw conclusions,make judgements, and understand both the writtenand spoken word. 4/Robots will perform mosthousehold chores. 5/Increasingly sophisticatedaudio and visual technologies may make readingskills decreasingly important.

These technologies will be the daily living toolsof the 21st century in the sage manner thattelephones and automobiles are in the 1980s.

56 DISCOVERY IN

64

Medical developments, currently in the researchstage, will have dramatic impact upon the livesof special populations in the 21st century. TheBritish Royal Society of Medicine predicts thatby that date the following will be realized:Anxiety and tension control will be achieved. TheProsthetic heart will be perfected. Mentalillness will be successfully treatable. TheArtificial womb will be commonly used. Apermanent stimulator of intelligence will befound. Aggression control will be achieved.Memccy processes will be able to be increased orshortened.

Should these developments be actualized, the verydefinition of "special populations and specialeducation" may be dramatically altered.

In the area of home services, consider theseadvances in technology that are already underdevelopment, both in the United States and inJapan: Expert parenting systems that monitorchildren's activities, warn of possible problems,and advise appropriate responses. Storygenerators and animation padkages for creatingpersonalized forms of entertainment andcommunications. Expert systems for diagnosingproblems in the home and providing advice fordo-it-yourself repairs. Intelligent control ofappliances in response to oral directions. Thesesystems would be prosthetically modifiable forthe handicapped, the disaabled, and the aged.In addition, we will see: Advice on nutrition andinteractive medical preventive health carenetworks. Advice on tax computation, financialplanning, budgeting, and legal questions. EXpertinteractive home work stations. Better systems toaid in identifying, overcoming, or compensatingfor specific learning or physical disabilities.Expert home librarian systenz capable of helpingdevelop strategies for information search andretrieval of data.

A major element of the "Information Age" is thefact that the control and use of data is economicpower. Exceptional Individuals will have toemploy the dynamics of electronic canunicationin order to compete in this society. They willhave to: Use a computer to access data, makedecisions, receive information in a usablemanner, word process, and solve problems usingsimulation techniques. Understand how to useinformation systems to obtain needed informationand how to avoid information overload caused bythe increasing availability of large amounts ofthat information. Understand how to deal withsociety, and its institutions through the use ofnon-human controlled carmunication technolugies.Understand the similarities and differencesbetween human intelligence and the artificialintelligence of computers.

In addition, if the predictions of futurists cometo light, exceptional individuals will also haveto cope with these factors: A smaller proportionof the work force will be needed in goodsproducing industries. A larger proportion of thework force will be needed in service industries.Retraining will be required of all workers in the

future. The workers of the future will have to beflexible, continuous, life-long learners.

Are we preparing exceptional individuals forthese changes? Are we developing a realistic planfor the future or are we adopting a simplisticvision of a technological utopia? Are we creatinga master plan? Are we considering thealternatives of what may happen if we fail toplan? Are we simply going to remain fascinatedwith these new technologies and allow innovationto just happen:

I believe that most individuals assume that thefuture is going to be a simple extrapolation ofcurrent tr-nnds. We want our soothsayers to havean exact vision of the future and not confuse uswith a variety of possibilities. Rut the futureis not constant and predictable. There areelements that will determine it. These elementsare continuity, change, and choice. Continuity -

the future is always influenced by the past andthe present. Change - the future is alwaysinfluenced by unexpected events, thosedevelopments that break the continuity ofhistory. Choice - the future is always influencedby the choices that people make when confrontedwith a new development.

Since our handicapped students will live most ofthere lives in the 21st century, we have toprepare them for these changes. We must redefinefunctional skill proficiences to includetechnological daily living competences. We musthelp them become functionally and technologicallyindependent. I propose that we develop andimplement a new core instructional program thatpermeats all curriculum areas and is taught atall instructional levels. Technologicalcampetenies should include instruction in: Theuse of computers to overcome physical or sensoryobstacles to communication. The use of thecomputer as a problem solving tool. Theprosthetic use of computers, robots and artificalintelligence to compensate for biologicaldeficiences. The recreationaal uses oftechnology. And the use of technology inocupational and vocational education.

The ability to use information received from a

camputer helps handicaped individuals to focus oncontent rather than on process. It helps themcontrol the rate of presentation. It aids ininterpersonal active interactions.

MOre and more employment opportunities areopening up to the handicapped because they canuse word processing, because they can use aVersaBraille, or an electronic Braille Printer,or because they can communicate viatelecommunications or eye-tracking devices.Today, we see an increased use of prostheticdevices in the workplace. Common devices inoffices are the use of touch sensitive switches,keyguards, and voice activated systems.

Years before I used computers, I used to thinkthat a dedicated word processor was a secretarywho stayed after 5 p.m. I have since learned thatthe practical aplications of technology weren't

DISCOVERY ID 57

03

just for computer programmers or for that matter,clerical staff that keeps my office operatingsnoothly. I used to think that a degree incomputer science and a knowledge of FORTRAN andCOBOL were necessary. I have learned differently.I have learned that the practical application ofcamputers is equated by what one hopes toacomplish in the classroom, in rehabilitation,and in the workplace.

When I think of the applications of thesedevices, I remember Jamie, an autistic child, wholearned to talk and to interact with me via thecomputer. I remember Uncle Aaron, a strokepatient who vegetated for 14 long years until I

introduced him to the ccmputer. That computer wasthe impetus far Uncle Aaron learning how to talk,to word process, to draw pictures with hisgrandchildren. I remember Joseph a childthought to be severely retarded, but with the useof a computer, we discovered that the child wasperforming considerably abcve his perceivedintelligence level. So far above, that after ayear on the ccmputer, he was mainstreamed to aprogram with his chronological peer group. Fromseverely retarded to normalization. And Jimmy,who was so dysarthric, it was assumed he wouldnever be able to communicate. But with acomputer, he gets along just fine. And then,there's Rafael, who wants to be an artist. ButRafael has no arms. So, we taught him how to usea mouth probe, and when he gets tired, hetransfers a graphics light pen to his toes, and.continues drawing. And Dr. Haj, on my staff,blind since infancy - a Ph.D. who told me that hefirst achieved physical independence when he gothis guide-dog, and intellectual independence whenhe got his computer.

At the IBM plant in San Jose, I saw a computerprogrammer, dressed in pin stripes, paralyzedfrom the neck dawn, laying in a hospital bed, atwork on the computer. He was using a roboticprobe to enter data into the keyboard. He wasactively pursuing his professional occupation. AtHallmark Industries, I watched an artist, with noarms, illustrating Hallmark cards with a lightpen between her toes. She was actively pursuingher professional occuaption. Through robotics,through artificial intelligence, through voicerecognition systems, through telecommunications,I have seen the prosthetic uses oc technologyprovide necessary access for handicappedindividuals. And there will be more. In the nottoo distant future, miniature protein-based chipswill be implanted into muscle tissue so thatindividuals can walk, and paralyzed arms willregain gross motor skill.

Tbday, at the University of Miami, there is aproject training physically handicappedindividuals to use computers for professionalemployment. Microcomputer Education forEMployment of the Disabled trains adults, 18years of age and older, in informationmanagement. Graduates of the program will enterthe job market with competitive salaries.Graduates of this program will be prepared to

live and work in the 21st century, the"Information Age."

A century ago, fewer than 10% of the Americanlabor force were involved in information work.TOday, more than 50% of us are engaged ininformation related employment. We are movingfrom a society perceived as aresource-constrained one to one that isinformation rich. The project at the Universityof Miami is preparing handicapped individuals tomeet new competitive employment requirementsbecause this percentage will increase as we movemore deeply into the rnformation Age.

William Schramm, a cummunications expert andfuturist, points out dramatically the exponentialgrowth of information and the informationindustries. He says the time span frcm spokenlanguage to writing waS 50 million years; fromwriting to printing - 50 thousand years; framprinting to the development of sight-sound media,which includes photography, the telephone, soundrecording, radio, and television - 500 years;fram the first of the Sight-sound media to themodern computer - less than 50 years.

At Carnegie-Mellon, a new generation of personalcomputer work stations will emerge 5 to 10 timesas powerful as today'S Machines, with 10 to 20times as much useful memory and with the advancedgraphics capabilities flow found only on the mostexpensive systems, al for the cost of afull-featured personat computer today. Thiscamputer is expected to be ready in 1988, only 21months from today.

In the 1990s, we should see a universal operatingsystem so that all computers will be able to talkto each other and to sone degree, share software.Just recently, the major computer manufacturersof this country met tO fonm a consortium toaccomplish this very goal. Ne will also see acomputer clock speed of 12 -18 megahertz sh h is2-3 times faster than the current IBM PC/AT. Thechip will zip along at 4-6 millions ofinstructions per second. All of this will lead tothe inevitable carputerization of Americansociety.

Within 20 years, robots will possess humanequivalence. That means they will possess thesame awareness of their own existence that humanbeings have. Think about that for a Moment. Theywill have as much inteltligence or more than wehave. They will have our kind of common sense(this at least, shouldn't give us any worries).And they will also be capable of human emotions.The age of the robot has already begun. I wonderhow many of us are emoticnally ready forhuman-like robots? How many of us can foreseethe full consequences of anothr intelligentspecies sharing our planet? I would os.a no oneat all. Perhaps, we should begin talking aboutrobots in terms other than costs andproductivity.

As the handicapped, the disabled and the agedovercame barriers in Society, they inevitablyachieve greater environMental control of theirlives. They are able to live and work at homewith little or no assiStance. Their new-found

58 MC:WM 111 66AlAVV

independence, however, may create a new barrierfor them. If society cannot see exceptionalpopulations and emotionally react to them, theymay very quickly forget about them and theirspecial needs.

Then, the greater their dependency on machinesfor daily environmental control and mobility, themore susceptible they become to their loss due tomachine or power failure. Although this situationis true far everyone using machines, exceptionalindividuals may be more dependent on robots asprosthetic devices and, therefore, less able tomarthall alternative resources.

Vie are seeing increased evidence of thisphenomenon today, particularly with physicallyand health handicapped adults and with a certainnumber of our aged citizens. for example, brokenwheelchairs and other mobility devices,camunication boards, and specially modifiedautomobiles can pose almost insurmountableproblems to this population. A non-functionaltelephone or the loss of power today can causelife threatening situations for them. The morecomplex the technology, the more likely it willbreak down. As we move into the technology of the21st century, these breakdowns begir. to resemblehuman breakdowns. A system failure of lifesustaining and daily functioning robots, forexample, will be devasting. An intelligent andexpert machine cannot help you if it does notwork. A singular and utopian vision about thefuture use of robots with the handicapped isunrealistic and would be extremely selfdefeating.

I propose that we be neither optimists norpessimists, but rather realists. Let us directour attention to the array of alternativeimplications of robotics and other advancingtechnologies. In this way, we can use the toolsof microtechnology to achieve access for specialpopulations - access that will permit them tolive and work.productively and socially in the21st century. This, alone, would remove the word"handicap" from disabilities and improve thelives of exceptional persons in the world of the

future - the world that is just 14 years fromnow.

We're at the dawn of a new century a centurythat will be rich in information, compleXtechnologies, and great promise. It will also befilled with challenges we have yet to face. Neverbefore have we had an opportunity to meet thosechallenges in such a pramising way.

DISCOVERY III 59

Using1.000 and WIC with Mildly and Moderately HandicappedChildren

Deborah JollyDoctoral Candblate/ Southern Minot University /Edwardsville

Abstract

This paper presents methods used to teach BASIC andLOGO to children who are learning disabled, emotion-ally disturbed, Petarded, autistic and i...zysically handi-capped. These programs were chosen basause they areeasy to learn, yet are powerful tools.

introducticeAlba* one finds Mk Mime to sumort programmim as a

learning tool, tt has been seeded by many that learning toworm cbes hold some benefits for mildly ad moderatelyhandiumed individuals (Norm & Madam, 19135; Halpern, 1904).One nib* &Mop problem solving Mills by sharpening che'sto break tasks eknon into ocnoise, logioal and sequential steps. Ommight search for "cures" for "bugs" in programs and thus sharpenone's logical thinking slMls (Keenly & Roder, 19133).What Is L000 ar M(?

The proyarnming language L000 has received the most attentionas a problem solving tool. L000 was devolved by Samar Pipedof the Massaohometts institute of Tectodogy. Based on PipefulMika" Papert Winn that ohiWen do th* best learning in theodium. However, in tlis opinion the Anwtom mature hies ratum* the stinwlation to foster exploratbin of Meas. His solutionto this problem is to due oMldren in the fast growing computerMitre and WA libm to program a corroder. Nowt Winn thatcomputer protract** prcenotes emerimentation without the fearof being wrong. From this idea Papert created the proyamminglanguage, 1.000 OCellarteloott, 19133).

Almost ammo oan begin proyairming 1.000 in a very short Itne(oninutes1). Learners we first %Imbued to w totuttcry tweewhioto most versions of IMO ts a Iritl.pler ship that appears onthe screen of the oomputer terminal and serves as a yariMo cursor."Turtle geometry" (drawbgs to L000 yeddes) Am students to

rif ;blinded types of geornerio &sips. Eta or tho mostbteresting Wires of L003 ts that ft provides a leanwr-drirenactivity WA draws upon the chiles prevbius barrAng. As theL000 turtle moves around the screen, children utilize spatialmuds they have learned from moving in their cow envircement.Children engaged in1.000 problem Wyk* aottrtfies cm be foundmoving sround the room /PA 'walking" particular geornehlo dulcet;and Pitons. Children voyie co various sptial ochoepts andintegrate Wee, kinesthetic, motor, visual and sometimes auditoryinfirmatbn into OM oontrol of the turtle. L000 has been used bychildren of all ages and by oMldren who are learning disabled,motto" disturbed, retarded, autistic and "OWN handloqued(Ooldenberg, 1979). L000 is easy emu* for anyone to use, butpowerild enough for amp project!.

Basio(Basio AI-purpose Symbolic bstruotion Code) wu &dyadas a modification of FORTRNI for beginners. BASE was invented1963 by John Keine% and Thanes Kirtz to teaoh students how touse a computer. to Ito east days of BASIC, computers wows Verylarge and very expensive. Mt the advent of the microommuter,BASIC has become the most popular and cemented trump of mostmicrocomputers.

By far the mod inverted atom in BASIC was its interaotiveapproach. Users get inmediate feedback from typing a line Onto theoomputer. Bombes interaotke BASIC removed some of the Mtndiffioult aspects of FORMAN. Easy problems we very easy to solvein BASE but hard problems we next to t omissible. %nth thepopulety of pruchal computers, BASE has been forced bto anxtended role not Mouse tt is easy to use but bemuse tt ts easy for

the commuter. BASIC interpretors oan be used with OK byternaohines.

Ciotti" cm bun BASE nihilist a few *amends. BASE tsstructured so that one part of a program branches to molter..

DISCOVERY III 61

3EST COPY AVAILABLE

Winching can lead to very sophisticated and complicated programs.BASE was &steed to teach computer programming por se.Teaching L000

When teaching mildly and moderately nadioapped students LOGO, Ifend it triperative to use a variety of presentation modes tointrcduce a spoof%) concept. Physical oath/tits involving the use ofmotion, directionality, , distance and estimatke were used to givestudents a oceorete demonstration of LOGO cements. Studentsrole-played turtle in the classroom. Obstacle courses were set up inthe room and students guided law tirtles" through theseobstacles. The turning decrees of left and right were also simulatedby physical aotivities. Younger students who had difficultyremembering left and right used a red glove for right and a greenglove for left. More importantly discussions on the different shapesthat the turtle was drawing both before and after the actual activitywas extremely valuable to the learning experience. Concreteobjects whenever passible were used to teaoh concepts. Overlays(used over the monitor), posters, flashllilits drawing the shapes onthe floor, flashcards, color coding the keys, and plenty of displayswhether in poster farm or on the board to be used with thosestudents with short term memory difficulties. Students were senthome with o short worksheet that reinforced concepts learned inLOGO that deo.

We found number of instreetkeal strategies to be helpful inworking vith PAN arid ranlerakels handicapped students. Theyincluttec 13 krorvina udents ihe opportmtty to make eitimatker(,.g. before we trt in the line length let's estimate cc guess Joehow long FD 50 is). 2) Provide review daily on concepts learned inprevOias *sons and concepts learned that day (e.g. how con weVtiffNIV:A141 we learned yesienlay to what we have learned today).3) Pair ocamter related teohnioal terms to words students usedafr,i rid understand (e.g. Edit mode-teaching mode, immediatemodeee'right away mode). 4) Teacher should demonstrate theprocedure first and then discuss cement with student (e.g. theeencept of "wrapping" can be demonstrated on the area first thencan be demonstrated using a string that is "wrapped around" ihecomputer monttor). 5) Provide problem solving situations throughdebugging (e.g. Use a procedure that has a bug and work through theproblem together as a group). 6) Insist that students keep a "diaryof ideas.* Students should first wrlte down their ideas for solvingLOGO problems. This encourages sthdents to visualize and organizetheir idea before attempting to key in their thoughts in a trial andWO,' IMMO'.Teaching BASE

When teaching BASE I found it very helpful to use a methodsimilar to LOBO as mentioned above. Even simple BASE programsoan become very long and complkated. It is impcvtant to introduceone small concept at a time int then to provide a short program thatillustrates the concept. Below is a sheet program that utiles PRINT,VT AB4iT AB. SPEED and FOR-NE(T.

3 HOME10 REM ROCKET WHICH WILL MOVE 0

FF THE SCREEN20 VTA8 1339 HTA8 20t PRINT49 HTA8 19: PRINT "/30 HTAB 181 PRINT ",6$ HTAB I7t PRINT /79 HTAB 171 PRINT *189 HTAB 171 PRIM' .1 U :*90 HTA8 171 PRINT "1 S100 HTA8 I7t PRINT .1 A I.119 HTAB I6t PRINM120 HTAB 1St PRI':T *I123 HTA8 In PRINT

130 HTAO iy, PRINT

132 LPEEO ISO133 FCR X 1 TO 39140 '1INT143 NEXT147 SPEED. 255

COMET I*

The program is short and illustrates four oonoepts. Students conmanipulate PRINT, VT AB/HT AB, SPEED, and FOR-NEXT to sm whatwould Acme tf these concepts were changed.

As proyams get Unger one might use a grid to aid students whopossess handwrtting or visual perception difficulties. Sequentialorder can be taught and reinforced by using activities suoh as : 1)

make a peanut butter sandwioh, list each step sequentially and thenflow chart yew aotivtty. Many students have difficulty logicallyerrkhging Hems in a spume.

When progressing to low and high resolution ',asthma one needsto rovide each ciereuter wtth a low reuolution and high resolutiongraphics chart both in transparency form to put Mir the monttorand in paper form lce students to plan graphic's plaits-es. Whininitally teaching the PLOT command one might put %toy cc stickerson the monitor and have students light up the square under thecorresponding star or sticker under a partioular PLOT posttion.Providing a concrete demonstratice cc by using an overlay es an aidig most helpful for these students.

Much omit be accomplished in teaching LOGO and BASIC withoutalot of fumy equipment and expensive books. I fcond that necessityis the mother of inventke. The most creative ides ere born out ofa laok of materials and the desire to teach effectively..

Goldenberg, P. (1979) asocial Technology for Special Chikten,Universtty Park Press, Baltimore.

Halpern, N. (1984). Artificial intelligence and the education oftheifarrlintl dfsabled.Ascaddltaiskabililitt. 17(2),118-120.

Horner, CM. & Maddux, CD. (1980. The effect of Logo onattributions towards success. ;accouters in the Schools,(In press).

Kearsly, , 0. & Minter, 8. (1983). Electra* eduoation:Computer-assisted instroction oould change not oat,' how woteach our children, but where. ukusiinagy, April, 38-44.

Kellarn-Soott, B. (1983). Papert reflects on Loyc past and More.lushing,JacoingSsammIts, j,, 81-032.

62 DISCOVERY III

INTEGRATING VOCATIONAL REHABILITATION OPERATIONSTHROUGH AUTOMATION

Rita Glass, Ed.D.,Niel Dawson, M.S., Bob Taylor, B.S.

ABSTRACT

This paper addresses the issues involved inautomating the total operations of vocationalagencies.

Specific issues such as personal versusmulti-user systems, integration of softwareproducts and technical support are covered.

Computer-based solutions ta, tor vocationalrehabilitation are presented iu the form ofspecial-purpose database management systems.

Easter Seal Systems Productton-Oriented Payroll(Pops), and Vocational Rehabilitation ClientManagement systems are reviewed.

Vocational Agencies are beginning to automatetheir total operations. Most have begun withpersonal computers according to the Miller 1981and Vanderheiden 1985 studies.

A personal computer is primarily used for asingle task function such as word processing orpayroll. Speed of these comput.er is slow andonly one task can be done at ary 7.ae time.Personal computers are, how:lye, , cheap andreadily available in lo.:31 stTfronts. A

personal computer is a goc.1 L., to get your feetwet, and since it can be -z-yeM into yourworkshop for client us .11 'raining on dataentry or word processing, is & goodinvestment.

Most agencies are afraid of making big financialmistakes. A personal computer buys time andexperience while the agency does their homeworkbefore purchasing larger systems.

Average size vocational agencies outgrow tileirpersonal computer within 3 months of its purchAsi.and must therefore keep internal recycling inmind.

Upgrades of hard disk storage to a personalcomputer will add great costs to in'tial pricesas will attempts to network them (tie 2 or 3together). Once you are ta/king 3 PC's, 'you arebetter oft considering a super micro muaiuser,multitasking system. Multiuser refers to acomputer than can have more than usi.Multitasking refers to th2 computer's eilityhandle several tasks at one time. One staffperson can be word processing, another doingpayroll, while other staff handLs accounting andclient tracking.

Vocational agencies considering automating fulloperations must step back and do a full agencyneeds assessment (automation audit). An

automation audit determines your agency's shortand long-term aut'ImatIon needs (3 years islong-term in computerization).

In automating your Vocational Rehabilitationyou will have to consider using

off-the-shelf as well as custom software.

Software is the most important part of automatingan agency. You can always find hardware(computers) but if the programs ynu want won'trun on the compurer you purchased, you're out ofluck.

Almost all computers have office automationsoftwAre, word processors, spread sheets, and

data eases, but very few will adequately run

.INIIPLEN

DISCOVERY III 63

custom vocational software (e.g., clientevaluation, tracking, pay and productionsystems).

Office automation tools, especially wordprocessing, will be the most used tool at youragency.

Making sure basic office automation toolsintegrate with Lach other is important. Forexample, you may want to develop a board reportwith narrative financial analysis and graphicdisplay of data with an integrated officeautomation tool. All these can be put in asingle report.

Making sure basic office automation toolsintegrate with the custom software you purchasewill assure the power and flexibility you willneed in using custom systems effectively. Nocustom designed software system will fit youroperationn, totally. You have two choices --change your operations to to fit the system orcustomize the system to fit your operations.

Custom software tools that integrate withoff-the-shelf office automation tools will provevery valuable.

Word processing will be the most used tool atyour agency. If your system's word processorintegrates with your custom software, you'refortunate.

Having basic office automation tools integratewith custom software is also important. Whendoing budgets, for example, it is really nice tobe able to work on an electronic spreadsheet andpass data between General Ledger or to use theword processor in your vocational client trackingsystem.

Very few custom software systems integrate withoff-the-shelf products. Easter Seal Systems,howelrer, has word processors linked to thkircustom software systems. Our custom softwaresystems are built on the same databases and doabout as good a job of integration as any producton the market today.

Aside from looking for software built ondatabases, because they can be easily maintained,databases offer easier customization to productsfor your unique needs.

A report generator function is another importanttool to lock for in your custom software purchasesince they allow you to customize your reports tomeet your unique agency needs without incurring

high customization charges from your consultant.

The major issue in a custom software purchase ishow good is the technical support. Be sure youhave it. It must be readily available andaffordable for you to effectively use vocationalsoftware.

Many entrepreneurs have developed VocationalSoftware systems and sold their systems to otherlike agencies in most cases to cover theirdevelopment costs. They are usually not aware ofthe technical issues. Without technical support,the systems are of little value. Also, thesepeople may not be in business next year. Choosecompanies with proven track records. Easter SealSystems builds in the cost of first yeartechnical support in the initial software priceto assure successful installation. We alsoprovide toll-free WATS lines to customers anddirect modem support when they are stuck.

Immediate help is critical when you are stuck,not a call returned a week later. Easter Seal isthe oldest and largest agency directly servingpeople with disabilities nationwide. We will bearound and we know your business.

Two other issues in choosing custom software arecustomer satisfaction and system documentation.Ask for reference lists of satisfied customersand check those references.

Finally, look at the user ttiendlinese of thesystem and documer.tson foe the system. Easily-nderstood user guides, technical and tutorialmaauals are very rt.w:Al.ing in assessing theoverall quality of a noitware product.

Once you have done your homawork in leJ:aingabout .,nat custom siftware yqa want, then it'stime to look for the hardware.

We find many vorational agencies buying computersbecause of name brand of (IBM) for price (COMPAC)or because their local store told them thecomputer they are selling will work for them,fully E- Ae there is no custom software for it.To make sure the vocational custom software youwant will run on the computer you need, try tobuy your 4 wire and hardware from the sameplace.

The advantage of this becomes apparent oncesomething goes wrong. Tho hardware vendor blamesthe software vendor and the software developerclaims it's a hardware problem and you sit thereconfused.

In summary, auto.ating your agency is a difficulttask. The field is confusing, the productslimited, and the support weak.

64 DISCOVERY III

71

Nobody has it all together and if you thinkquality Vocational Rehabilitation servicedelivery is getting tougher; wait until you addthe challenge of automating. Although at timesit's hard to believe, automating your agency canmake you more efficient and effective!

Two of our Vocationa/ custom software systemsVocational Rehabilitation and POPS, ourProduction-Oriented Payroll Systems, are toolsthat you can effectively utilize in buckling downfor the Vocational Rehabilitation Managementdemands we all will be encountering as we movepast the 80's and into the future of VocationalRehabilitation Service Delivery.

VOCATIONAL REHABILITATION MANAGEMENT SYSTEMS

MANAGEMENT CHALLENGE:

In some ways, vocational rehabilitationconstitutes one of the most difficult challengesin management. As we deal with problems inherentin our highly regulated environment, the marginfor management error is diminishing along withth- generosity of public funding.

AUTOMATION SOLUTION:

Regulatory and accrediting agencies are requiringthat we collect more data, and that it becollected in more refined ways so that it can beproperly utilized. The for-profit sector haslong realized that this information managementrequires well-conceived productivity tools.

SPECIAL-PURPOSE DATABASE:

Easter Seal Systems' Vocational RehabilitationManagement System answers key issues that need tobe addressed as we move past the 80's. Throughspecial-purpose databases we provide tools thataddress and solve prol,ems specific to themanagement challenge of voc rehab.

DEMOCKAPHICS AND OBJECTIVITY:

We provide for the tracking of larger nurbers ofclients in more detail, measuring human factorsobjectively. As we know, there is increased needto track demographics within the unique structureof our vocational delivery systems.

ACCREDITING AGENCIES:

Our system includes, but is not limited to,provisions for meeting the requirements forinformation, reporting, and documentation asdescribed by the CARF standards manual.

FUNDING AGENCIES:

The carefully designed vocational data baseaddresses the data requirements of statevocational rehabilitation and other funding

agencies. As a "byproduct" of your datacollection mechanism you should receive servicedocumentation for these agencies. This savesmuch busy work by your professional staff andrelieves your clerical staff of repetitive,error-prone work.

OPEN AND COMPLETE STRUCTURE:

In order to provide meaningful managementreports, the data collection mechanism has anopen structure that will address all of yourvocational programs, ranging from ActivityCenters throut!: Work Center and Job Placement

Programs. In order to be complete, a vocationiqrehab system must also track service deliveryfrom referral through discharge, placement, andfollow-up.

MARKETING:

The database utilizes demographics to provide thedocumentation required by funding agencies fornew programs and new service delivery directions.

PROGRAM EVALUATION:

This vocational rehab database system addressesprogram evaluation. Why should you manuar,vcollect, analyze, interpret and report on yourprogram objectives when this can easily behandled by a complete computerized system?

INTEGRATION:

Integration with a production-oriented payrollsystem gives you a complte rehab package thataddresses your management needs for both theprogram and production aspects of your agency.

- WORK CENTER PAYROLLS

Payroll packages maintain basic compensation andwitholding information for each employee: More

advanced systems prepare Lnecks, quarterly wagereports, W-2 forms, and track and report payrolltax witholding obligations. ,Ln off-the-shelf

payroll system is not, however, designed toprovide for the unique sub-minimum wagerequirements of a work center, activity center orjob placement program. In addition to theregular features of a standard payroll package, awell-defined production-oriented payroll system

DISCOVERY HI 65

witl have the capability of integrating with aprogram-oriented vocational rehabilitationdatabastf management system.

As wc are all aware, certain laws allow thepayment of sub-minimum wages to certain employeesunder strictly controlled conditions. In ord.--r

to maintain certification by the DepartMenc ofLabor, it is essential that a center have theessential tools necessary to calculate, produce,and document payroll information that meets theseregulations. How reassuring it would be if yourwork center payroll protected you and your agencyfrom inadvertent violations of these federalregulations! The system should also have theflexibility to be easily re-defined to meet localneeds and to keep it current with changing laws,regulations, anci management philosophy.

A payroll system may be the single most importantpiece of application software that an agency willbuy. In fact, specialized databases are oftenthe "platform" upon which systems are build, andare fast becoming standard equipment of computersystems intended for the rehabilitationenvironment.

The range and number of database products havegrown substant:ally and will continue to grow.Those who have to select, or approve theselection of a database should, therefore, befamiliar with the fundamental concepts andcomponents of a rehabilitation payroll syst.em.

Acquiring the database can be difficult if youattempt to develop your own system. Using anoff-the-shelf general purpose database, you mustunderstand and speak the "language", and thenmust rely on co-workers and/or salespeople todescribe the key attributes and key features ofthe particular products.

You should know what significant trends in therehab field you should consider. At present, themost important trends include specializeddatabases that have Seen designed by rehabprofessionals - for rehab professionals.

These reduce, or eliminate, yout costs ofapplication specification and development.Remember that starting from "scratch", you canexpect to invest $ 50,000 to $ 100,000 in thesedevelopment costs, and with no assurance that youwill end up with a product that really meets yourneeds.

The most advanced o' the rehabilitation-specificdatabases include a multi-user, multi-taskingapproach to rehab management. This provides a

cost-efficient method of preparing your workcenter payroll.

The problem with selecting a payroll database isthat no single product best suits the needs ofevery agency. Therefore, when you select aproduct, you must take time to evaluate yourdatabase requirenents and to determine therelative strengths and weaknesses of availableproducts.

The next hurdle, therefore, is to evaluate whicheatures are most important to you - given

affordable hardware, operating systems, and ourrehabilitation applications environment.Typically, work centers look for c,mmon benefitsfrom a production-oriented payroll system.Easter Seal Systems' "Pops", was designed toinclude the following essential elements:

DATA SECURITY:

Your payroll system needs more than just datait also must have information that limits

the use, access, and modification of thedata. These kinds of limitations are calledintegrity constraints. A good databaseshoult allow limitations to be placed on whocan do what to the database.

PERFORMANCE FEATURES AND ISSUES:

The system must be able to retrieve a recordor group of records that meet thespecifications you have set forth. Onceretrieved, you must have the ability to sortthe records as needed, and to automaticallyproduce a pre-defined report based on theinformation contained in the records you havechosen.

CONFIDENTIALITY:

Payroll records must not be open to access byunauthorized personnel. The program mustassure limited access, provide record-lockingand password protection at all needed levels.

ACCREDITATION:

The system should t,rovide appropriatedocumentation for the concerns of thefacility's accrediting agency. It shouldsimplify the task o; meeting accreditingstandards by elimir:ating much of the manualpaper work necessary for compliance.

DEPARTMENT OF LABOR:

The system should provide an efficient meansfor generating and maintaining informationrequired by the DOL, specifically enforcing

11111066 DISCOVERY III

compliance with known DOL regulations t)protect the facility from the potentialliability of non-compliance.

A well-defined system will providedocumentation of good productionadministration in accordance with DOLregulations. It should also document thetime spent in service programs and thefairness of cost allocatiens.

The system must provide for compensation andtracking under regular program, evaluationand training, work activity, and individualcertificates issued by the Department ofLabor as set forth in the Fair LaborStandards Act.

SERVICE AND SUPPORT:

The single most-valuable asset in an agency'sautomated system is the service and supportfrom rehab/computer professionals. When youjoin forces with a rehab systems house suchas Easter Seal Systems, you are working withthe best in the business!

DISCOVERY III 7 4 67

THE OTHER SIDE OF THE DISK

Ms. Gail Krasnow, Coordinator, (presenter & primary author)Technology Augmented Learning Center

Dr. Janet M. Floyd, SupervisorServices for Sensory Impaired

Physical barriers can be easilycorrected with ramps, braille signs andlabels, interpreters for the deaf, andother such aids. Attitude, on the otherhand, is not as curable. In 1947, when theUniversity of Illinois first started theirrehabilitation program, attitude problemswere a major concern. Because of the poorprevailing attitude across the countrytowards the disabled, the Universityadopted the philosophy that any disabledstudent had the same aspirations,interests, talents, and skills as anynondisabled stvient and the differencecame in the way thicdva 'were done or themeans of mobility.

From this philosophy grew, what is nowknown as the Rehabilitation-EducationCenter at the University of Illinois. Atthe Center, disabled students have anetwork of support from counselingservices, athletic activities, readers andinterpreters for the blind and deaf tocomputer access with necessaryadaptation. It is this network which givesthe disabled student the chance to developskills and reach goals in any and allendeavors off life.

The newly developed computer labant...8 access to mainframe andmicrocomputers. Physical adaptations tokeyboards and software adaptations helpdisabled students learn to program and workon their own, giving them independence andself-satisfaction. The staff in the labbelieves that the future nolds muchpotential for research projects which willhelp the disabled student to use thecomputer in a career or as an avocation.Some of these projects include various sizekeyboards and suitable workstations.

To many people ramps, braille signs,and interpreters for the deaf, are all thatare needed by a physically disabledindividual for survival. This was theprevailing attitude in 1947, and disabledindividuals were not generally acceptedinto Universities or colleges in thiscountry. At the University of Illinois,Tim Nugent realized this was a problemneeding immediate attention and began thefirst rehabilitation education program in ahigher education setting. The nurpose wastwo-fold. First, to change poor attitudeswhich we are still fighting today; andSecondly, to allow young severelyphysically disabled individuals, withaspirations, talents, and dreams common toall young students, the benefits andexperiences of university life.

It was difficult at firat, withextremely limited financial support 4losiduring the first 17 years, the program uashoused in World War II tarpaper barracks,proving that elaborate facilities were notnecessary. The first disabled studentsattending the University of Illinois didnot have the luxuries afforded today, suchas curb cuts and wheelchair buses. Butthey survived. Everyday was a newchallenge; how to get everyone to class ontime and what to do for physicalactivity. (Which resulted in establishingwheelchair basketball.) The firsttournament was hosted at the University ofIllinois with cheerleaders and all. Thepush fot buses which could transportdisabled as well as able-bodied people wasalso startlng,. Since then, many disabledstudents have graduated from thisUniversity as tawyers, doctors,sportscasters. :nd professors. The disabledstudent populscion has increased from theoriginal 40 students to over 200, includingall disabilities, such as spinal chordinjury, visual impairment and hearingimpairment. An extensive system ofsuppor'ive services has been developed andis housed in the Rehabilitation-EducationCenter.

The Rehabilitation-Education Centerhas been subdivided into seven differentsupport services, physical therapy, medicalservices, occupational therapy, counseling,services for sensory impaired, recreationand athletics, and transportation.

Physical therapy includes specialexercise, instruction in self-care, specialfunctional skills and reeducation on anindividually supervised basis. Studentscan also receive up to four semester hours

DISCOVERY III 69

of physical education credit.Medical services include medical

supervision, physical and medicalevaluation, medical consultation andcounseling, limited medical treatment. Thesupervisor of medical services is supportedby a full-time registered nurse and board-certified specialists in many medicaldisciplines.

Occupational therapy includesprosthetics and offers training invocational skills related to theeducational objective of the student, thedesign and fabrication of adaptive devicesto assist the student with the activitiesof daily living and supportive functionaltraining, and certain elements of routineoccupational therapy.

Counseling is geared toward thespecific needs of the disabled student withparticular emphasis on vocational-educationcounseling. Also, comprehensive, personal,academic, paramdical, and preadmissioncounseling are available.

Services for sensory impaired provideseducation facilitation to severely visuallyand hearing impaired students. For thevisually impaired, instruction in areassuch as campus orientation and mobility,braille writing, listening skills, tapetranscription, the use of direct reaiers,tactile aids, evaluation and training withcomputer equipment and resources, andcounseling and rehabilitation forindividuals and/or the families areprovided. Interpreters for the deaf andspecial note-taking assistance areavailable for the hearing impaired.

Through recreation and athletics,disabled students are offered opportunitiesto get involved in many recreational andsports activities. Basketball, football,tennis, archery, baseball, swimming, andtrack and field are just a few examples.Many of these activities are offered at theintramural and varsity levels. Thoseparticipating in intercollegiate sports atthe varsity level are eligible to receivethe Varsity I award from the University ofIllinois Athletic Association.

Transportation includes four speciallyengineered buses, used for campustransporta0on, run an regular schedulesand routei; making it possible forindividuals with physical disabilities,including those in wheelchairs, to come andgo independently to classes and othervarious campus activities. Also, aprosthetic shop is available forstudents. Shop personnel work closely with

and follow the prescriptions of themedical, physic 1 therapy, and occupationaltherapy supervisors. Personnel alsofabricate adaptive devices and maintain asupply of wheelchair and other parts neededfor immediate repairs.

These support services are availableto all disabled students attending theUniversity. If a university studentbecomes temporarily disabled, with asprained ankle for instance, he may thenride buees, use physical therapy, or anyother necessary support services. Membersof the community are also permitted to usethe facilities at the Center. For example,a stroke victim needing physical therapy,an older deaf couple needing interpretingservices, or a blind child needing trainingin orientation and mobility. The

Supervisor of Services for Sensory Impairedworks with the local school districts,helping teachers teach visually impairedchildren more effectively. She alsooversees the orientation and mobilitytraining.

Sha-ing our Center with the communityserves to move us one step closer topermanently changing the general public'spoor attitude towards the disabled. It

provides the chance to educate by openingour doors to anyone wanting a tour or otherinformation. A good example of our PR workis the narrated tape you just viewed. It

was shown on NBC nationally during half-time of a collegiate basketball game. The

more the publi,. knows the easier it will befor students to be accepted theirprofessional carers.

One of th2 main ')als of the Center is

to help the students 1,Aake a smoothtransition into careers and functionaleveryday life. Our services are forsupport not for dependence. This isdifficult for some, as going to college istheir first experience away from home.Teaching students to Income independent andresponsible for their own actions can be adifficult task, each student is sodifferent. One important step in achievingthis goal is all university dormitories arebeing accessible for disabled; and mosthave modified bathrooms and furniture, butmost all have able-bodied roommates. A fewstudents have elected to become a part ofour Greek system, joining fraternities orsororities. A living ,:enter has been builtfor severely physically disabled who havethe intellectual capabilities and themotivation to pursue a college education,but are unable to live without assistance.

70 DISCOVERY III

76

The job world is changing, shills thatwere important to acquire ten Years ago arenow obsolete. Much of e necessaryknowledge and skills will be learned inclasses, however, if a student neAs someassistance or an adaptive device it is notalways readily available. One area inwhich this is prevalent is computerscience. Computers are being used more andmore each day in all fields. Therefore, itis important to have the training andtxperience in order to be fsm:liar and feelcor:fortable when using a compuzer. Many ofus do not possess these skills yet, butthose just graduating must have them. Atthe Center we are aware of this fact andhave established e working computer lab.

The computer lab has been in operationfor a little more than a year and a half.Two graduate student assistants and I staffthe lab. I began as a halftime graduateassistant and since receiving a mrsters incomputer science have become fulltimecomputer lab coordinator. I have abachelor's degree in educatiat and this,coupled with my master, has ?roven to bean advantageous mixture. With mybackground, I have the ability to perform awide variety of tasks. One such task is topatiently and successfully teach thestudents with limited or no computerknowledge how to use a computer for theirneeds. Another skill is to help aprogramming student solve more technicalproblems which may arise. I have foundthat having both degrees has helped me workwith the people and equipment withouthesitation. I am also often called upon togive tours of the lab. The graduateassistants have some computer knowledge andexperience. The lab, which has grown toobig for its current confines and nowundergoing expansion, is equipped with avariety of computer hardware and software.There are two terminals which access anymainframe computer on campus and aregenerally used for computer programming.The library'u computer system is alsoaccessible. We have four micro computersof various makes and models, 2 IBM PC's, anApple MacIntosh and an Apple Ile. Some ofthese are equipped with voice synthesizers,large print capabilities, pnd oPmaes. OneIBM PC is equipped with the VEIC7 coicesynthesizer. To use th, VERT AL extra unit,which can sit on top of dirk drive,must 1:e installed and a software prostramloaded. This allows the student to r-lingespeed, volume, and tone of the voice andmove around on the screen, forward or

backward, line by line, word by word, orletter by letter. It is compatible withmost IBM software.

The other PC is equipped with largeprint capacity loaded from a disk. Withthis capability the student can vary thesize of the letters from 1/2 inch to 2inches. It has automatic scrolling, whichmeans the words will move across the screenat a speed chosen by the user. Most of thefunctions are done using a mouse. This isalso compatible with most IBM PC software.

The Apple MacIntosh also has largeprint capabilities. The student can writea paper and edit it in large print, andchange it to standard size print to handin. It has n drawing program which ismainly controlled by the mouse, allowingsome students, who cannot hold a pencil tofinally draw.

The Apple IIe is equipped with an ECHOplus voice synthesizet This voicesynthesizer has a smaller hardware unitand, like the VERT, the user must load aprogram to begin. It can be used with Applesoftware which has been specificallydesigned to work with this voicesynthesizer.

U.7 always try to keep abreast with newchanges in technology and much of ourequipment is stateoftheart. Aside fromthe usual micros and such, we have fourpaperless braille writers orVersaBrailles. The original versinn, theP2C, stores information on 60 minuncassette tapes and has a braille displayfor both the sighted teacher and the blinduser. It allows the user to move around ina file by word, sentence, paragraph, orchapter. The newer version, the VBIIetorea information on disks. It, also, hasa large internal memory allowing the userto store information for a period of tinewithout having to save it to a disk. In

addition to the P2C's editing capabilities,the VBII can delete or insert letters,words, sentences, or paragraphs. Theprinting of boldfaced and underlinedcharacters Is also permitted. It isequipped with a braille display for theuser and a print display for the sightedteacher. Both VersaBrailles are compactand portable allowing students to carrythem to class, to take notes with, writepapers on, or do general nomework. Thestudent can call up their file, reread iton the braille display or get a braillehardcopy.

Our braille printer, calledOhtsuki,the first of its kind, is a leading

DISCOVERY III77 71

rroduct in new technology. Its mainfeatures are the ability -7_.int in greiT1 or grade 2 braille, pilat and braille ..

the same time, just brai.:le, or justprint. This makes it poss.:ble for a blindstudent to work independentlf. Forexample, we have a blind PhD student,Becky, writing her dissertation on thecomputer using the voice synthesizer. Shethen gets a braille/print copy to take toher advisor for review. Both she and theadvisor can read the copy simultaneously,alleviating potential for discrepancy. Byusing this method Becky is able to writethe paper quickly and independently.

Our major goal in the computer lab isfostering independence with computers,whether it means using a word processor,accessing a network for information, orcomputer programming. Therefore, it isimportant to find out che computer needs ofthe students, while helping them plan aheadfor their future. If they are in acomputer related field, we try to providea; much experience using mainframe andmicrocomputer equipment as possible.Otherwise we teach various word processingpackages to those whose needs are not sotechnically oriented. We work with eachstudent individually, as their disabilitiesand computer needs are different, makingsimple and inexpensive adaptations whenpossible. This may mean working with theoccupational therapist to devise the propermouthstick or type of keyboard adaptation,or help the student use a switch orjoystick.

Some of these adaptations arecommercially av,ilable, while others havebeen developed xn our lab. One example isprogram that was written for a student incomputer science, Tim. Tim had severecerebral palsy, was in his last semester,and had never touched a keyboard!Realizing that not many employers arewilling to hire two people for one job, oneto think and one to type, we created aprogram to allow him access to the keyboardby using the number pad on the right sideof the keyboard. The program emulates thekeyboard enabling the student to use any ofthe keys or functions. He would type in atwo to four digit code for each characteror key. For example, to type a capital A,the student would type 30, 31 for a B, 32for a C, etc. By the end of his eight-month training period he was able to docomputer programming on his own. He is butone of our many success stories.

72 DISCOVERY III 76

CLOTHING FOR INDEPENDENT LIVING

EQNtiti ALBRECHT

SANDI MEM

ABSTRACT

Dr. Albrecht will describe functionalfashions for di."bled people that make dressingand undressing easier, that are morecomfortable, and do not restrict movement. Alist of current resources for obtaining a specialclothing will be available.

Disabling Condition:

Limited to small motor movements (fingerstiffness)

Due to: Arthritis (rheumatoid, osteoarthritistetc.), gout, Parkinson's disease, multiplesclerosis, cerebral palsy, etc.

'Mese are suggestions for adolescent and adultindependent dressers (as opposed to those whoneed help dressing). Garments can be properlyselected or they can be easily adapted.

A. friastry ProblellArea: Inability to fastenclosures such as buttons and zippers.

*General Clothina Suggestions --

1. lasglage: front opening garments,V-necks, styles with wide openings(such as boat neck, elasticized neck orwaist, etc.)

2. Cloagres: large buttons with Shanks,button hooks, Velcro replacing buttons,elastic thread on buttoned cuffs,magnetic fasteners, zipper pulls,kempoer fastener, easy to reaChfasteners.

3. gsbilgs: No special considerations.

B. AUgoested Garments/reatures to Avoid:(for limited small motor dexterity)

Back closures/Openings/tiesSmall buttons and buttonholesZippers without pullsBorizontal buttonholesSmall drsss hooksButtons without shankStrong snaps

Avoid backclosures

DISCOVERY III 73

79

C. §ugoested Garments/Features to Select:(for limited small motor dexterity)

Full-over garments requiring no fastenersTie adaptionsFront openingsElastic thread on buttoned cuffXempner fastener

Large buttons with shanksHOoks and eyesVelcro replacing buttonsZipper pullsVertical button holesEasy on belts

Tie adaptations

Front closures

Velcro

replacing buttons

Kempner fastenerHooks and eyes

Button with shank

74 DISCOVERY III

o

C. SuguestedGarmentsiPeatutes to Select (cont.):(for limited small motor dexterity)

Loops at the end of a seperating zipperEasy to reach fastenersWrapped garmentsElasticized waist

Pants with belt loops (easier to pull on)

MC 01111

Easy-on belts Different zipper pulls

Loops at tlie endof a zipper

Vertical button holes

Elastic thread cma buttoned cuff

Easy to reach fastener

Hidden wrist loops

DISCOVERY III 75

81

Mail Order Clothing and Devices

AIDS for Easier Living. (n.d.) ComfortablyYours, 52 West Hunter Avenue, Maywood, NU07607.

Dressing with PRIDE. (n.d.) 1159 PoguonnockRoad, Groton, CT 06340.

FAshionAble. (1.d.) 5 Crescent Avenue, RocklyHill, J 08553.

Fashion Collection. (n.d.) M & M Health CareApparel, 1541 60th Street, Brooklyn, NY11219.

Functionally Designed Clothing and Aids forChronically Ill and Disabled. (n.d.) 2239East 55th Street, Cleveland, OH 44103.

Home Health Care Resource. (n.d.) Sears,Roebuck and Company, 5555 South Archer AvenueChicago, IL 60638.

National Odd Shoe Exchange (n.d.) JeanneSallman, 604 NOrth Jefferson, Indianola. LA50125

Natural Creations, (n.d.) Kay Caddel, TextileResearch Center, Texas Tech University, P.O. Box5888, Lubtock, 7X 79417

On The Rise. (n.d.) Clothing for Special Peoplewith Special Needs, 2282 Four Oaks GrangeRoad, Eugene, OR 97405

Pirca Fashions (n.d.) 901 3rd Avenue,Sacramento, CA 95818

PTL (Put Together with Love) Designs, Inc.(n.d.) Ann Simma, Route 3, Box 745, Parkins,OK 74059

National Odd Shoe Exchange, (n.d.). JeanneSallman, 604 North Jefferson, Indianola, IA50125.

"Natural Creations", Clothing patterns forphysically and mentally handicapped. (n.d.)

Kay Caddel, Textile Reseort41 Center, Texas TechUniversity, P.O. Box 5888, Lubbock, 7X 79417.

1192k1atfisichuresClothes for the Physically HandicappedEgualku. (n.d.)Agricultural ResearchService, U.S. Department of Agriculture,Washington, D.C. 20250

clothes to Fit Your Ikeda. (n.d.) (Forthe Physically Limited) (1980) CooperativeExtension Service, Iowa State University,Ames, IA 50011

glatilinalS2L-B2SaL2Litil-allOgat-BEndi.(n.d.) North Central Publication No. 101Contact Extension Office in your COunty

Clothing for the Handicarced. Self-Care for theHemiplegic, Sister Kenny Institute, ChicagoAvenue at 28th Street, Minneapolis, MN 55404.

Cruzic, Kathleen, (n.d.). Disabled? Yessprfotgazdio, Lubbock, TX: Prentice Hall,

Hotte, Eleanor, (1979). Self-Help Clothing forChildren Who Have Physical Disabilities.National Easter Seal Society, 2023 West OgdenAvenue, Chicago, IL 60612

D92kg

&war, Miriam T., (n.d.) Clothing_for theHandicamed: Fashion Adaptations for Adultsand Children. Sister Kenny Institute,Publications Department, 8;.:0 East 28th Street,Minneapolis, MN 55404

Cad&I, Kay, (n.d.) Measurements, Guidelines_and§gly',ions. Route 8, Box 12T2, Lubbock, TX7S407.

Forbes, Gillian, (1971). Clothing for theggigkappesiliki. England: The DisabledLiving Foundation.

Goldsworthy, Maureen, (1981). Clothes forDisabled People. England: B.T. Batsford Ltd.

Hale, Gloria, §Ource Book for the Disabled.(n.d.) New York: Paddington Press.

Hoffm-, Adeline M., Clothing fo-liggHandicapped, The Aaed and OtheriloplaggidAggdig. (n.d.) Springfield: rHouse.

.3tone

Kernaleguen, Anne P., (1978) Clothing Designsfor the" 212222td. Edmonton, Alberta,Canada: I. iersity of Alberta Press.

Macartney, Patricia, (1973) Clothes Sense foLBandicapoed Adults of All Ages. London:Disabled Living Foundation

Mead, Marjorie, (1980) Clothing for Peorle withPhysical Handicare Cooperative ExtentionServices of IN, IA, KS, MI, MN, MS, NB, ND,OH, SD,

Parrish, H. and E. NUgent, (n.d.). /It andFlattery for the Cver -Fifties. InstructionalMaterials Laboratory, Univeristy ofMissouri-Columbia, 8 Industrial EducationBuilding, Columbia, MD 65201

Ruston, Rosemary, (1979). Dressing for DisabledPeople: A Manual for /limes and Others.London: Disabled Living Foundation.

Yep, Jacquelyn, (1980). Clothes_to Fit Yourpeeds (for the physically limdtedl. IowaState University Cooperative ExtensionService, Ames, IA 50011.

76 DISCOVERY III 82

Reich, Naomi, Patricia Otten and Mari NegriCarver, (1979). Clothing for HandicascedPeocae: An Annotated Ilibliograft and ResourceList. University of Arizona, Tucson, Arizona85721. Updated edition to come out Spring1985.

Reich, Naced A., (1980). Information Systemsfor the Clothing and Daily Living Needs of theHasdicapped. Univeraity of ArizonaAgricultural Experiment Station.

6chweb, Lois O., (1980) Behabilitation fgringlerrac_411,iying. Washington, D:C.:Womea.'r, awedttee, President's Committee onEmplc3r, nf the Handicakved.

DISCOVERY III

83

INNOVATIVE SOFTWARE FOR COGNITIVE REHABILITATION

PHYLLIS M. CRITER, OTR

Abstract

CREATE is a new series of software for cognitiverehabilitation with emphasis on visual memcry,visual-motor int:egration, orientation, visualdiscrimination, visuospatial concepts, andvisual organization. Accompanying writtenprograms complement rehabilitation effortsoffered by therapeutic intervention.

Accepting the concept that enhancementof certain processes leads to overall improve-ment in cognitive functioning, I have takerthe challenge to identify some of theseprocesses, their intervention models, anddeveloped a voce of relaying this informa-tion through written materials as well asusing the mast innovative and versatilemodality availe'le, the computer.

CREATE series is the first to offercomputer-assisted cognitive retrainingexercises VT well as corresponding writtenprograma including both evaluation andtreatment phases. The advantages are=serous. The ceaputer offers informationiv a way not humanly possible. Of specific.importance when addreseiug the area ofcognitive retraining is its high degreeof consistency and ability to offerimmediate feedback, store an astronomi-cal amount of data, and provide a hardcopyof results via an accompanying printer.Corresponding written programs' are bene-ficial in thr ') they en!,,ure carry overnf previously learned pCnciples via thecomputer, 2) supplement as home programafor those clients not able to obtain ahome computer, and 3) may serve as aclinical treatment modality.

CostPrograma of this nature currently

on the market are scarce and veryexpensive, mainly due to the advsntof specialization in t1..,!.s field and

exhaustive efforts necepeary to producethese programs. There`.., an intentionaleffort has been made to contain thecost of the CREATE programa and servicea wider range of potential users.

EguipmentSeveral programa on the market

require specialized equipment, such INPadaptive peripherals, which significc,.:1:,raise the cost of the total purchase.CREATE computer programa necessitateonly 3 pieces of hardware; an Applecomputer, single disk drive, and colormonitor. (Printer is optional) Itscertain instances, you may need todevelop a means of adapting a methodby which to input data to accommodatea disability, or you may simply askfor a response from the client and inputit yourself.

DISCOVERY NI 79

User FriendlyCREATE programs are user friendly.

Treatment programs offer immediate feedbackafter each response, as well as a "personaltouch", inserting the user's name in feedback

responses. Realizing repetition is a ker

factor in learning, all CREATE treatmentprograms were designed to repeat incorrectlyanswered trials, not allowing for progressionuntil the user 'has successfully completed theprevious trials.

GradedCREATE programa offer the user the

opportunity to gtade treatment exercisesin accordance with complexity. Levels have

been determined in various program!:to another denoting progreer 1.'!. ring

,9tions.

A demonstration disk and brochure areavailable upon request

80 DISCOVERY IN

8 5

DEVELOPING EFFECTIVE REHABILITATION TRAINING CURRICULUMS1N LIGHT OF CURRENT TECHNOLOGICAL AND SOCIOECONOMIC TRENDS

Christopher A. Smith, M.S. , C.v.E. , C.W.A.

ABSTRACT: A review of rehabilitation curriculumsand teadhing rethods shows that they are influ-enced by technological and socioeoonomic trends.Current technological and socioeconomic trendsindicate that rehabilitation programs nust dhangetheir training curriculums to remain effective.The trends include: eoonomic constraints andehifts in job trends, advances in medicine andrehabilitation engineering, training curriculumspecializations, computerized trainirgruxgrans,and professional certification. These trendswill force dhanges in vocational rehabilitationcurriculums. Avenues of dhange are explored.

On Cctober 5th, 1984, the Stout vocationalRehabilitation Institute dedicated its newfacilities an the campus of the University ofWisconsin-Stout In Menomonie, Wisconsin. Thekeynote speaker at the dedication said that thestudents emerging from the new facilities wouldbe well prepared to provide vocational assessmentand training for persons with disabling condi-tions.

In conjunction with the dedication of the newfacilities, the Institute sponsored its 9thannual alumni conference with the theme "Dedica-ted to exoellence." The keynote speaker at theconference delivered an address titled "SometimesI Feel Like a Dinosaur." The speaker did notmean that he "felt as big as a house, slow,green, and scaly," but that even as we dedicateda brand new, model facility, the changingenvironment in whichwe prepare students can makeus extinct...unless our curriculums continue toevolve as they have over the past two decades byfocussing on the task of providing training inmarketable skills (Thomas, 1984).

TOday I will give you same ideas to considerthat, with vision (a necessary sub-theme of thisand any conference dealing with technologies),courage, and objectivity, may help keep yourtraining program off the endangered curriculumslist.

Trends effecting curriculum development

I believe there are five primary areas ofimportance in prepmring to dealwith the futureof rehabilitation curriculums in the men7settings in whiCh they are found took:

First, sizonmig_mietzetvtrends will necessitate that Ir itationcurriculums place emphasis in ems and thatwe cauefully evaluate potent:Lal students beforeentering theta in specialized training programs.

Second, we must pay carefUl attention to

ZIWKIMAILIMilabtAretiMbiktlitttiMI 504111ing because their runaway fields are Changing theneeds for training program and the way that jobswill be performed.

Third, new political and market environmentsrake it imperative that we develop trainingcurriculunispecializations and form servicenetworks that L. Jc specialty training disciplinestoward a common goal.

Fturth, gcnaggLizattroinkaszsom wet beexamined critically, rnd carefUlly integratedinto the training procees.

Fifth, a new era of professional competencewill be denandedwhere professional certificationwill be of paramount importance.

Econonic Constraints and Shifts in job Trends

Shifts in economy reflecting a general thiftfrom nanufacturing to information have najor

COCOVERI'lli 81

86

implications for the development of rehabilita-tion training programs.

Training programs need to place greateremphasis on developing the ability of clients towork with data and people as well as fine motorand atterxiing dkills. Instructors are going toneed to oonstantly study the labor market in aquickly changing environment. Mere will be aconstant need for retraining and updating ofskills as older skills rapidly became Obsolete.New technologies and mstbools have always creatednew jobs and eliminated older ones. Change sustbe seen as a constant.

All this champ has actually opened new doorsfor rehabilit2tiontraininorprmgrams. Cne rematwe are already experiencing is the nomment ofrehabilitation services from the facility to thecommunity.

Because of the neAd t:) get into the communityand the current stress ca, immediatn job placementas opposed to heaping each person readh their

greatest potential, there are two major changesin instructional techniques. First, there is nowircreased emphasis on jOb site training (thecontemporary "surperted employment" program) andsheltered empOolmentwithin a corpetitive indus-try, sometimes called "enclaves." Second, acrestress is being placed cn instructional activi-ties in the transferable skills areh. ltds wensmore stress being placed on evaluation special-ists to determine theism* fields and materials,products, subject natter, and services from theclient's job history and relating them to presentfunctional liaitations. It is critic:i thatevaluation programs be closely tied to trainingprograms. If alrricultme are to bq successful,they must carefullyymatch the abilities ofstudents to skills needed in the octominity(Botterbusch, 1984).

Advances in Medicine at-s., Rehabilitation Engineer-ing

The past ssveral years have brought an fr-o-landhe of conferences dealing exclusivel:'the tcpics of "computers" or "technologies" inthe rehabilitation field. Conference attendeescan have no doubts that tectnological changeswill have a profound impact on the lives of thosedisabled persons who are the beneficiaries of thediverse advances. At least far those clients whoreceive the benefits of these nisi technologies,thsir potentials for joa placement and satisfac-tion will be dramatically ehanged.

Northwestern University has besmear:king onthe implante-ion of microcircuity in the body totake place of damaged nerves. The VeteransAdministration and other researdh instituticnsare also attampting the sams things, and theyhave had successes!

Diagnoetic tools developed at the GundersonClinic in La Crosse, Wisconsin are makingpossible the identification of nerve abnormali-ties in spinal cord injured patients Who had beenpreviously suspected of Nalingeringr because theoommon diagnostic prooedures could not revealextant problems. These patients are now reoeiv-ing treatments that would not have been, couldnothave been, provided.

Comruter devices and creative engineering areteaming to develop prosthetic's that increase thework potentials of many. In the mentai healthfield, ccritinuing research loads many moklicalprofessionals to suspect that drug therapies can

provide as dramatic an impact on individualsothibiting schizophrenic disorders as lithium didfor depressed individuals

All this must lead rehab:litation trainingstaff to move toward the iesItification andexploitation, not only of Actant skills, but alsoareassdhere the use of devices may provide an134:comment of vocational potentials.

Specialization

The model of a rehabilitation agency arbroker between the needs of business and timaneeds of workers Who are disabled:rust bscareftlly conskered.

Rehabilitation vocattral training programsmust seriously attempt to work in copperationwith comainitynedical agencies, sdhools,insurance cnmpanies, business enterp-isr_s,welfare amoies 44 well as vocational rehabil-itation twx:I.les to provide an overall communityservice.

Many incentives exist for the development ofservice networks. Networks of agencies can leadto direct labor cost reduction, a redrie-an ofridk, an absorling of turnover or other personnelcosts, the redac4ion of training costs, thedharing of recruitment cost's, the procurement ofnew nerkets, and the provision of servioes inmarginal economic areas. Networks are sure to beattractive to funding bodies. And, they can makeqptimum use of scarce resources (Como, 116.0.

Comixterized Training Programs

Many ocepterized instructional systems havebown developed to make it possible for educa-tional and human service personnel to providetraining in a q4idk, more cost effective mannerto pecple eoehibiting evils variety of disabilingconditions.

Pert of this computer reVolution is theavai/ability of systems and programs designed tomeasure and match job related characteristics,sudh as aptitudes, physical limitations, andinterests to specific occupations requiring theidoltical or similar aptitudes, physical linita-tions, and interests. Beoause of their speed,these programs permit the manipulation of vari-ables in ways that were nearly impossible toperform using manual techniques. Additionally,computer assisted instructional programs can help

able bodied and seriously disabled persons withtheiv learning tasks.

The decision to purchase a compiterivalsystem, Whether for assessment, jOb matching, orinsL-uctional support, should be based on a realneed to improve servioe, save time or cut costs.Decisions nust be based on the goal, of theinstructors as related to student. outcomes. Youaint_nst buy a cowuterimed instructional orassessment wystem and attempt to fit it in topart of your curriculum. Kbcsi vim needs. Seek

82 DISCOVERY III 87

a system that meta those needs (Bottertusch,1983) .

Professional Certificatian

Instrucbars in non-public institutionalsettings arc barred from practicing their tradein edhool systems where a teachirg oertificate isrequired for employment.

Fbysical and work capacity assessments andwomichasdening programs are graving in popularityamong the allied health professionals vidio feelthat traditionally trained vocational instructorsand work adjustment specialists do not have thesufficient medical baciground or training to:Adequately =duct thefr services.

Private-for-profit or proprietary rle,abilita-tion instructors often are seen as havirg theirhighly specialized forms of rehabilitation at thepinnacle of the rrofessional. In fact, a recentsurvey of students in university based rehabili-taAce programs (Fong, 1986) put the privatepractitioner at the twat their "prestigiousrehabilitstion professions" list.

It will be ispartent to build credibility forlur training curriculums. Tbeymust be devel-

zIped and carried cut by instr=tors whosecredentials will not be questioned.

Developing the curriculum

Now lets Change our focus to the developmentof curriculums themselves. ,

Ccrriculums need to develop in a planned=orderly fashion if the implications of thetrends are to be inoorporated into them. Sevenstep.; are involved:

1. Da a marketing audit.

2. Determine specialty areas on the basisof the mrulcsting study.

3. Conduct needs analysis in yourspecialty fields.

4. Create the currialliawith eaention toteanological and sociceocnceic factors.

5. Certify your instrwtore.6. Promote your services.7. Thoroughly evaluate your studentz before

enterdmg them into the curriculumsbadies.

no a marketing audit

Lewis Thanes in lbelledusa and the smilcommented that "If you want to fix soneldling yor.are first obligated to trderstard, in detail, thewhole system." Changes in part of an in:W:1c-tional system will mat certainly affect otherparts in unforeseen ways. JUst as a physiciacwill oemladay cheek his patient's whole systembefore venturing a diagnosis of the possiblecauses of the manifest symptoms, you must examineyour entire internal and atemn:il marketingenvironment in artier to plAn raw curriculums(Smith, 1985).

Your marketing ruins*, shculd give your

organization a pretty good look at the presentrehabilitetian instr=tional systenwithin youx.examunity. Be sure to consider your organiza-tions sources of referrals, the clients wboviltbe entering your rrograms, your competitors, a7.-your general operating environment. It ieimportant to know your internal strengths andweaknesses and the instructional needs of your=amity's job market.

Determine Specialty areas an the basis of market-ing analysis

Using the narket study you Can choose sanespecialty areas. Facility researther, ThomasCzerlirsky famdthat facilities had bmacellytwo approaches to specializaticn open to them.With an overall average of 51% of the clients hisstudy of facilities havingaprimary diagnosis ofmental retardatica, these facilities may chooseto sharpen their marketing strategieswith theirexistirxiclientele, by eggendingthe scope oftheir services to rentally retarded clients as aprimulrececialty area. Or they could broadentheir service base to rrovide instructicralservioes for othsrdisabilityropulations thathave training :loads ciceely allied to theservices rrovided to nemtally retardedrersons.Tha'nost successful strategies will rrobablyinccaporate elements of both approachas.Trainimqrprograms, therefore, can specialize boththeir instructional servigge and their servicesIMPUlatiODO.

Oorduct a Needs Assessment.

Needs assessomat is the identification andvalidation of needs and establishment of needpriorities. An assessment can cover the entireinstructional spectrum or be =fined to onespecific area. Iftramer the scope of an assess-ment, there are two steps in determining needs:rroblem identification and ompetency modeling.

The emphasis of needs assessment fordeveloping training programs depends upon hagwell established rur training program is. Newprograms may use competency modeling exnlusively.Existing progommewill need to discover gaps (ordifferences) between the deeired level of=paten reerformanoe and 1.tosent behavior. Ineither case, needs assemart starts with thelatermination of orspetut performanoe.examinaticn of camunityperformanoe objectiveswithin yaw target areas and of the averagedegree of ccepetency likelywithin your enteringstudents to cerry out those objectives willdefine tne areas in whidh the training programwill be developed.

Needs assessments aust also provide data anfuture performance needs. New skills env02 reintegrated into the assessment information. Thisdats may taxa the form of known tedhnologieseffecting the jobs, changirq quantity and qualitystandarde, or the provision of new services.

After collecting inform:et...ton about desired

work perfarmance, it is necessary to oappare thisdesired performanceteith the actual mem:lameof people in their jobs. job analysis is the

DISCOVERY III 83

88

primary source of actual performance data. Thedata resulting from the caparison of jobanalysis and the desired performance are used tode:tem:tine the objectives, content, sevenoe,emphasis, and neans of conducting and evaluatingtrainingprograns.

12fective carrion= development loves fromthe determination tkat training :v.; needed, to

o.wriculum developnent and inplementatiai, toevaluation and redevelopment. New prxxporms aredeveloped on the kasis of evaluation data and the

periodicconlsmcing.:-Z training need data. Acyclical training path results to serve curricu-lum needs for many 1,,ZITS.

Create the curriculum with attention to tAKIIIND-logical and socio economio factors.

Today's vocational curriculum:Bust providetraining for transferable skills, with limitednumbers of instructors to conduct tradring,shortenedtraining times, and lowered overalloperatingoosts. Drawn from those needs a ninestep process to lead in the development ofrehabilitaticm curriculums is shown bolow:

1. Select training objectives USing datafrom your market spa:Unity.

2. 'trite performanco objectives usingtechnologically sound techniques.

3. Set course prerequisites in terms thatdo not preclude the use of adaptiveaids

4. Select and sequence course content.5. Construct =potency tests.6. Select an instructional method with an

emphasis an the use of computers andother technologically innovativetechniques.

7. Determine irt-Toot,.: requirements payingattention to t andtechnological 4ge.

8. Select and prep..v. vianingt aids9. Determine equipnent requirements.

These steps promed through a logicalsequence to arrive at the creaticm of an instruc-tional progrzen.

Paranount in the creation of the program isan initial review of state of the art technology.This may need to be an initial step in all of thetraining progrars that Iva prepare and could be amardatory step in the evaluation of potentialclients.

Certify Ycur instructors.

The Commission on Certificatiun of WbrkAdjustment and Vbcational Evaluation Specialists(CCWAVES) was formed in 1981 to address the issueof certification of professional trainers andevaluatm,.

The intent of the CCWAVES certificationprroess is to recognize the professional qualifi-cations of epecialisbewhol will work in a varietyof settings, schools, rehabilitation facilities,manpower programs, and many others. The commis-sion is composed of representatives of eight

84

NEININII

organizations, and will help insure that special-ists can be recognized in many disciplines(Peterson, 1984).

Certification will givr, 14.44rprogram a toolto use in pounoting services as well as helpingyou insure that your progtms are being preparedand carried out by oacete.rt instructors.

Promote your services.

An instructional program is onlytmeful ifit does what enough people want it oo do. Youmust gain refmrals and then provide the trainingthat people want.

&low your instructional prodUct and makesure that those people who can make referrals toyour program know that it exists and know that itis good and cost effective. Part of this processhas been completed in the development of market-ing plans. You know what is desired and you havecreated a curriculum around those needs. NOw:decide how to package the program to the potential referral sourceb, identifyothers whic, willsupport you, make a pitch to the sources usingall strengths at your disposal, and be flexible.

Thoroughly evaluate your students before enteringthem into the curriculum studies

"Vocational evaluation is a comprehensiveprocess that utilizes work, real or simulated, asthe focal point for assessment and... counselingto assist individuals in vocational development.Vocational evaluation incorporates medical,psychological, social, vccational, educational,cultural, and economic data to assist in theattainment of the goals of the w4duative prgo-miss." (Pruitt, 1977, p. 3).

POur major assessment techniques are

Presently In use. Psjrtholcciical workmap And icizAtteevaluation.

A fifth evaluation nust now be applied tothe assessment of individual aptitudes andfunctional abilities. This is an evaluation ofpotential adaptive aids, communicative devises,and other technologically advanced products thatmay increase the functioning abilities ofpotential trainees. Because this area is rapidlyexpanding, many nem programs and data bases arebeing develop to provide information to potentialusers. Recognizing the need to bridge the gapbetween the professional engineer and theprofessional rehabilitationist, Stout created oneof the first undergraduate degree programs inrehabilitation engineerilv technology one yearago. The graduates of this new progomniwill workwith evaluators, training instructors, andengineers to create expanded oppnrtunities forpotential studerts who have disabling conditions.

Characteristics of effective curriculums

Most commercially available curriculums willhave to be nodified to be useful in today'sdynamic state. At any rate, they will need to beflexible.

DISCOVEAY III

TO be usefUl, a training curriculum must befully developed with at least three elements:

(1) The curriculum must have set prooeduresthat allad ineverienced insboictors totrainwithout needing to develqpmaterials

(2) The curriculum must be based on solidjob analysis data that is relevant intoday's tedhnologioally oriented workenvironment.

(3) Ihe curricuium must allod you to trainfor both knowledge and skill.

Procedure based curriculums allow the noviceor experienced instrudbor to quickly preparelessons for their clients. Soliications of thetraining prooedures can still be:made to suitindividual facility and instruotorneeds.

Instruction should be developed in logicaltakk sequence so that eadh stcp can aid in tiltlearning of the next step. Your target cliants(as detamminedthrough your initial yarketingefforts) will dictate the stress you put an ttiscurriculum feature.

The first part of your teaching taekwill beto present knowledge of jOb performanoe. Thesecond part is to insure that performance meetsacceptdble quality and work pace standards. Yourcurriculum must be based an standards reported asthe minimum acceptable score that the client may

receive an a test of knowledge or performance andstill be said to have exhibited adequate skilland lommdledkas to perform the jOb by communitystandards.

sunialarY

Making changes will take courage. Couragetoknoildiere the field is going and to boldlystrike out to provide exemplary services.Courage also to seek the trends you will need tohe brutally frank with your abilities andpositions.

The simple solutions and strategies to thecreation of rehabilitation curriculums willlikely be the most mooessful. Use as yourcriteria: "Will this change enhanoe our abilityto effectixmda, place people in jobs?"

FirALly, you must he market cenbared. Thatmeans looking for curriculum gaps that will meetocisting desires. Ibday's curriculum plannersmust not be content to ride thalweg. They mustscan the horizon for areas of need not yetaddressed: ...or they may be part of a his-twice:review tomorrow (Ries, 1981).

REFERENCES

Botterbusch, Earl. (1984). A lecture onvocational evaluation. Speech given at DelgadoComymitty College, Nei Orleans, LA.

Como, Perry. (1984). Community work development.Unpublished outline far a proposed document.

Eleventh Institute on Rehabilitation Issues.(1984). Continuum of Services: School to Mork.Menomonie, WI: University of Wisconsin-Stout.

Peterson, Michael. (1984). Vocational assessmentof soecialneeds students. Report of the TaskFOrce on Vocational Assessment, Mississippi StateUniversity.

Pruitt, Welter. (1977). Vocationll (work)evaluation. Menomonie, WI: Welt Pruitt Associ-ates.

Ries, Al, & Trout, Jack. (1981). Positioning: Thebattle for your mind. New York: McGrawHill.

Smith, Christi:plan-A. (1983). coiltotairanitadal-Sglaistr, Productionmdga. Menomonie, WI: University of WisconsinStout.

Smith, Chrisbopher (1984). Developing Effectiveinfavigaizrgninizzaxam. merancnie,University of Wisconsin-Stout.

Smith, thriatopher (1985b). Marketing and thegm. Madison, WI: Governor's Employment andTraining Office.

Thomas, Steven. (1984). Sometimes I feel like aananr. Speedh given at the conference"Dedicatjm to EXcellence," Menomonie, WI.

01800DVERY81 85

9 0

CH3C6l2G APPKIPRI)rat DIM MOCIE/LEVICE KIR THIS FeDIATRIC CLLEVIT

SADARD YAMS. Pf. A., 04 T. R.

ABSTRACT'

Many handicapper:: yhildren now have access toelectronic dovicat using adaptive input systearsuch as special switches. The successful us,tof technical devices depends Lmrgely upon ttappropriate selection of the device and immodes. Key considerations in selectingapprcpr_-ate devices and input modes for the pedaatricclient and discussion of commonly used input

modes and computer input methods will be presen-ted.

Recent adVances in rehabilitation technologyhave made many electronic devices available, of-fering severely handicapped children new experi-ences to actively manipulate environment to play,learn, commnicate and to perform functiobaltasks. However, the success in the use of these,revices depends largely on the appropriate selec-tion of available devices and input modes fromthe vast collection of the devices. In choosingappropriate devices to meet the child's specificneeds, various factors should be considered.

Identification of the Purpose(Treatment Media vs. FUnctional Aids)

Treatment Media

Technical devices can be used in a varietyof ways in treatment intervention. The approachfor choosing a ciavice is exactly the same forchoosing any other treatment methcdb, or tools.The specific objectives of the treatment shouldbe determined and the features of the devicerelated to the objectives should be identified.Most technical devices, from simple toys tocomputers, are particularly helpful tocls fordeveloping perceptual and cognitive skills.By appropriate choice and placement of switchesand keys, those devices can also be used totrain specific movement. It should be remembered.however, that none of these devices providesufficient sensori-motor inputs which a childneeds for the child's development.

Ranctlkinal Aid

The purpose of a functional aid is to help achild athieve maximum idependence in the perfor-mance of a certain task. The focus here ison the performance ouvcome. The effect of theuse of the device, and consequently enhancedindependence, should favorably influence thetotal developtent processes of the child.

Evaluation Processes in Clmmaing AppropriateFistctional Device 6 Input Mtdes

Evaluation should be an interdisciplinaryprocess in whith all those involved in thechild's rehabilitation, educatiun, ar.:1 healthcux should participate, including the familyaad the child himself.

A. Assess the child's need for a functionaldevice. The child's total needs should beextrnined and orioritiezed, including feasi-bility for successful use of the device. Indica-ted in this process are the child's cognitivereadiness, family involvement, funding, andtraining programs.

DISCOVERY IIINNW

87

B. Investigate different situations in whichthe child may need the particular functionaldevice. Different devices or inpyt modes maybe necessary for different positions or situations(i.e.. computer access with a head pointer whensitting, and with a voice recognition systemwhen lying in bed).C. Examine child's posture. Correct posturecaa,ances functional movenents, facilitate?, theavat normal muscle tone possible, and preventsOaformity. The evaluation process should nota.antinue until the child is provided with thecorrect postural support, if indicated.D. Determine functional movement to be used.he =moment used to activate the device shouldbe:

1. easiest for the child to use.2. should not induce undesirable postural

or movement patterns.

Considerations are:

a) child's motor control: reaching range,strength, consistency, accuracy, speed,and ability to sustain movements.

b) undesirable movement patterns: movementoverflow, involuntary movements, poorposture during movements.

c) need for adaptation, external supportor stabilization.

3. Child's percepto/cognitive skills.

a) somatersensory systems (mcvement and/ortactual awareness).

b) vicual/auditory ccui'zy and perception.c) cognitive language skills develppment.

4. Child's and family's preference.

E. Investigate different input devices anddetermine input system apprppriate to the child'sfunction and needs.

Different input Netboa. a nevlces

Direct los. I/direct Selection

Direct selection method allows the childto access a device directly, such as usinga computer through keyboard entry. In Wrectselection mode, one switch ar key activatesone bnction only.

Indirect selection method &laws the childto have access to many functiona through a limit-ed nuMber of switches.

Direct method is usually preferred becauseit is simpler. faster, and makes less demandsof percepto/cognitive functions. Indirectselection method is usually more difficult touse, is slower and mnre complicated than thedirect method. Thernre, indirect selectionis usually chosen when direct selection is notpossible due to the child's limited motor control.In using direct selection method, a child needsto have sufficient reaching range and accuracyof movement.

The advantage of using indirect selectionis that the motor demand is minimal. A singleswitch can be used in this method, and apycontrolled movement can activate it. Thsreare numerous switches Which any part of thebody can activate.

There are two common methods of indirectselection: scanning and encoding. Scanningallows a child to choose many different items orfunctions by the use of a single switch. In theencoding system, certain tasks, or weads, orphrases are represented by codes (i.e.. Handivoiceccerunicator). Encodiny method is usually fasterto perform, but denands sufficient cognitiveabilities to understand and remember the system.A child may need to use a headpointer, mouthstick or pointer splint for switeh access. Needfor additional assistance in ionning, rerneving,

and frequent adjustment should also be takeninto consideration.

Description of Stritches

Push Switch/Thoth Switch

They both come in different sizes, stylesand feedback features. Push switches offer stron-ger feedback features than touch switches asthey have varied degrees of resistance and anaudible "click'as feedback. Touch switches haveminimal resistance and they are apprppriate forthose with liaated reach and strength but withadequate touch and movement sensations. Thesurface of both switches cnn be covered by differ-ent textuxes if indicated. They are both easilymounted.

Preonecic Switches

Sip & Pu2f: re..oes adequate oral andbreath control. It is not appropriate for a

1.1d with drooling problems. The tube shouldaa placed so that saliva does not entei the unit.Sanitary precaution should be taken. There may

an auditory feedback.Cushion Switch: Due to soft texture, it

usually well tolerated around facial areas.aafe to be uaad in bed. Has audible feedback.

iC'ACTI is imIrIlAy minimal.ala:a Staaca. the gripping action may in-

-a.ay:as:am:al taexion postures. This may be

used a delay nodule to encourage grasp/release movements. It can be activated alsoby bending in any direction. The texture is

soft and easily tolerated. Audible feedbackmay be present. Resistance is minimal.

Wobble SWitch

It can be aativated by deflection any direction.Deflection distance varies. Resistance is minimal.Iound feedback is usually absent. Fer activationof a computer, it may cause repeated input dueto rebounding. Involuntary movement can acciden-tally trigger the switeh. Appropriate for earlyintroduction of a witch for a child with pooraotor control. Can be mounted on a flexibleWiping or microphone stand.

Leaf SwitehResistance is minimal. It is activated

by bending in two directions. It can be usedby taping it across joints (i.e., elbow, wristor fingers) and bending it with the joint move-nents. Feedback is minimal.

88 DISCOVERY III

9 2

SoursObioe ActivatinclawitchsIt may pick up other environmental sound.

It requires ease of vocalization or sound making.By placing it on the table top, it cn be activa-ted by tapping or hitting on the table surface,thus providing the child with a very.large"switch" surface. Useful for training vocali7a-tion. Unintended body movement may triggerthe switch.

Byeammeadoicle 9witdb:

It requires fine isolated movement control.Sound feedback present. It may be used on anyother part of the body. It may be activatedaccidently by facial aovements. May requirefrequent readjustment during use. Usually notappropriate for young children.

Bye Blink Switdhs

It is usually mountad on eye glasses. It blocksthe view and often is not well tolerated. Reflex-ive eye blinking may be picked up, causing erron-eous inputs. Feedback is absent. Nbt appropriatefor young children.

Joy Stick

They come in various styles and sizes.Generally, there is no direct feedback. Chincontrollled joy sticks require good neck andhead control. Often not tolerated due to poorcosmetic appearance.

Arm Slot SWibOh

Often usod for a child uith marked involun-tary movement. There is no differentiatim:of feedback feature of each different switchand adequate somatosensory prccessing may benecessary for successful use.

Some of these switches can be easily fabri-cated.

Use of Interfacing Modules

Push On - Rath Off Modules

When connected between switch plug andtoy, will alternately turn device on or offeach time switch olosure is made. it is usefulwhen a child is unable tc sustain switch closure.

Timer Modules

This will activate device for an adjustable,presetable time. It is useful in encouragingrepeated active movements.

Counter Modules

This counts the number of switch closuresmade. May be useful for assesment.

ChermtwarAcrxes

One Saitdh Input Methods

Any of the switches can be used as an inputto a computer. lhe switch can be plugged intoan adapted game paddle, to game IO, or joy stickport via switch interface. For Apple Ile,

it can be connected to the IO of the AdaptiveFirmware Card.

A single switch input can be used with:

are for Single SwillAs Use

lajor disvanta ii that there is

a vt. id number of soware available foryoung irmn who use switdh input.For school age children, are same moreprogreTs which use scarrdrgrwthids.

Instead of a single sarit.t, an zntire key-board may be used as a switdh, using irograrrswith "any key' or 'space bar" ipputs. The key-board covered with a sheet of carcboard willact as a single switdh.

Ube of Adoptive Finemoms Card (APPls na)

Adeptive firmware cards offer differentmcdes of scanning. The speed can be altered.Keyboard characters are displayed under the screenin 40 column size letters and can be used withmost of the commercially available software.Scanning can be custom made using only thoseletters used in the specific programs. Adartivefirmware cards can also offer assisted keyboardmodes and expanded keyboard modes. It can slowdown games.

Ube of External Keyboard Emulator (i.eUttar, Mamas III, Tetra Scan, zyw2221

If a child needs or alrt;:ady owns sucha communication device, it can be used as anemulator.

Devices W, Assist Direct)ccess

EacandOd Re/boardThe *says are usually about one inch in

diameter. The keyboard can easily be placedin the desired position. This is a true keyboardsubstitute and can operate standard softwareon the comigalter. The Unicorn Expanded Keyboardis plugged into Adaptive Finmere Card. Sufficientreaching range is necessary.

Remote KelboardAdvantage is that it accomodates well to

any position.

XerguardThe keyguard assists the child with poor

accuracy control. The guard provides a stabiliz-ing surftsse for the hand and also prevents acci-dental imput. Most of the keyboards have a latch-ing feature which enables a one finger typistto use "shift" and scsntiol" functions.

Adaptive Ammmere Carel (Assistive Keyboard Mode)

"Shift and 'Control" functions can be

performed by single key input. Also, the repeatfunction can be disabled to prevent erroneouslyrepeated inputs which occur when a child is notable to release the key rapidly.

%ice Entry System

It requires consistent speech patternswhich is often difficult for a child, as changein positions fatigue, emotional states, etc.,

can all alter the speech pattern.

Heed Painter (headwand & chinwand)

Good head control nooessary for success-ful use. The advantage of the chinwend is thatthe pointer is not in the visual field. It re-

DISCOVERY IN

9389

quires assistance in donning, removingamd adjus-ting. It is often not preferred because ofweight and discomfort, and poor cosmetic appear-anoe.

Critical Read fainterUse is more difficult thanthe head pointer

as it does not give feedbadk of actually touchingthe surface. It can reach a larger area thanthe head pointer.

Mouth Sticks

Ite advantage is that it can be readilyaccessedand removed independently. It requiresgood oral motor control and interferes withspeech and swallowing fenctions. Usually mom-mended for a short duration, i.e., use of thetelephone. Fbr young chiZdten, consultationwith the dentist is recommended before determi-ning the use of the mouth stick.

Splint, Panters, etc.

They are usually custom made. EXtra assis-tance in donning and removing is necessary.

Easels

Placing a keyboardeasy vietatng of the keys.

an an easel provides

Use of arm slings, matile arm support oran arm support bar may aid those children litho

not able to maintain arms at the heightof the keyboard.

SUOMI'

In order to chcoPe uppropriate technicaldevice for the child, a careful evaluation ofthe child's needs and funtions, as well as ananalysis of the technical analysis of the techni-cal device are necessary. The total approachshould be a team process with the focus on thechild's developmental needs.

pueummoms

Rehebilitatioo Engineering Center, Children'sHospital at Standard, 520 Willow Road, PaloAlto, California. A Guide tc Omtrols: Selection,M3un47ing, Application. Includes illustrationsof commercially available switches and mountingsuggestions.

Trade Research 4 Development Center, ReprintService, 314 Weisman Center, Highland Avenue,Madison, Wisconsin 53705. Trace Center Interna-tional Software/Hardware Registry.

Programs and modifications created or adeptedfor ASO by handicapped individuale. Includesinformaticn on special programa and hardwaresfor hardicappei computer users and slap foraugmentative communication devices. Includesextensive resource listing.

Neve, Browning 4 Carter; ICCE, 135 Education,University of Oregon, Eugene, Oregon 97403.Computer Technology for the Handicapped in Spec-dial Educations A Resource GOide

Order Department, Far West Lsboratory for Educa-tional Research & Development, 1855 Folsom Street,San Francisco, California 94103. DirectorYof Resources for Technology in Education;includes information about resources, organiza-tions, state board, manufacturers and fundingsourc.e.

Alexandra Enders; RESNA, 4405 East-West Highway,Bethesda, Maryland 20814. Technology for Indepen-dent Living Sourcebook. A guidebook on equipmentselection, educational and vocational technology,workspace, recreation and leisure, and computerapplications.

90 DISCOVERY IN

9 4

COMMUNICATE to EDUCATE

Jchn J Joseph

Abstract

This paper discusses some of thepotential classroom computers can offernonverbal students and their t.zachers.

There is no "new" material here.All teachers must work to establish in-teraction with their students. When thestudents are unable to speak, thedifficulty of this task is compounded.This is a reminder to professional edu-caturs that critically important solu-tions may be available through micro-computer systems.

cinwt

"Communicator: ...one who participates"(Webster's New World Dictionary)

Communication--participation--isprerequisite to learning and learning isessential to personal growth. Teachersof disabled persons must often bridgecommunic.ation gaps before :-eaching canbegin. This paper will disuss someobvious steps on the road tocommunicating with nonverbal students.

A Simplistic LearninK Model

Learning takes place throughparticipation. A teacher presents atask or concept. Students consider thematerial, divst it, work with it, anddemonstrate their understanding. Whenstudents convince the teacher they havemastered a concept, s/he moves on to anext, more complex task or concept.

As a model for learning, thepreceding paragraph oversimplifies acomplex process, but it does describewhat occurs in many classrooms.Essentially, the simplified modelpresents two, interwoven concepts.First, learning is a building blockprocess--progressively more advancedtopics build on previously masteredconcepts. Second, student commdnicationof understanding is prerequisite toadvancement.

The Role of Communication

Ccmmunication clearly impacts thelearning process, espec'ally whenstudents lack the ability to communicatefluently. Time spent establishingcommunication is time spent away fromcentral learning tasks. The reverse _salso true. Improving communicationfrees more time for teaching/learningactivities and enhances iearning. Whenthere are nonverbal students in aclassroom, establishing two-waycommunication is prerequisite toteaching end learning.

The Impact, of Disability

Etch nonverbal student is anindividual. There is no single approachto communication that will work in allcases. Still, learning, cannot procedefaster than the ability to communicate.In other words, the speed of

DISCOVERY III 91

communication can dictate the progressof learning.

Augmentative communication devicesmay satisfy interaction needs within theclassroom. While it may be desirablefor each nonverbal person to have his orher own personal communication device,that may not be possible. Nor is itpractical to propose that public schoolsprovide a separate device for eachspeech- disabled student. Computers areversatile and can provide a viable basisfor augmentative classroomcommunication. Computers areadaptable--serving the needs of allstudents, from disabled to gifted.

Augmentative Communication

Nonverbal students, with fine motorcontrol ability, can access speechsynthesizers and printers through acomputer keyboard.

If a speech disability iscompounded by lack of fine motorcontrol, the keyboard loses itsviability as an input medium. Othertools may be used to replace thekeyboard: single switches, game paddles,joy sticks, and pressure sensitivetablets serve different levels ofdisability. Each tool is appropriate toa particular level of fine motor controldisability. Input devices that usepressure sensitive tablets (touch pads)offer great adaptability and potentialfor teachers and students.

Because abilities and needs differ,teachers must be able to adjuststudents' communication tools toaccommodate varying levels. Here, theversatility offered by classroomcomputers can be a powerful asset.

A Computer System

Generally, an entire, integratedsystem (computer, peripheral hardware,and software) is required to satisfy ateacher's needs. A successful,augmentative classroom computer systemwill have two, distinct parts. The mostvisible portion consists of the systemas used by a student: an input mediumand the resulting oral or printedcommunication. Less visible, butcritically important, is the systemsegment used by the teacher to createthe student communication application.Often called an "authoring system," itallows a teacher to create custowizedapplications that meet specific studentneeds.

An Example

One such system, based on ControlWithout Keyboards (CWK) software, usesan App e II+ or He computer, an Echo IIor Echo + speecn synthesizer, a ChalkBoard touch pad, and an Epson 80-columnprinter. The teacher specifies thelayout and content of the touch pad. Itis 12 by 12 inches square, and can bedivided into "keys" of varying sizes, tosuit a student's dexterity. Each keycontains a letter, number, specialcharacter, word, or short phrase.Working from a template plan, theteacher defines the keys on a plasticoverlay which will be attached to thetablet. S/he then defines thesynthesized speech the computer willproduce when the keys are touched. Whenthe two definitions are complete, thesystem is ready for use.

A student uses only the pad and thecomputer monitor. When th2 pad istouched, the results (letter, number, orphrase) are display2d on the monitor.Another touch on the pad directscomputer output to the speechsynthesizer, the printer, or to adiskette for storage. Students cancommunicate directly or store responsesfor later recall and review.

The Result

Technically, students are usingcomputer-based, augmentative electroniccommunication, prepared by a teacher,using an authoring system. In practice,technical terms have little meaning,especially to a student who has become"one who participates" for the firsttime.

Apple II+ and He are trademarks ofApple Computer, Inc. Power Pad is atrademark of ChalkBoard, Inc. Echo IIand Echo + are trademarks of StreetElectronics, Inc. Control WithoutKeyboards is copyright by J JordanAssociates.

92 DISCOVERY III

96

ADAPTING AN INFORMATION DESK JOB SETTINGFOR THE VISUALLY-IMPAIRED

RANDY G. BLACK

Abstract

The four major topic areas to be discussed in my paper arelisted below. Because their areas are so intertwined,however, I want to note that no attempt has been made toformally segregate these topics in this paper.I. Special adaptive equipment needed at the iob site. Theprimary focus of discussion will be the Total Talk PersonalComputer manufactured by Maryland Computer Services,Inc. It is the most expensive and important piece ofequipment used in this office. How it's used and why wechose to purchase a talking terminal rather than a brailleoutput device will be analyzed.2. How to set up a filing system for effective retrieval ofnecessary information. The Total Talk utilizes two types offiling systems. I'll discuss the advantages and limitationsof each.3. Modification of existing office equipment. I'll discusschanges made in our telephone system and the Braillelabeling of certain key office areas. These modificationsaren't very expensive but they are essential for handlingthis kind of job effectively.4. When hiring_a visually-impaired person, it's essential toknow where to look for specialized equipment. I'll discusssome of the resources we've used to help us achieve thatgoal.

Before discussing how I've adapted the InformationSpecialist position, I ought to tell you that I wasn't the firstperson to hold down this job. Gordon Haas, alsovisually-impaired, was the supervisor of the Registrar'sInformation Desk from 1973-1980. He required minimaladaptation. He had a well above average memory andbecause of that, he chose to keep few records, either inBraille or on tape.

There were two major adaptations made for him. Thefirst was the installation of a buzzer on the informationdesk itself. It was designed to solve one of the mostcommon problems we have in handling this kind of position:

knowing when someone wants help. Theoretically, aperson needing information would push the buzzer whenthey came to the desk. This would tell Gordon thatsomeone needed assistance. Unfortunately, what usuallyhappened was that people put their backpack or books ontop of the buzzer whether they needed assistance or not.They would then wonder why the buzzer was buzzing atthem. The buzzer is still installed, but until recently, Ihave chosen not to use it. But because I'm going to bespending much more of my time setting up office files withmy new Talking Terminal, I'm hoping that the sign,"Please buzz for service," will tell people to push the buzzerwhen they need help. If this works, it will mean that Iwon't have to spend as much time sitting by the deskwaiting for people to come by who need help. If thatdoesn't work, I'll go back to the ways I've used in the pastto determine when pet ole need assistance. I'll discussthose techniques a little later in this presentation.

The other adaptation that was made for Gordon wason our telephone system. We have three incoming phonelines to our office. Since he couldn't see any light, the onlyway to tell the lines apart was to modify their ringsaudially. This was done by putting different amounts ofscotch tape around each of the bells underneath the deskwhere the phone box was located. Thus, each line soundsdifferently.

Aside from those changes, he found that littleadaptation at the job site was needed. But I didn't knowthat. When I came to work for my first day on the job inMarch of 1981, I was assuming that there would be writtenlists of names and addresses, loads of phone number lists,and cabinets with Braille labels on them so that I wouldknow where to fmd the materials. Boy, was I surprised!Except for the buzzer and the phone system, you wouldn'thave known that a visually-impaired person worked in theoffice. That statement isn't meant to criticize Mr. Haas.What I'm trying to point out is that no two disabled peoplemake the same adaptations to the same job setting. Thenext person who fills my shoes will be asking the samequestions I did. "Why isn't this procedure written down?or "How did he survive with such a poorly-organizedoffice?"

With that introduction out of the way, we can nowbegin discussing what we do at the information desk.While we do provide certain services for students, likeimutting address changes and handing out coursedesiziption bulletins, we are primarily a referral servicetelling people how they can get access to various types ofUniversity information. People get this information byeither coming to the information desk in person or bycalling us on one of our three incoming phone lines.

For people who visit the booth in person, the only waythey'll know that a visually-unpaired person works there isif they see either the "Please Buzz" sign or another sign

DISCOVERY III

97

93

posted above the desk which says, "Please Speak.Information Specialist is Visually-Impaired." If they don'tsee these signs, one of two things will happen. Most often,a person will stand there wondering why you're ignoringthem. The other reaction occurs when my studentemployees are running the booth. Some people will believemy student is the person with the visual impairment. Thishas caused some rather awkward moments for my peoplein the past.

As I've said previously, the buzzer and the phonesystem modification were the only two adaptations made tothe office by Gordon Haas. When I began working inMarch of 1981, I began making changes immediately. First,I put Braille labels on cabinets and file drawers so that I'dknow the location of all printed brochures. I also labeledfile folders and notebooks where necessary so that I couldeffectively organize my own Braille materials. For thispurpose, I used a BTW-400 Braille dymo labeler. It's avery handy device which I should be using more than I do.I fmd that I sometimes don't label things and later regretthat decision when I can't fmd the right descriptionbulletin.

Then I began the long process .1.4' Braining commonlyasked for University phone numbers. Other lists also putinto Braille include deans' offices, office employee names,University office locations, and University library listings.I also Brail led policy statements on student rights and therelean of student information to the public. My studentemployees spend many hours putting this information ontape so I can transcribe it into Braille. Some of my peoplewere quite willing to tell me if they felt most of thismaterial was pretty boring stuff.

Once I had assimulated all of this material, I wasready to begin running the operation.

Our day begins at 7:45 a.m. and ends at 4:30 p.m.We are one of the few offices on campus that stays openduriag the lunch hour which runs from 11:40-12:30 p.m.We get a wide variety of questions from people about thecampus. The standard ones like, "When is registrationweek,"and "When is the last day to add courses," are fairlybasic questions and easy to answer. But asking for studentdata information like a phone number or helping to changea student's address required modification on the part of theoffice so that I can handle these requests effectively.

It's a rare desk in our office that doesn't have a CRTscreen on it. Unfortunately, without sight, these standardand relatively inexpensive terminals are useless to me. Toread the data they contain, the information must either beprinted in Braille or spoken.

I'm currently using the Total Talk Persoaal Computermanufactured by Maryland Computer Services, Inc. UntilAugust of 1985, I had been using Braille output terminalsmanufactured by Triformations Systems, Inc. These unitswere the LED-15 and LED-120, respectively.

What does this Total Talk PC do? First of all it doesall of the things that both Triformation units didpreviously, which is to access student data. The SBRAprogram is still my primary source of looking up studentdata. It contains the following information: name, campusaddress, campus phone number, home address, major,birthdate, classification, 'matriculation date, last registered,semester/year, degree credits, credits in progress, lastdegree earned and date granted, and the last educationalinstitution attended. Legally, we can give out thisinformation to the public, unless a student has filled outwith the University an information withhold form. Whilesome campuses require that a student must withhold eithernone ar all of their information, U.W.-Madisin allows themto withhold any part of their normally releasableinformation. In some instances, students want theiraddresses withheld, while others don't want theirbirthdates given out for fear of age discrimination. Thenice thing about the Talking Terminal is the way itexpresses withheld information. While the Braille

terminals have the dollar sign sym bol before an3 piece ofwithheld information was listed, it was quite possible tomisread that sign if you were trying to do too many thingsat once. It's hard to miss it with the speech terminal whenyou hear the words, "dollar sign" before each piece ofstudent withheld information is spoken.

The STNM or student name program is used primarilyas a searching program. It allows you to enter the lastname of the person and determine if anyone by that lastname attended the University since 1970. This programcontains a mixture of both releasable and nonreleasableinformation. The releasable information in STNM includesthe name of the student, the classification, and when theywere last registered or if they are eligible to register for theupcoming semester. If any of that information is withheldby the student, the word "star" will appear before thatparticular piece of information. Nonreleasable informationin STNM include the student's ID number, their sex,marital and residency status. On the standard CRTscreen releaseable student information in STNM ishighlighied while nonreleaseable information isn't. TheTalking Terminal makes no such audio distinction. Yousimply must know which information is releaseable andwhich isn't. This problem also existed with the Brailleterminals as well.

STBK or student book is similar to STNM. It containsa mix of both releaseable and unveleaseable information. Ithas a demographic acreen which contains much of theinformation available in SBR.A, including name, campusand home addresses, major, etc. This program also hasscreens which contain slot of nonreleasable informationincluding the name and address of a person to notify incase of an emergency, their class schedule and whether ornot they owe fmes to the University. Like STNM, thisprogram makes no audio distinctions of whether or not it'sreading releasable or nonreleasable information.

Besides doing student look-ups, this terminal will allowme to change student addresses with the SUAD or studentaddress program. The 40 character Braille line madeinputting addresses with the Braille terminal impossiblewithout program reformatting. The Talking Terminal hasno such limitation. The SUAD program allows theoperator to change a student's campus or home addresses,their phone number, and their emergency address. Theycan also change the address where they want their gradesto be sent. Since we accept both in-person and telephoneaddress changes, the purchase of this unit will make myemployee work load much easier. Until now, my studentshave handled all address changes. The Total'Talk terminalwill allow me to input at least the telephone addresschange requests we receive.

Let's leave the student data retrieval system to look at'a 'at else the Total Talk PC can do.

We don't have enough space to discuss everything thatthis terminal can do. rn therefore limit my discussion ofits capabilities to its two types of filing systems that I'veused so far to search for save, and retrieve data.

Before discussing these systems in depth, I should tellyou that the program that contains the information andretrieval system package is called TIM which stands forTalking Information Manager. It also snows the terminalto work as a talking computer in the first place.

The first system that allows an operator to save andretrieve data is called ERRS which stands for Easy RecordRetrieval System. It's very much like a card file system.You can make your own ERRS file system as large as youwish. The one that comes with the unit limits each entryto no longer than 250 characters in length. This meansthat you can use the system for short lists, phone numbers,names and addresses, etc. What the ERRS system doesbest is to locate quickly pieces of inforznation that you needat your finger tips.

I currently have stored in ERRS the Registrar's Officeemployee list, phone numbers of the Deans' Offices, and alisting of University libraries.

94 DISCOVERY III

98

While this system works well with short pieces ofinformation illte phone numbers, ade-esses, etc., morelengthy documents like the University Tuition Schedule andmy Student Office Budget must be saved in a differentway.

The system that handles this kind of information iscalled Display and Store. It can save and retrievedirectories of information without regard to length. Ratherthan retrieving information one piece at a time, this systemallows you to access information screen by screen. EachCRT screen is 24 lines long. Display and Store works quitewell for lengthier documents like the Tuition Schedulementioned earlier.

After receiving the terminal, I began inputting lists ofphone numbers: using the Display and Store System. Aftersome use of this system. I found that it was much easier tolook up and edit phone numbers with the ERRS program.

With ERRS you can edit each item of informationseparately. With Display and Store, editing problems canoccur if your directory is more than 2 screens long. Forexample, lees say that the tuition directory is three screensin length. A few days after creating the directory, Idiscover an error in the first screen of that file. I fix themistake and then press the "Store Taxt" key to save theedited file. If I do that and forget to store the other twounedited screens, I've probably destroyed two-thirds or mydirectory. That's why I'm only using this system to saveinformation that doesn't change very often.

The second data retrieval system available with thisunit is called the "display and store" program. Thissystem allows you to produce directories without regard tolength. I have used this system to input the locations ofthe deans' offices, and the campus-wide listing of all lostand found centers.

Along with the Total Talk PC, we also purchased anew modified Perkins Electronic Brailler. MarylandComputer Services also manufactures this unit andaffectionately calls it "Perky." It's hooked up to the TotalTalk PC and it can be used as a Braille printout device.Perky also has word processing capabilities as well.

Its one major problem is noise. When it's printing, mystudent's complain that they can't hear themselves think.We hope to find some kind of an enclosure for the unit thatwill dampen the noise. The Total Talk PC and the modifiedBrailler as a package costs this office about $14,000. Ialso use a standard Perkins Braille Writer which costsabout $150. I'm currently using my own dymo labeler inthe office, but if they were to purchase one, it would costaround $50. Braille paper for the Braille Writer varies incost, but an average rate would be about $10.00 a ream.

From my prospective, this was an easy position tomodify. Aside from equipment purchases, little or no jobsite adaptation was needed for most of the tasks we handlein the office.

In this day of tight budgets, hiring a visually-impairedor disabled person for that matter, might not be the mostpopular thing to do. After all, what about all thatexpensive equipment I've discu=sed during thispresentation? And what if the person I've hired doesn'twork out after the investment is made? And someemployers and prospective disabled employees may not beinformed where to get this equipment in the first place,making the hiring of a visually-impaired person seem like avery risky business.

All of these questions are legitimate ones which you'llhave to think about, but it's my belief that it's worth therisk to hire a visually-impaired person.

Yes, there is a chance that a particular person r.whom you buy a particular piece of hardware might I,

terrible at communicating with people. Rerr.emb..however, that you're taking a risk when hiring anyone newfor a job. I'll bet that all of you can thing of at least oneperson you regret either hiring or working with.Considering the cost of equipment, it is significant.However, in the computer terminal area, many are beingmade in such a way that they can be used by anyone with

or without a visual impa;rment. For example, the speechon the Total Talk PC can be turned off. The unit can thenbe used as a standard CRT terminal. The keyboard isn'tquite the same as the standard CRT's we use in our officeso it will take a little time before other employees winbecome comfortable with this unit, but it can be done.

Finally, the most difficult question for some is where tolook for this specialized equipment. Infoi.,aation isavailable, but if you ask your average computerprogrammer, they may not know much about it. But don'tlet that scare you off. There are several resources thatmay help you in this area. The Aids and AppliancesReview which I mentioned earlier is pcoduced by theCarroll Center for the Blind. It was very helpful to us inour search for a Talking Terminal.

A second resource is the Hadley's School for the Blind.They are now producing a computer course for credit. Ifyou're not blind, you can't take the course and it won't helpyou. But I'm sure that those teaching it are veryup-to-date on new systems that may be relevant for yourneeds. If nothing else, they will know how you can goabout searching for the equipment you need.

Finally, there are comp mies around like MarylandComputer Services, Triformation Systems, and TelesensorySystems which specialize in the manufacture of computerequipment for the visually-impaired. If possible, you'llwant to talk to all of them and learn as much as you can.

When looking for computer equipment, try to havesome idea of what you want. If you only want y,employee to look up data, you might be able to look at ohetype of hardware. If you want alot of data entry done,you'll want to make sure that the unit you choose will havethe ability to accomplish that goal.

Finally, remember that what's right for me may not beright for someone else. Your budget may limit you to acertain equipment price range. Or perhaps your potentialemployee may be more comfortable with either Braille orcomputerized speech. If you are buying hardware for thefirst time, you'll want to take that into consideration. Ifyou've akeady invested, you have every right to hire anew person that can work with the equipment you alreadyhave on hand. You wouldn't hire a secretary who hatedworking with a word procassor if you already had one.That wouldn't make any sense. The same lagir applieshere. If you decide on a Braille terminal you'll want LC, hiresomeone with the knowledge of Braille.

I've tried to answer all of the questions that I canthink of concerning the type ofjob that I have and how I'veadapted it to handle my responsibilities effectively.

If you need any further information, you can eitherwrite or call me at the Registrar's Information Desk, 750University Avenue, Madison, Wisconsin 53706, phone:6081262-3712.

DISCOVERY III 99 95

The Implementation of Computer Technology

in Special Education/Clinical Setting

By Rita M. Lashway

Abstract

This paper presents considerations that should be madewhen implementing computer technology in specitleducation and clinical settings. Areas of considerationare grouped into administration, in-service, and suppertservice applications of computerized systems.

The Implementation of Computer Technologxin a Special Education/Clinical Setting

By Rita H. Lashway

"Effective planning for microcomputers".We've all heard the term. Yet, what does itmean to those of us serving the needs of thedisabled? How can we plan effectively; andore importantly,how can we support a micro-computer project once implemented? Theseconcerns have been expressed by all who haveundergone the experience of introducingcomputers to c:xssrooms and/or interventionprograms. The following pages will eeeee asa guide thru implementation and beyond.

For purpose of clarification, we willdiscuss implementation strategies as threemajor catenori.ss - Qdministrative responsi-bilities, in-servic topics, and supportservices:

I.Administrative Responsibilities

A.Planning. I. Clearly define the admin-istrative goals and objectives. Reviewthe population and determine a phase-inapproach best suited to your needs. 2.

Determine the budgetary requi ts foreach phase of the project. 3. Identifyavailable resources. a) Consider staff,parents,local high school computer clubsand area colleges as "people resources".b) Funding resources include local found-ations, state egencies,etc. R h thehistory of grants previously awarded andwrite for guidellnes.Parent associationsand local clubs may also be et:ling toorganize fund raisers for equipment.

B.Organization. 1. Include in the budgeta computer coordinator who will be res-ponsible for the organization and Imple-mentation of the project, as well as theon-going support nec eeeee y to ensure itscontinued success. 2. Organize a seriesof in-services prior to installation to

introduce staff to the role computers canp!ay in their teaching/therapy erwiron-sent. 3. Consider the equipment locationor rotation schedule. Be prepared to beflexible. What is an appropriate scheduledurtng the early months may not be aspro-priate later on. If it is necessa.1 to

rotate, consider implementing a policy of

mandatory turn-taking by all teachers.

DISCOVERY III 97

100

Support the classroom teacher dsring theearly stages by accompanying the computerinto the classroom and demonstrating one-on-one and group activities. Once the

teachers are feeling comfortably with

use, the scheduling can usually be turnedover to them to orchestrate.

C.Control. 1. Set the guidelines for appro-priate use of hardware and software. a)

Know where the qui7ment is at all times.Establish sign-out procedures for the bor-rowing of software, switches, etc.; andovernight equipment use by staff. (Checkyour insurance coverage). b) Set a formal"co,ly policy" and be sure that staff (andparents) are aware of it. 2. Determinethe ethod of evaluation for easuringthe success of the project. Not only willsuccessful first year ***** as motive-

tim,but it will also be the justificationfor Phase II. Evaluation will help to tar-get in on strengths and, more importantly,weakn sssss which need to be add d.

D.Commitment. 1. One of the ost importantadainistrative responsibilities is demon-strating commitment to the project. a)

strong leadership is reinforcing. b) Timeade available for staff in-servicing de-onstrates'suppo.t of the project.

II.InSarvice Topics

A.General Introduction to the Prolect. 1.Identify goals and objectives in terms ofwhat the project hopes to accomplish and

how. 2. Ident:fy roles and how all will

contribute to its success.

B.Hardware Review. 1. Cover terminology.

2. Allow staff to participate in the

tiling of the equipment. Handling offir eeeee cards, etc. will help to overcomethe fear of technology.

C.Operation Review. 1. Care of equipment,disks, etc. should be taught and posted

near workstations as a reminder. 2.

Common procedures and commandst such as

initializing a disk, saving, copying,etc.should be taught. It is not nec sssss y to

make progr s s of staff, but rathercomfortable users of the basics.

D.Software Review. I. Evaluate all soft-

ware entering the agency or school for its

appropriateness for the population on whomit will be used. Involve sssss al people,if possible, in this process. Many goodevoluation forms are available which canbe used as a resource in the developmentof eeting program criteria. Educate staffin this process. Although some may net bedirectly involved in the formal softwareevaluation; they do need to be of

the process of software selection and

utilize those techniques in choosing appr-opriwAs software for their needs. Encour-age staff to review and be familiar withsoftware prior to use with a student orclient. 2. Arrange with a local vendor orschool to borrow software of variouslevels for a demonstration and hands-onexperience prior to the ordering process.As a preinstallation in-service, itas a significant lotivator and providespreliminary training in software evalua-tion and usage.

E.Adaptive Peripherals. 1. Demonstrationsof speech synthesizers,expanded keyboards,switch input, etc. can be presented as anoverview of available devices to spur in-terest. 2. Remeaber that expertise canonly be developed with extensive hands-onexperience in each topical area. B. pre-pared to make a substantial time invest-ment.

III.Support Services

A. Establish a library of computer-relatedarticles and publications in an access-ible location and encourage its use.

B. Establish a computer committee re:Pre-

sentative of all disciplines (PT,OT,ST,Teacher,etc.) to share in decision mak-ing and information dissemination. Thiscommittee should include building, floor,w ing, or group representative - whateveris appropriate to relate to the computercoordinator the particular computer needsin their areas.

C.Offer On-going Training and Support. 1.

Group sessions should be limited to twopersons per computer whnever possible.Hands-on time should be emphasized. Withthree or ore per computer, the most re-luctant (and needy) usually do not get aturn. 2. Individual sessions are usuallynec sssss y in advanced training for peri-

pherals or diagnostic software% The newlytrained person then becomes a resource toother staff in need of training. 3. Dev-

elop (and update periodically) softwarelistings for staff. a) A listing of soft-w are which is readily available should in-clude pre-requisite skills. b) A softwarelisting by task will enable the profess-ional to determine which piere of softwarecnrresponds to the specific cognitiveskill currently being developed. Thiscan also develop into a classroom activitysoftware list.

At this point, I would like to take a fewmoments to expand on the importance ofcomputer access sssss sments. They are in-deed a contributing factor toward thesuccess of the project. It is stronglyrecommended that a team ssssssss nt be donea minimum of once ter year on all disabledstudents in special education programs.

flows different team members

98 DISCOVERY INI I

to approach a problem case with a new out-look. Again, the team approach (physicaltherapist, occupational therapist,speschtheropist, teacher, computer coordinator,when available) is important in determin-ing body end switch positions, cognitiveability, appropriate software, etc. sinceit Is xtremely difficult for one personto keep abreast of technotogy, "brain-storming" assures that the client/studentwill reap the benefits of pooled know-ledge.

Incorporation of computer use into the IEPcan be Jfectively accomplished by writinga specific goal, ie.,letter recognition,and stating that the computer will be

utilized as a tool to achieve the goal.

Ultimately, the success of the prcject ishighly dependent on staff attitudes. A

friend and colleague is fond of sayingthat computers are "technology lookingfor a purpose". We, as professionals,should be committed to providing thatpurpose by combining our efforts to servethe special needs of the disabtad.

DISCOVERYIN 99

1 n2

AppleWorks for the Special Education reacher

Daniel Paulson, EdDUniversity of Wisconsin-Stout

Abstract

This presentation will explore someof the possible ways a specialeducator could utilize integratedsoftware packages. Integratedsoftware packages have been developedfor business which combine wordprocessing, data management, andspreadsheet functions into oneprogram. These integrated softwarepackages are designed to be easilyused, yet have a great deal ofversatility and depth. Special educa-tors are struggling to apply themicrocomputer to help with instructionand management in the special educa-tion classroom. It would be logicalto utilize a tool in education whichhas become so popular in business.

A microcomputer can be found invirtually every special educationclassroom these days, presenting aspecial challenge for the specialeducator. Microcomputers haverevolutionized so many areas inbusiness and industry. It wouldappear that in education the micro-computer presents great promise. Butthis promise is also the challenge tomake use of this technology inproviding and managing effectiveinstructional programs for handicappedlearners. The applications are opento the imagination and would includeutilization of the microcomputer indirect instructional activities,teacher utilities such as instruc-tional materials development, storageand retrieval, and data managementsuch as IEP information, grades, andother daily measurements. Thedevelopment of these applicationswill fall heavily upon classroomspecial educators. The sudden recentproliferation of microcomputers inspecial education has created asituation where most special educationteachers have had their microcomputersor less than three years. This

means that special educators willhave to learn how to utilize thistechnology by themselves. If specialAducators are to take the time,effort, and initiative to learn howto utilize and apply this technologyin their classrooms, then perceivedpayoffs will have to be immediate andsignificant. By borrowing successfulapplications of the microcomputerfrom business, special educators mayrealize some immediate rewards whichwill facilitate further utilizationof this technology in the classroom.

The obvious application of micro-computers in special education is indirect instructional applications.These are in the form of drill andpractice activities, tutorial activi-ties, simulations, problem-solvingactivities, and composition throughword processing. Unlike a lot of theearly microcomputer utilization in

education, very little instruction inprogramming languages other than logowill be found in most special educa-tion classrooms. Most of theseapplications will involve specificpurpose programs such as drill in

DISCOVERY III 101

103

math facts, or word recoeitio4drill. A fairly large rulober ofthese specific purpose ppograms willhave to be purchased. It Will taketime before special educators Will beable to develop a softwa0 litorary ofsuff:Icient size to make extent:liveutilization of the micro00aPuter ininstruction. Evaluation of inatruc-tioaal programs will also be a majorproblem for the special educator inthis area.

There are a significant pufter ofprograms available which generateinstructional materials or supportmaterials. 1 typical exaMPle of thiskind of software is one that generatesarithmetic problems and printe out aworksheet of arithmetic probleMs.Another example is a test generatingutility which automatically sets uptext in test format. There areappearing other kinds of Utilityprograms for teachers such as gradebooks, IEP generating pregrame, testscore analysis programs, And OPecialprograms to plot daily meaeureaentdata on semilogarithmic oharte-

Out of the business aPPliCationsfield comes three sophistlmated typesof software: the word prOoesoor, thefile-handling prograns, apd A-mespreadsheet programs. The evellitionof these three microcomputer aPplica-tions has led to the integratioh ofthese functions into one Ooftwarepackage so that compatibility orfuncthn and information Could begreatly enhanced.

A word-processing program tUrna thecomputer into a very versOtile typingand composition aid. Word Processorshandle the composition and editing oftext on a monitor screen father thanon paper. This allows th0 teacherand student to create text. cortsctor modify the text, save, and retrievethe text all quite easily. A teachercould utilize a word-proceBeingprogram to generate study gUidea,tests, worksheets, langua#e experiencereading materials and other inatruc-tional materials. The major problemwith word processor utiliOaticn inspecial education is with keyboardskills. Most of the advaptageO ofword processing arts lost 5. thestudent or teacher cannot input textwith some proficiency. TyPingtutorials have been develOPed Whichare quite effective at improvingkeyboard skills.

Data management applications have hadmore extensive use in business andresearch. Business has fosteredsoftware development in file-handlingand accounting functions. In thefile-handling area, software has beendeveloped which allows for the entryof information on records in fieldswhich can be scanned and manipulatedin a variety of ways. Par example,files can be arranged in alphabeticalorder based upon any field selectedsuch as name, program, parent's name,teacher's name, or school name.Records can also be arranged inascending or descending order if thefield has a numerical entry such asage, dates, number of hours in aprogram, or credits earned. Recordscan also be scanned and selected fora special list based upon criteriafor one or More fields of information.The number of fields from whichselections can be considered is thetrue test of power for data-managementsoftware. Thus, if the teacherwanted to have a list selected out ofa group of records of all the studentswhose IEP's were up for review duringthe month of March and who were inthe 9th grade and were born in themonth of January in the year of 1970,the data-management program could beused to quickly select all recordswhich met those criteria if thatinformation was contained in readablefields.

Another name for a file managementprogram is a data base. Data basescan be used for a variety of studentand program applications. Secondaryspecial educators could use it tohelp monitor students in mainstreamclasses. Class sdhedules can be putin a data base with the name of thesubject, teacher's name, and gradeaverage in separate fields. Thenperiodic progress reports can begenerated by selecting those recordswith poor grades and merging theteadher's name with a progress reportform from the w4rd processor.

Another use for a data base is inmatching students with appropriateinstructional materials and activi-ties. A teacher or group of teacherscould design a materials and activi-ties classification system accordingto the skill objectives, abilitylevel, input and output modalities,or motivational factors. With allthe relevant factors about instruc-tional materials listed as a field,the teacher could then use the database to select all the materials andactivities stored in '.:he system

102 DISCOVERY 1111 0 4

appropriate for a particular need.The teacher wOuld then choose whathe/she wanted to use and also enterinto the system the results forfuture reference. A system like thisis not new but the ability for "homegrown" curriculum catalogues is whatmakes this application of data basesinteresting.

This same kind of application couldalso be used in note-taking and studyskills. A student dould establish adata base for a mainstreamed classwhich requires note taking in whichthe recOrds become major conceptsfrom the notes. The fields could bebuilt to contain specific informationsupporting the main ideas. Thesystem would be oimilar to an outlinewith Roman numerals and capitalletters as the main record identi-fiers. The lower-case letters andArabic numerals in an outline wouldthen become fields in those records.Studying ior a test would then becomea matter of scanning the recordstrying to recall what information isIn each field. The student couldthen examine those fields when recallis weak. A teadher could then keep acomposite field from year to yearwith a comprehensive set of notes formainstream classes. These could thenbe used in various ways to helpstudents with note-taking skills.

Another data-management program, thatwas developed for business applica-tions is the spreadsheet. This typeof software was developed as anaccounting and forecasting tool forbusiness managers. Spreadsheetsprimarily deal with numeric data andcan easily perform'calculations onnuabers contained in rows and columns.Spreadsheets can be set up easily toperform sums and averages on rows orcolumns of nutbers. They are alsocapable of doing sophisticatedcalculations with the numbers inthese rows and columns even to thepoint of making logic decisions likeif-then. Spreadsheets could have avariety of functions in token econo-mies. Keeping track of tokens withdebits and credits is simple with aspreadsheet.

Spreadsheete can be very easily setup for grade book applications.Daily test or performance data can beentered for eadh student. In thissetup the students' names would belisted in the left-most column withcolumns to the right holding eadhday's grade. In a nine-week quarter,the 47th column would have a summing

function entered which would totalthe points earned for the quarter.Column 48 could have an averagingfunction which would automaticallyaverage the daily points for thequarter. Minimum and maximum pointsearned in a day couIC be displayed orthe spreadsheet could assign a lettergrade based upon the teacher'sspecifications.

DISCOVERY III

105103

VOCATIONAL EVALUATION UPGRADE PROGRAM

DAVID TRAVER. M.S.. CVE

ABSTRACT

The Vocational Evaluation-Upgrade Program(yE-UP) was necessitated by the massive amount ofpaper generated in the traditional vocational evalu-ation process. IBM compatible personal computerswere used in combination with readily availablebusiness software to manage cases with improvedservices to the community, and significantly reducedcosts.

As a result of VE-UP, case management pract-ices have changed dramatically. During the eva!u-ation process, the Evaluators enter basic clientdemographics, test scores, observations and recom-mendations. At the end of the evaluation a finalevaluation report, staffing report, case notes, ter-mination letter, and related documentation is pre-pared automatically.

Benefits include expansion of the scope ofservices, reduced evaluator stress, and better serviceto referring agency's. Over 400 reports have beenwritten in the new format and the response has beenunanimously positive. Counselors are especiallyhappy with the report turn-around time and the easyreading format.

This project was partially funded through agrant by the Milwaukee Foundation, and was recog-nized by Goodwill Industries of America as theOutstanding Rehabilitation Program of the Year in1985.

INTRODUCTION

Goodwill Industries, Milwaukee Area, Inc. hasbeen a community service agency for over 65 years,providing a full range of rehabilitation services todisabled and disadvantaged citizens of the Milwaukeemetropolitan area. Milwaukee Goodwill's vocationalevaluation program has provided quality assessmentservices for physically and mentally disabled individ-uals for more than 15 years. In the past 15 yearsGoodwill has performed over 7,700 vocational evalu-ations. In 1985, over 700 individuals we-e evaluated.

The majority of clients are referred for servicesby the Wisconsin Division of Vocational Rehabilitation.Other users of vocational evaluation include theSocial Secruity Administration, Insurance companies(worker's compensation), Veteran's Administration,and Milwaukee County's program:, serving the devel-opmentally disabled and mentally ill individuals.

A project, the Vocational Evaluation - UpgradeProgram (VE-UP) was necessitated by heavy clientflow, and massive amounts of paper generated by theevaluation process. The goal was to increase thequality of the one to one evaluations, and to reducethe time and paper work associated with psychometricand work sample testing. It was also necessary toaddress the overall case management and final evalu-ation report development with the same purpuse, tocreate more time for meaningful one-to-one evalu-ator/client contact.

In the Fall of 1983, a commitment was made tocomputerize the evaluation department. An impor-tant feature of this project was that all computerprogramming and software development was com-pleted by vocational evaluat:on staff, and whenpossible, inexpensive and readily available businesssoftware was used to keep costs to a minimum.

As the project developed, it I.,:came clear thatit involved two phases, the development and imple-mentation phase, and an expansion phase. The firstphase lasted approximately one year, and the secondphase is still in progress.

Phase One - Development and Implementation

Paper Work Reduction

Before implementing VE-UP, the final evaluationreport turn-around time was frequently sited as aproblem ar.a with our major customer - the StateDivision of Vocational Rehabilitation. Reports werelong and sometimes incomprehensible to non-evalu-ators. Reports included several dozen pages of checklists describing the client's vocational performance,often written in terminology developed by the Depart-ment of Labor and work sample system manufact-urers.

When asked for input, the referring counselorssaid chey wanted reports that were on-time, short,and which clearly outlined the client's assets, limi-

DISCOVERY In 105

tat'ons, and vocational recommendations. Thecounselors already knew the client's social and workhistory, and were not interested in pages of check-lists.

Goodwill purchased the Nutshell Data base pro-gram to reduce the amount of time required forreport development and case management. This isan extremely easy to use data base program for the1BM-PC. Nutshell was adapted to handle all reportingfunctions involved in evaluation caseload management.The Nutshell program is a clever combination of data-base management and word processing, and cost only$100. It was purchased "over the counter" at a localcomputer supply store.

As a result of VE-UP, case management practiceshave changed drE atically. During the evaluationprocess, the evaluators enter basic client demograph-ics, test scores, and observations, on an on-goingbasis. At the end of the evaluation, the Nutshellprogram automatically sorts all original entries madeby the evaluator and creates the final report, staffingreport, case notes, letter to the client, and relateddocumentation, as required.

A decision was made to implement this projecton the 1BM-PC and IBM compatible computers ratherthan the IBM System 38 mainframe computer ownedby Milwaukee Goodwill. The rationale for this deci-sion included availability of software, user control,response time, and development speed. The IBMSystem 38 utilizes RPG-2 and RPG-3 languages, andno vocational assessment software is available inthese codes.. Software such as Nutshell, Lotus 1-2-3a mathematical :::pread sheet, (which is great fornorming work samples and budgeting) and word pro-cessing programs, were inexpensive and readily avail-able for the IBM-PC. Similar programs for the largerIBM mainframe System were very expensive ana uselarge amounts of machine capacity. The evaluationdeparmtnet staff quickly became comfortable mana-ging the more user friendly IBM-PC. The evaluatorsknew where their data could be found at any time,and did not need to learn mainframe languages oroperating systems to initiate the project.

The purchase of the IBM-PC printer and software,as well as all testing equipment was supportedthrough a grant from the Milwaukee Foundation.This generous gift was the result of a proposal to theMilwaukee Foundation which outlined the project andrequested $15,000 for equipment and developmentcosts.

Smplification of Vocational Testing

Milwaukee Goodwill provides tf-%n- day vocationalassessments to approximately 7"..A) individuals peryear. Assessments include two days of work sampleand psychometric testing followed by eight days ofsituational assessment in occupational areas such as

ical, electronic assembly, food servi-ze, custodial,commercial laundry, and bench assembly. At thestart of the project, three evaluators handled thiscase load with clerical support for intake, billing andwork processing only. VE-UP attacked the cumber-some process of labnratory assessment by replacingmany of the Valpar and J.E.V.S. work samples withtests that were administered quickly, and often ingroups, and quickly scored hand or by computer.These tests included the General Aptitude Test

Battery, the McCarron Dial System, McCarron DialStreet Survival Skills, Nelson Reading Skills Test, andthe Wide Range Achievement Test, Revised, LevelTwo.

Following the purchase of a 1BM-PC, and afterconsiderable research, two vocational testing systemswere purchased: the McCarron Dial and the GeneralAptitude Test Battery. The McCarron Dial was in-tended for assessment of individuals with sensory-neural impairments, mental retardation, or relateddisablilities. The General Aptitude rest Battery wasselected for its ease of administration and powerfulnormative base.

The McCarron Dial company supplied computerprograms to interpret and generate a written reporton the 1BM-PC. The General Aptitude Test Batteryrequired some software development utilizing theLotus 1-2-3 spread sheet program. This writercreated a computer program that scored the G.A.T.B.and listed appropniate job classifications selected from66 Department of Labor Occupational AptitudePatterns. Goodwill evaluated other computer assistedassessment systems and software packages, but de-cided against them due to their apparent lack ofrelevance to the population served, poor normativebases, and frequently excessive price tags.

McCarron Dial and General Aptitude Test Batteryresults are analyzed by computer the same day thetests are administered, and extensive interpretivereports are available to the evaluators immediately.This facilitates updating of meaningful vocationalevaluation plans, and more ef ficient use of the limitedten day evaluation period.

Phase Two - Expansion

Demand for "Time on the Computer"

Demand for access to the original single "evalu-ation computer" was unexpectedly strong. The dailyreport development activities of three evaluatorsrequired more time than was anticipated. New re-quests for computers services were frequent andseveral new projects were undertaken. Goodwill'sCommunity Employment Program took the McCarronDial system "on the road" and tested residents in alocal nursing home. Reports for each of these assess-ments were produced on the evaluation departmentPC. Also, an evaluation program was developed byGoodwill at the Milwaukee County House of Correc-tions, and ewer 70 G.A.T.B.'s, and dozens of McCarronDials were administered each month.

A new problem had developed - insufficient avail-ability of computer time. To solve this problem, twoadditional computers and printers were purchased,and an optical scanner was obtained from NationalComputer Systems to machine scare the G.A.T.B andthe Interest Inventory.

After considerable shopping, two Leadang EdgeModel-D, IBM compatible computers were installedin evaluator offices. These machines were loadedwith all available memory (640K) and har disk stor-age systems. Dot matrix printers were also providedfor each machine.

The National Computer System scanner wasselected sloely on the basis of the availability of the..V.12. report development system. The scanner readsthe oi-iginal answer sheets, eliminating manual inputof raw scores, and the V.I.P. sof tware analyzes scores

106 DISCOVERY III107

and interprets the G.A.T.B. and the United StatesEmployment Service Interest lnventor Using thissoftware, the computer generates a cemprehensivereport which includes aptitude patterns, interestlevels, and relates the two in an understandablefashion.

With the addition of this new equipment, expan-sion of the scope of services was feasible. Forexample, Milwaukee County has over 12,000 individ-uals receiving Gerneral Assistance due to unemploy-ment and poverty. In October and November, 1985,for employment counseling purposes, 370 wedividualswere screened with the use of the G.A.T.t1,.. Thistesting was performed without adding staff andassistance.

Appraisal of the Effects of the Program

Evaluator Reaction

One aspect of the VE-UP program that could notbe predicted was the reaction of the evaluators tothe new process. There were significant changes intests, documentation, report deve/opment, andreporting style plus overall day to day procedures.

Through careful planning, attention to trainingand demonstration, the conversion process wentsmoothly. One staf f member, a vocational evalu-ator with 20 years of experience, comented, "(thecomputer) is the best thing to happen here in 20Years".

Planning included months of preparation. Allevaluation forms generated by computer were,whenever possible, exact impages of their hand-written predecessors. There were discussions withevaluators andother staff about the logic of thenew report formats, and their suggestions werefollowed. Variations in the formats were permittedfor each evaluator, allowing persrmalized evaluationreport formats.

Training began with the evaluator expressing thegreatest fear of computers. The commercial tutorialprogram provided with the Nutshell program wasused, and sample reports were developed and cor-rected. After successfully handling several cases,this evaluator then trained the other evaluators.

Demonstrations of the program, and of thecomputer, added to the smooth transition for theother evaluators. They were not only told about theadvantages, but were shown, by one of their peers.

Customer Reaction

Evaluation is a service, not a tangible product.However, there is one durable result of an evaluationthe written report. In effect, the report is the"product" purchased by the referring counselor.Marketing the new report format was much easierthan expectad, and the response was gratifying.

As requested by the referring counselors, a twopage report is now developed and available to thecounselor at the time of the staffing. Long narra-tives citing client social history and demographicinformation are no longer provided. There are nocheck /ists, and, the reports are easily understoodby non-vocaticnal professionals, the clients, and theconcerned family members.

Over 400 reports have been written in the new

form and the response has been unanimously positive.Counselors are especially happy with the report turn-around time, and the easy reading format.

Fiscal Impact

Improved performance was measured in casemanagement tasks, and in the quality of assessmentaccuracy and feedback to the client. Readily avail-able business software, used without adaptation,resulted in a significant cost savings, and provideda powerful and flexible -."..velopment base.

Before implementing th-: project, a twelve monthstudy revealed that final vocational evaluation re-ports were ready for mailing to the referring coun-selor 14 working days after the final evaluationstaff ing. Cost for report development included anaverage of 1.5 hours of evaluator report developmenttime (including test interpretation), .5 hour typingtime, .25 hour re-write and proofing time, and anadditional .5 hour re-typing. Two photocopies ofthe report would be made, and the original would bemailed. Average development cost for each reportwas 2.75 hours of staff time or approximately $70.00.

In addition to the final vocational evaluationreport other case management paperwork includeda termination letter to the individual receiving ser-vices (in duplicate), an in-house termination sum-mary, billing report, and a case note, or $12.50 ofevaluator time. In 1984, this process was repeated675 times (once for each client) and cost Goodwill$55,688.00.

The report turnaround period has been reduced[loin 14 days-to 30 minutes. -Filial vocationalevaluation reports are now handed to the referringcounselor at the final staffing. A/I other paperwork (case notes, letter, and billing information)is generated by the computer as an incidentalfunction of the evaluation report process. A typistis no longer required, and work is proofed by theevaluator as the report is written. A separatestaffing report is no longer required. Cost perreport is now only .5 hour of staff time, or $12.50.The net result is a cost reduction of over 80% perreport, to a total of less than $8,500 per year,compared to the previous figure of $55,688.00.

Traditional Valpar and 3.E.V.S. work sampleadministration required one to one testing by threeevaluators working simultaneously. This testing wasreplaced by one evaluator working with groups ofeight clients on a rotating basis. This allowed moretime for individual attention by the other evaluators.Weekl:, testing by one evaluator replaced similarone to one testingby three evaluators, and a weeklysavings of six hours of staff time ($150.00) wasrealized.

Conclusion

The experience gained in the VE-UP project hasdemonstrated to management in other departmentsthat the use of computers has a place in the humanservices business. We are now involved in thedevelopment of a comprehensive ManagementInformation System which will include multipledepartments, (Intake, Evaluation, Placement,Billing, etc.) and combine the PC and IBM system38 environments.

DISCOVERY III 1 08 107

The project, funded in part by a donation, hasproven successful in several surprising ways, and hadthe following effects:

I. Improved services to the client2. Improved customer relations3. Increased time spent in professional evaluation

functions, rather than report writing tasks4 Irrnroved evaluator morale5. SigLificant annual dollar savings6. Simplification of the evaluation report format,

and reduction in report turn-around time7. As a marketing tool, ther eis access to new

markets, such as nursing homes, correctioncenters, and public assistance agencies

Summary

In the past 15 years Goodwill has performed over7,700 vocational evaluations. In 1985, over 700 in-dividuals were evaluated.

The Vocational Evaluation - Upgrade Program(VE-UP) was necessitated by massive amounts ofpaper generated by the evaluation process. The goalwas to increase the quality of the one to one evalu-ations, and to reduce the time and paper work associ-ated with psychometric and work sample testing.

When commercially available software was notsuitable, computer programming and software devel-opment was completed by vocational evaluation staff,and when possible, inexpensive and readily availablebusiness software was used to keep costs to aminimum.

As a result of VE-UP, case management practiceshave changed dramatically. During the evaluationprocess, the evaluators enter basic client demo-graphics, test scores, and observations, on an on-goingbasis. At the end of the evaluation, the computerprogram automatically sorts all original entries madeby the evaluator and creates the final report, s'i.aff-ing report, case notes, letter to the client, andrelated documentation, as required.

Benefits include expansion of the scope of ser-vices, reduced evaluator stress, and better serviceto referring agencies. A vocational evaluator with20 years of experience, commented, "(the computer)is the best thing to happen here in 20 years". Over400 reports have been written in the new form andthe response has been unanimously positive. '.:oun-selors are especially happy with the report turn-around time, and the easy reading format.

A cost reduction of over 80% per report wasrealized, a total of less than $8,500 per year, com-pared to the previous figure of $55,688.00.

108 DISCOVERY IS 1

VOCATIONAL REHABILITATION ENGINEERINGWHAT IS IT?

LEONARD L. ANDERSON, M.S.E.M.LEAH M. ROSS, M.Ed.

Abstract

Vocational rehabilitation engineering techniqueswhich have been developed through research bythe Rehabilitation Engineering Center inWichita, Kansas, are described. The majority ofexamples cited are those adaptations designedfor manufacturing operations.

Vocational Rehabilitation Engineering

Rehabilitation engineering is not a uniquescience within the engineering discipline.Rather, it is a unique application oftraditional engineering problem solvingtechniques. Vocational rehabilitationengineering alldws individuals with severemultiple disabilities to perform useful work inan industrial setting. The application ofvocational rehabilitation engineering atWichita, by the Rehabilitation EngineeringCenter, has been principally at CenterIndustries Corporation, or CIC.

Center Industries Corporation

Center Industries Corporation is thepractical laboratory in which research iscarried out. At Center, handicapped persons areintegrated with able-bodied employees inmanufacturing and, where necessary, machines andwork stations are modified so that handicappedindividuals can operate them at a competitiverate. This adaptation effort has been theresponsibility of staff of the RehabilitationEngineering Center.

Center Industries Corporation has been inexistence for over 10 years. Most of the jobmodifications that are to be discussed have beenderived from experience at CIC. The basicpurpose cv philosopy of Center Industries is toprovide access for individuals with moderateimpairments to entry level jobs and eventuallyto mainstream industry, as well as to provideaccess to individuals with severe physicalimpairments to vocational placements which havespecialized transportation and aide support.

Available Motions Inventory

The AMI, or Available Motions Inventory,provides the data base for most of theengineering modifications designed andfabricated at CIC. It provides informationrelative to the upper extremity dexterity inindividuals, measured in an objective form. Thescoring system yields both inter- and intra-individual ability comparisons.

The Available Motions Inventory (AMI) is anassessment system developed by the Wichita REC.It documents residual capabilities of physicallydisabled persons to carry out specific actionsand activities required for performing work. Ananalysis of an individual's set of abilitiesyields a profile of types of tasks which couldbe carried out by that person. In addition, theprofile defines the modifications which would berequired to enable that person to operate aparticular worksite, thus enabling theindividual to carry out tasks that are beyondthat person's currently existing capabilities.

Worksite Modifications

Two individuals with severe cerebral palsyhave been enabled to work in a fairlysophisticated work environment throughindividual specific task modification. Thefollowing paragraphs describe the modified workstations designed and fabricated for their use.Both stations were a part of the same productline, one producing a spring-loaded strut tosupport the rear window of a -ecreation vehicle.A beading machine redesigned for the firstworker was formerly operated by a worker in astanding position. The machine was lowered sothat a handicapped worker in a wheelchair couldoperate it. The actuation levers were fittedwith air cylinders to allow pneumaticallypowered operation. An electronic timer wasconstructed to control the length of time themachine head was engaged. A holding fixture(Fig. 1) was fabricated to align the tubeproperly during the machine operation. Thismodification allowed a formerly unemployableseverely disabled person to be employed.

HOLDING FIXTURE

MATERIAL STOP

SAFETY SWITCHLEVER OPERATEDAIR VALVE

CROSS SECTIONAL VIEWOF BEADED TUBE

Figure 1 Tube Beading Machine Modification

DISCOVERY III

110109

Figure 2 Three-Axis Crimper

A crimping machine was modified for thesecond worker's use (Fig. 2). An importantfacet of the redesign is a part feeder which isdesigned on the same format as a toothpickfeeder (Fig. 3). It presented one tube at atime to the machine operator. Thesemodifications allowed a severely disabled personaffected by spastic cerebral palsy to operatethis machine at an economically feasible rate.

MEDIAS ARMS

SECTION A-A

Figure 3 Cylindrical Parts Feeder

Strut line modifications have also beenmade for individuals with less severedisabilities. They were designed for frequentlyoccurring functional limitations. Thelimitations are those of material handling,maintaining proper alignment of parts beingprocessed, and control actuation.

Mounting brackets were attached to the endsof the struts by 1/4 inch diameter rod whichextends through the bracket and strut tube. Therod was cut to length and preformed in a sub-assembly operation. The rod and bracket wereassembled. The assembly was placed in aspecially designed clamp which held the assemblyas a sliding actuator moved the rod intoposition beneath the head of the punch press

(Fig. 4). After the press was actuated, the airvalve was placed in the reverse position. Thisprevented the operator from 1..4ving to place theassembly directly beneath the machine head.

PRESSSTRICT

WIDESLIDE PLATE

AIR CYLINDER

(SLIDE AGTUATOR)

PRESS

IR(F)

PPI IN POSMON

TO U STAKED

4-WAY

AIR VALVE

(MANUAL)

SLIDE PLATE

CYLINDER

(CLAMP)

CYLINDER

(CLAMP)

UP

Figure 4 Pin Staking Modification

One frequently occurring need which isfound is to adjust the orientation of equipmentto fit an individual, thus allowing access by anindividual in a seated position to a worksitewhich normally requires a standing position.The following illustrates one mIch modification.

One of the more extc.nsive machinemodifications which was undertaken byRehabilitation Engineering Center personnel wasto make a rather complex drilling operationaccessible to a seated worker. Formerly, theoperation had been performed only by ambulatorypersons,*either able-bodied or mildlyhandicapped. The entire machine was lowered tomake it accessible. In addition, the worksurface and machine were tilted away from theoperator. This made it easier to position partsproperly as well as giving the opera'Ir handieraccess. The machine modifications we'e achievedby cutting and rewelding the frame of the drillpress, as opposed to altering the machine itself.

The job station was designed for a generalclass of handicapped worker. The operator wasrequired to have near normal strength of handsand arms, as the part to be drilled wasrelatively heavy, 4-1/2 pounds. The worker didnot have to perform operations with his hands ata rapid rate. This was due to the fact that thetime required for the drilling operation itselfwas relatively high, 80 seconds of a two-minutecycle.

Before the machine modification wascomplete, a worker was identified to perform theoperation. His disability was due to his havingbeen injured in an automobile accident. Hisprimary injuries were to the brain, and he wasconfined to a wheelchair. His strength wasadequate. Although his rate of performing handoperations was substandard, this did not hamper

110 DISCOVERY III

111

his being able to perform the manufacturingcycle at an adequate rate.

Another frequently occurrring functionallimitation is hemiplegia, that is, limited useof one arm and hand or complete loss of the useof one arm and hand. An employee of CenterIndustries was a person with an arm completelydisabled by accidental injury. He performed avariety of operations ably. CIC has twonumerically controlled 'athes. Althou;h thiswas a highly automated process, there is onepoint at which two hands were required, when thepart was loaded or unloaded from the chuck. A

head-actuated switch was mounted on the machine(Fig. 5). It was wired in parallel with the

POJUS7OJILI

Figure 5 Head-Actuated Switch

regular switch. The one-handed employee coulduse the head switch to open or close the jaws ofthe chuck while he supported the part with onehand. An able-bodied worker could also operatethe machine by swinging the device out of theway and operating the machine in the usualmanner. A second lathe was modified in asimilar manner. Tha substitution of the switchwas carried out somewhat differently since thechuck was actuated pneumatically rather thanelectrically.

A 32-ton press was equipped with a two-handtrip as required by OSHA (Occupational Safetyand Health Admioistration) to prevent an able-bodied operator's hand being caught. Thehandicapped employee who was proposed to operatethis machine had only one functioning hand. Thetask of modifying the machine so that only one-handed actuation was required was done with thefollowing limitations in mind. The jobmodification was to alter the function of themachine only when the specific handicappedworker was using it, thus retaining the requiredprotection for a two-handed operator. The keyconverting the press to one-handed operation wasto be kept at all time by the one-handedoperator, the only person having the right tooperate the press in that mode. The trip buttonwas placed at least 27 inches from any pinch onthe press bed, considering the OSHA formulaswhich take into account the speed of the presshead and the time required for the head to stopwhen the button is pressed (Fig. 6). A varietyof activities could be performed on the press,thus enhancing this individual's job security.

Figure 6 One-Handed Punch Press Trip

This modification can be utilized for otherswith hemiplegia. A principle of industrialworksite modification has been demonstrated,that is, that the modification should not reducethe access of the able-bodied co-workers toperforming the task.

Analysis of motion achieved on the AMI byhandicapped persons reveals that controlledmotion with three-dimensional components isdifficult, especially for the cerebral palsied.The following devices allow one- or two-dimensional actions to be substituted for three-dimensional activity.

A young woman who is ambulatory but hassome limitations of her hand function found apossible job assignment assembling a nozzle fora welding torch. Assembling of the part wasdifficult because it required properpositioning. This is essentially an operationrequiring coordination in a two-dimensionAlplane.

An alipment tool was designed (Fig. 7)which guided the part into position, changingthe required motion from two to one dimension.Initially this young woman was placed on the jobfor a typical probationary period. In a shorttime her performance proved her to be ready foradditional operations. The laror herrepertoire of activities, the more job securityshe had.

A holding fixture enabled a handicapped clientto position 1ill in a desired location overthe work berore actuating the tool. The fixtureconsisted of an arm which pivoted horizontallyabout one end. Ordinary drawer guides were usedfor the fixture arm, which allowed the arm totelescope in length. A special clamp held thedrill motor at the end of the arm (Fig. 8).

DISCOVERY III

112

BASE1121794116.16

Figure 7 Alignment Tool

Figure 8 Drill Alignment Fixture

A research project was undertaken to explorethe possibility of assigning most of thephysical motion of an industrial task to a smallrobotic arm, and decision-making functions to aperson with physical limitations. A specifictask was identified at Center Industries, thatof tinning or coating leads of mall electroniccomponents with selder. The Microbot,manufactured by Microbot, Inc., Mountain View,CA, wan chosen as being functional and withinthe economic limitations of this project. Theoperator's responsibility was to place thecomponent in an appropriate location to bepicked up by the robot. For axial leadcomponents, one lead of the component wasdipped, the part was turned end-for-end so thatthe second lead could be tinned. Axial leadcomponents of various sizes were processed bythe disabled operator, utilizing the robot.

Some persons with severe multipledisabilities are quite adept at quality controlor inspection types of task. A mirror placed inan appropriate location enabled an inspector tostle the digits on license plates, manufacturedat CIC, in normal order. A desk area wasprovided for a list of required tag numbers forcomparison. An air jet provided the capabilityof ejecting a particular plate from theproduction line, lt was actuated by a singlelarge push-button switch placed near theinspector. If the inspector perceived a major

malfunction in the press operation affecting alltags, she could actuate another button whi()would shut down the embossing press operationuntil the malfunction could be analyzed andcorrected.

A final inspection was made of the licenseplates for sequence of numbers and qualitycontrol. A particular individual has worked atthis station throughout the production oflicense plates at CIC. He is severelyphysically handicapped, has adequate eye sight,good judgment, and is very conscientious. Whenhe first worked at the inspection, his flailingdue to cerebral palsy was so severe that theengineers built a stall so he would not kick theconveyer. As he became accustomed to the work,the flailing ceased, and the stall was removed.

Another very fruitful area for jobmodification accomodation is clerical orknowledged based work. The seated nature ofclerical work makes it compatible with manywheelchair users. A young woman who had beeninjured in a motor vehicle accident came toCenter Industries with an ambition to be areceptionist. She had little training for sucha job. She received on-the-job training fromCenter's clerical staff and has turned out to bea very satisfactory employee. Some relativelyminor modifications were made to enable thisyoung woman to perform her job. A desk-levelswitch was designed and built to replace thestandard foot control for the dictaphone. Thecopy machine was lowered so she could operateit; six inches were cut off the lags of themachine.

Some modifinations seek to alleviate otherthan physical limitations, that is, cognitive orperceptual impairments. The following is anexample of such a modification developed forCIC's license plate manufacture. Separate diesmust be loaded for each digit of each licenseplate. The employee who first performed thisjob was relatively able-bodied but aphasic fromhead injury. A digital counter was designed tomonitor the next die to be loaded. It wasplaced where it could be readily seen by theoperator. One of the by-products of thisoperation was that the aphasic employee learnedhis numbers in sequence again. Able-bodiedoperators also benefitted from using the counterto keep track of the required dies to be loaded.

One of the responsibilities of theRehabilitation Engineering Center is to supporta handicapped person placed in an employmentsetting by responding to problems that ariseafter placement. A young man with cerebralpalsy achieved a mainstream job placement in alarge medical center in Wichita. He worked as agrounds maintenance man. The employer felt thatit might be dangerous for the cerebral palsiedemployee to operate powered equipment. As theemployee expressed it, the restriction made himfeel handicapped. Engineers inquired into thematter and proposed equipping a power mower witha "dead man" switch. This consisted of abicycle hand brake lever which would spring open

112 DISCOVERY III

113

Figure 9 "Dead Man" Switch

when pressure was released, thus grounding theelectrical system and cutting off power to theengine (Fig. 9). This was connected to the lowvoltage coil circuitry on the mower.

Another problem arose when the employeefound it hard to operate outside water faucetsequipped with only a square shaft. The toolprovided by the employer did not allow forsufficient leverage to be applied to operate thefaucets. A "cheater bar" was designed with two'sizes of square holes in the faucet tool (Fig.10). Both the faucet tool and the "cheater bar"were provided with carrying lanyards. Withengineering assistance, this employee wasenabled to carry out a full range of maintenanceactivities.

Figure 10 Torque Assist Tool

For many adults with an acquireddisability, their first choice for an occupationor a job is the one that they had before theirillness or injury. This is particularly truefor a person who has been the primary managerand worker on his own farm.

One such farmer had a stroke which left himhemiplegic, affected on the left side. One ofthe things that he wanted to do in hisrehabilitation process was to get up on his JohnDeere tractor and do some work again on hisfarm. The barrier to this farmer's access tothe tractor was the wide placement of the steps.Limited strength and range of motion of theaffected left leg prevented his climbing thesteps to the tractor seat. The farmer's ownwelding equipment was utilized to make thealterations. Additional steps were fabricatedand attached to the side of the tractor. Theadded steps were then painted John Deere green.Two principles of job site modification havebeen demonstrated: 1) the engineer usuallyneeds to observe the actual workplace to developappropriate changes and 2) the alteration shouldbe as simple and unobtrusive as possible.

Timing was very important in this instance.The farmer was eager to return to his accustomedwork, and the Vocational Rehabilitationcounselor sought the assistance of engineers toperform the worksite modifications. This wasdone outside the domain of the RehabilitationEngineering Center grant, on a fee-for-servicebasis, utilizing techniques which have beendeveloped within the REC research. A simple,straightforward change rendered a man andmachine operational again.

Conclusion:

Persons with disabilities can be enabled toperform work that is satisfying to both theworker and the employer by application ofvocational rehabilitation engineering.

ACKNOWLECAMENT

The authors wish to acknowledge the NationalInstitute of Handicapped Research for itssupport of the research activity in which theprinciples of vocational rehabilitationengineering were being developed.

411DISCOVERY III 113

114

PFRSONAL COMPUTER ASSISTED VOCATIONAL EVALUATION (P-CAVE)TM

Counselor-Friendly SoftwareIBM-Compatible

Marilyn Tuck, CRC

In an age of technological miracles,electronic adrances are all too oftenlimited in their utility in rehabilita-tion applications. The primary culpritsseem to be the expense of the technologyand the whizgadgetry of the devices, asboth frequently exceed the parameterswithin which rehabilitation facilitiesand counselors customarily work.

P-CAVE is IBM-compatible softwarewhich searches th.. entire DOT databaseof 12,375 job titles in minutes, pro-ducing a wide range of options for eventhe most severely limited, lower-functioning clients. Each job title isdescribed by DOT code, GOE code, SOCcode, GATB aptitudes, physical demands,environmental conditions and GED levels.P-CAVE is state-of-the-art technologywith sleek, sophisticated, elegantprogramming, but is also eminently prac-tical. It was designed by a practicingcounselor for use by counselors and hasutility in litigation evaluations aswell as more routine evaluations.

In recent years, technologicaladvances and electronic whizgadgetryhave become sc commonplace in rehabili-tation that responses to new equipmentor concepts are often, "ho-hum. . ."

When the latest bit of magic is trottedout, it is often a) too expensive formost facilities, b) too technical formost counselors, or c) both.

At last! There is a technologicaladvance rehabilitation that is botheminently practical and very affordable!

The Personal Computer AssfAtedVocational Evaluation (P-CAVF) is asoftware package which searches theentire Dictionary of Occupational Titlesin a matter of minutes, matching clientcapabilities to appropriate job titles.It was designed by a practicing counselorfor use by other counselors -- and bestof all, you don't have to know a bit froma byte!

P-CAVE includes the followingfeatures:

i. P-rAVE contains the entire DOTdatabase of 12,375 job titles, describedoy DOT code, GOE code, SOC code, ATBaptitudes, physicaldemands,enmonmentalconditions, and GED levels.

2. P-CAVE is flexible. You canmatch client profiles by tested apti-tudes, critical aptitudes, work history,reduced physical or mental functioning,or by comparable jobs within the demon-strated functioning level.

3. P-CAVE is thorough. Becauseit contains the entire DOT database, itprovides the most number of options forlower-functioning clients.

4. P-CAVE is useful in litigation.It can provide both pre- and post-injur:,job counts within the person's previo..isfunctional capacities and current levelof functioning. This provides an objec-tive basis on which to make a functionaldisability rating. ho more going intocourt armed solely with professionaljudgement!

5. P-CAVE can be tailored to pro-vide a great deal of information or toretrieve only very specific kinds ifjobs. For example, in the drinted joblist, you can obtain a listing of every-thing that fits, every third (forinstance) fit, the first 150 matches, orwhatever combination you please.

6. P-CAVE meets EEOC testingcriterion, in that every match is job-specific based on demonstrated pastperformance and evaluated by the FederalGovernment's own data.

DISCOVERY III

115115

7. P-CAVE is electronic technolo-gy at its best -- designed by a prac-ticing counselor for use by othercounselors.

8. P-CAVE is state-of-the-arttechnology at a very affordable price.The programming is elegant, sleek andsophisticated at an economical cost.

9. P-CAVE is service-oriented andprovides the best follow-up support inthe industry. The first 90 days we pro-vide technical back-up free. Afterthat, you may either contract with usfor a low-cost computer support person-nel maintenance agreement or you maypurchase our technical support on anhourly, as-needed basis. No other soft-ware package in the field offers suchthorough follow-up.

10. P-CAVE is available in avariety of forms. You may purchase thesoftware only; you may purchase from usone of three pre-programmed computers,depending on your other computer needs;or you may contact us with client pro-files and purchase individual clientprintouts.

116 DISCOVERY III116

I ntroitetion to Microprocessing end AcedemicStratnies for Developmental -Level Coilege Students

Quentin L. Griffey, Ph.D.

Abstract

Eight learning disabled freshmen college studentsat the Community College of Allegheny County,Pittsburgh, PA were enrolled in S specially designedstudy skills course which included Instruction in writingterm papers wing s word processing program. Thesestudents were selected for this course based onassessment procedures which established the 'welcomeof severs writing deficits. During the fifteen weeksemester the students recieved instrulion inappropriate study skills such se noteteking, anxietyreduction, rola.; strategies, mnemonic lamingdevices, end the mechanics of writings term piper. Theword precasts; portion of the course provided:netruction In becoming familiar with the computer ar6developing acceptable skills in using a word preuaingsoftly/re package. One of the major desired outcomes ofthe course vas to equip horning disabled students vith atool for writing Meg*e term mars. During the secondhell' of the term the students concretrated on the skillsacquireC in the study skills end word precasting dossesto prodia a term peper which consisted ole title pep,aLtline, content, and references. isch term paper vasevelseted by exemining the students' ability to logicellyorganize end signoree the informetion mcessery toproduce the papers. The results of this coures simgestHot learning disabled college students with writingdeficits an, with proper instruction, develop an adequateterm paper. Ml the students yore able to utilize s wordprocessor to develop an acceptable piper. Dosed onmilestone by the students, the instructor, and collegeofficills this course will be offered ass reguhr course etthe collage.

Istritsidiu

If I mode the statement thet the ability to write wellis en important messure of a student's20.1ftlive in collo?,there would prohibit; te no disagreement %t t! thetstatement among this audience. Further, if I imilcstedthat there are any students in college todey who lackgood writing skills end consequently will either notcomplete their college programs or encounter muchdifficulty along the way there would be littledisagreement. Nor would there te much dissent thethere %Ill te many mire students with insiequetewriting skills enrolling in college programs in the marfuture.

There are many colleges and universities that abatethis problem by requiring prospective students to submitevidence of at lust %me minimum writing skills priorto acceptance. :Weyer, there are also a large number ofinstitutions, particularly community and juniorcolleges, that operate under the "open door policy ofadmission. These colleges generally only rewire that theincorchm student complete the appropriate applicationforms and submit evidence of a high octal diploma orGED. There Institutions, therefore, attract students whooften would be denied admission to more selectivecolleges.

Fortungslii, menu community and junior allegeshove recognized the fact otat many students who ereaccepted will not possess the academic skills necessary tostecessfully complete their chosen programs. Ao e resultof this awareness they hove Instituted programs to essistnew and previously enrolled students who experienceacademic difficulties. It is not the intent of thispresentetion to elaborat, in the components of supportiveprograms for developrnentel level students, rather, it ismy intention to briefly (births the program available atthe Community College of Allegheny County in Pittsburghend its relationship to a specifically designed course forstudents exhibiting writing deficits. Students at thiscommunity college who ere experiencing learningproblems hove several programs available to them.These include developmental level course in reeding,English, Wheats., oral study skills; learningcouneelirg for students with test anxiety end poor studyNMI* e learning center for Individual and grouptutoring; a pre-college program offered during thesummer for new etude* who need basic skilldevelopment in academic subjects; and the Office ofSpecial Service. for Handicapped Students whichpreNies a variety of services to students who hove beenclassified se learning disabled, emotionally hendicepped,physically hendicepred, or *Moll y or haring Impaired.Currently the Office of Special Services for HandicappedStudents provides services for over 75 learning disabledstudents end employs e pert-time Learning DisabilitiesSpecialist on its staff. Classification ea horning disabled

DISCOVERY 117

117

11 determined either by prior enrollment of the studentit a progrJ at the elementery or high school level or esa omit of en assessment process conducted on campus.

A large number of students entering the CommunityCollege of Allegheny County lack the prerequisitesnecessary to enroll In regular acedemic courses whichmoire adequate reeding, mathemetics, writirq, andstudy skills. Academic levels of the students aredetermined by requiring a students to participate inplacement teethe' in reading, methemetics, end Englishprior to their first term of enrollment. They also submita writing ample in which theg are asked to state whythey want tugs to collet, in one hundred words or more.Prospective students who score below a specific seers onthese tesb mid enroll in developmental -(remedial)level courses for the specific eres of deficit.Additienally, they are require/ to enroll in a study skillscourse. am of the purposes of the shady skills course Isto assist the student la acquiring elementary knowledgein the mechanics of writing a term paper. Term paperwiting, es ve all know, is procedure used by collatesto measure studenb* knowledge of worse nnterial andwriting ability.

It vas recognized that many students, particularlystudents classified as learnt"; disabled, exhibited eeverewriting deficits and that the existing study skills coursewas not effective In aiding these eh** to develop theskills necessary to write adquete term papers.Therefore, the Leerning Disabilities Specialist, alongwith the Director of the Office of Special Services forHendicepped Students, and the Chairperson of theDevelopmental Stedies Deportment Investigated thefeasibility of restructuring the existing study skillscourse to make it more appropriate for students vithwriting difficulties.

Recognizing the problems that rneny learningdisabled students have in the arse of written hems( Deshlvr, Farrell & Kass, 1978 Allay & Deshler, 1979;Kirk &Chslfant, 1984) and slier reviewing the currentliterature on using word processing as a means forimproving the written expression of learning dimbledstudents (Lerner, 1985; Schiffman, Tobl n & Eluchenen,1984; Torgeson & Young, 1984) ve decided to includeinstruction in word processing into the existing studyskills course.

PimalturldinOf course, there were menu decisions Involved in

lethally setting up this revised course which will not bediscussed as this point. Rather, I would row like toconcentrate on the structure of the course aself. I villalso present the 'unofficial" outcomes of the pilot courseand offer several recommendations.

StudentsOf the students identified as potential condidates for

this course nine ultimetely enrolled and eight completedthe course. The one student who dropped the couroe vesnot an appropriete candidate since he had severe vim&problem and had been declared legally blind. the supportneeded by this student was Lewd the scope of the courseand he was referred toe more appropriate program.

The eight students completing the cootie Initiallymet the following criteria:

1-They were entering freshmen (3 famale,5 mole).2-They had either been classified as learning

disabled throuph prior evaluations or es the result ofevalustions conducted MI the *toff of the Office of SpacialServices for Handicapped Students.

3-Thsir placement scores in reeding or Englishwere at the 1 Oth grade level or below.

4-Anelysis of their writing samples indicated someor all of the following:

a). Nonspecific sentences end/or paragraphs.b). I rodequate proofreedirgo and error detection.c). Lack of content elaboration.d). Leek of orgenization.e). Discrepency between oral and written

expression.5-No background In knowledge of computers or

word processim vas required.6-They were given information concerning the

difference between this coures and the typical tvo cr6ditstudy skills courts and hod the option to enroll in eitherone.

adistIStliatoatminstruction took place In three locations. Ante

there vas a smell number of students the classroominstruction took place in a conference type roomcontaining a large rectenguler table with the Instructoret one end. All Instruction perteining to the acquisition ofappropriate study skills occurred in that room.

In addition, the students had access to one computerlocated in the Office of Special Services for HandiceppedStudents. Demonstrations and Instruction relating toword prccessing took place at this Mo. The third sitewas in the Computer Suite located directly atcve theOffice of Special Services for Handicepped Students.Throe computers were available for use by the studentsfor independent practice. These computers werereserved for the eel wive or of our stuients.

The irstructor, who woe also the LearningDisabilltiet Specialist, rod e Masters degree in SpecialEducation and had completed most of the requirements forthe Doctorate In Special Education (Mildly Handicappedarea). The instructor had had twelve years experiencesas a teacher and eiministrator for students with learningand behavioral problems. Other then being fairlycompetent In word processim the Instructor hed nospecial expertise in computers.

118 DISCOVERY III

=NOWAll shoots were requested to purchase a study

skills text which vas used throughout the course. Thecomputer squipwent consisted of four Apple Ilecomputers (one in the Office of Special Services fsrtemlicapped Studsnts and three in tte Comptiterlocated direct)y above the Office of Special ServkEach of theta computers wore modified for moos us,The weirs precook* software used throughout the coursevas MacWrite. This software pscbsge vas selectedbecause of its sass of operation and learning. Wo decidedthat requiring the stsfents blears' to use the mouse withmenu driven commands would be more beneficial sincetie students would be able to separate commends fromtzat. All commands aro mouse oriented and textproduction is keyteerd oriented. Each student vasprovided with their own disk and required to bring itwith them whenever they were going to use tie wordprocouser.

212ESIBEtSince vo wanted to integrate the word processing

unit into the sholy skills course without ascrificimg anyof the stuiy skills content ve incrossed the number ofcredit hours from two to four, therefore the stiontsmined tvo hours of instruction in study skills mg inword processing per week over the fifteen weeksemester.

Closes met twice a week with the first !self of eachclass used for study skills instruction and the second halffor word processing instruction. During the first half ofthe semester (pre mid-term) the stsisnb recieved studyskills instruction in various area such as effective useof the library, nototoking from text and classes, testanxiety reduction, os of mnemonic kerning devices, andefficient reading strategies. Word processing instructionconsisted of an introduction to word processing,ksybosrding, basic computer and word processingterminology, care of equipment and software, use of theelouseWrite software package, and group and indMduelpractice. Each student was required to schedule a onehour independent session pr week. Moots woreencouraged to use the computer located in the Office ofSocial Services for Handicoppod Stsients for practicesince the Learning Disabilities Specialist (Instructor)vas do laded there and could provide assistance duringtimes of indspemient practice. As they pined experienceand confidante they wore encourage:Ito use the computersin the Computer Suits. No restrictions yore placed onthe students ea to the amount of time they could practiceother than tad they hal to practice et least ons hour aweek ond tbst they did not ues another stokers practicetime. In fact, they were encouraged to use the computersto complete work from other courses.

As ststed previously, during tie placement testing(prior to enrollment et the college) each student vasfaked to write a one hundred word esaiq on why theywanted to attend college. This writing sample now becametie basis for their term papers that they wouldoventolly write DAN the word processor. Tie studentswere given a copy of their original essay and were askedto transcribe it on the computer, complete vith errors.

During the second half of the term (post mid-term)the stidy skills prtion of the class involved the studentsprimorily in kerning tie mechanics of writing a termpaper. Word processing instruction was concerned withtie actual production of the term ppers using tie skillsacquired in th study skills course and word processingi retraction.

By mid-term most of the did:into Msd developsd stloot acceptable word processing skills, therefore, theywere able bs corcentrate on their terme papers andediting. During the class period the students broughttheir latest edited paprs to be evaluated by theinstructor. Recommends:ions for editing and elaborationwere mode by tie instructor. In the event that thestulents needed miditionel instruction in editing with theword processor the instructor demonstrated thenecessary precedents and observed tie Aments to insureproper acquisition.

In addition to the instruction that the docentsrecieved is class and on the computer vs were fortunateto heve an Enlish tutor ele come to th classroom andmet with individuals and smell groups. The tutorprovided additional sesistence to the students,particularly in the arms of using proper grammar,syntax, stc. The students ware Id required to use theservices of the tutor, however, six of the sight studentsdid take advanstge of this extra assistance.

To Wove acceptable credit each student wasrequired to submit a term piper which met the followingcriteria:

1-Format (must include all of the following)a) Title pageb) Outlinec) Two-three peps of contentd) Reference pap

2- Demonstration of word processing ability.3-A logicall y developed papr which InclIk

a) An introduction to the main themeb) Mein statement and supprting &tellsc) Appropriate conclusion

The term papers expended on the original writing sampleand the students wore required to stets:

I -Why they wanted to go to college2-What program of study they found to bo

interesting to them.3-What career goal they lei an interest in.4-How ottemling Community College of Allegheny

County would help them propro for their careers.5-What additional training would Bey need if they

DISCOVERY III

119119

could not receive it all there.6-A poet* description of the career erns in

which My were interested.It should be obvious that tie students hed to integrate anumber of skills in order to predate en acceptsble paper.They had to apply tbe mechenics of writing a paper whichthey leerned in Us study skills class, demonstrateproficiency in word pretessing, reseerch en arse ofinterest, and logically presents sequence of activitiesnecessary to nisch geol.

Outaneass

Although this course was offered in respite to tbeneeds of a specific population of students and vas notintended to predate empirical researach dets, there are,however, some outcomes which can be suggested.

1-The average term piper grub for this class was aB. The mem grade for another *tidy skills class teashtby the same instructor which did not include wordpretesting instruction we a C. However, the betterresults for the doh skills pHs word processing clotscen not necesserily be attributed to the effects of tneword promising instruction. Since we were rotconcerned with the reseerch its which could hove beengenerated if proper controls and designs hed beenimplemeted the two groups an rot be considered to besemparable. There were a number of differences betweenthe study skills plus word processing class end the studyskills only doss. These differences include some of thefollowl ng:

a) There were eight *taints in the study skillsplus word processing class and sixteen stadents in thestudg skills only class.

b) More persoml contact by the instructor forthe study skills plus word processing class.

c) A Iselin; of companionship among the studyskills plus word processing class members which wee notevident among the study skills only class members.

Ihe Feasibility of an attitude difference onpart of the instructor in friar of tie study skills plusword proceselng class.

2-One stutent progressed at such a Me thet be isnow being employed by the collo se al word processingtutor for other students in the Office of Special Servicesfor Hendicepped Stalente. This student hod no previouscomputer experience prior to taking this course.

3-The course vas eveluated by the students and bycollege officials ard, as a result, It will be offered on aregular basis Nth yew &Featly, en appropriateresearch design can be constructed to more accurate/lameows the impect of the course.

4-Students wise hove completed the course are nowpermitted to use Hs computers to complete their otherclass assignments as long es they are enrolled st thecollege.

1-The MouleWrite software package axed in thiscourse las oppropriste for these students, however,ttere ere otter eettvere items which could be used justes afflictively. For example, institutions which hoveMacintosh computers could use the riecifialte *Awesstkage which is comparable to Dapvtijk for tit 0.pdieIle. A careful examination of the **Avers productsavailable on the merket should be made before selectingthe one to be used in a program such es the one justdescribed.

2-Ideally, prospective students should be cerefullyscreened before being enrolled Ins prccrem. Institutionswhich staff personnel with expertise in disabilitiesshould coordinste their efforts to develop appropriateaesessment procedures.

3-The instructor should be knowledgeble about thedisebility area and should tesee a thorough knowledse oftbe software pecksge being used.

4-Cless size should be smell enough to insureongoing personal contact and feedbmk by the instructorwith the students.

5-Scheduling ind monitoring of independentpractice is a critical feature. Students who practiced onehour or more a week produced better papers then thosewit practiced less then the minimum.

6-Finally, end perhaps most importantly, studentssash as the ones participating in this course have oftenexperienced much academic failure end will need a greatdeal of support and emouragement, particularlg et thebeginning of their college careers. A course like the onejust described csn he the vehicle for providing thisstructure.

References

Alley, G., & Deshler, D. (1979.) leeching thelearningdipabled adolescent: Strategies and methods, Denver:Love Publishing.

Deshler, D.D., Ferrell, & Koss, C.E. (1978).Error monitoring of schoolwork by learnt lag disabledadolescents. Journal of Learn's] Disabilities, 11,401-414.

Ki rk, $.A., & Chelfent, J.C. (1984). academic egg

drabinnielwairsilkddlillia Denver: LovePublishi ng.

Lerner, J. (1985). Loreto) disabilities: Theories,dinanduatitstilrasirateim (4th Ed.). Boston:Homhton Mifflin.

Schiffmen, G., Tobin, D, & Ouchenen, 8. (1984).Microcomputer instruction for the teeming disabled.Annual Review of Leerninglisabilities, 2,134-136.

Torgeson, J.K. (1984). Priorities for the use ofmicrocomputers with horning disabled children.Annual Review of Learning DisabIlities, 2,143-146.

120 DISCOVERY III

120

NU-VUE-CUE: Verbal Eves Verballze

Roselyn Doyne F.Clark

Abstract

Nu_Vue-Cuent Statistical Abstract

Nu-Vue-Cui is a system of communicationfor the nonverbal multiply handicapped,based visually upon the phonetic constructionof Cued Speech. Developed by RoselynDo7ne Clark and successfully piloted atthe Northwest Indiana Special EducationCooperative, NL-Vue-Cue is beginning to fill a

great deficit in nonverbal communication. The

system is simple yet comprehermive, enabling thenonverbal educable individual to commun-icate any thought or concept. The systemis limited only by the individuals devel-opmental level.

The Nu-Vue-Cue Chart

Nu-Vue-Cue utilizes a plexiglas chartwith the twen'-y-five consonant sounds ofEnglish placed at the eight points of the"tic-tac-cue" diagram. (See figure I) Thesesoundacorrespond in their placement to theeight phonetic hand symbols of Cued SpeechVowel phonemes are placed in the cornersof the chart, at locations designated bythe Cued Speech mouth, chin, sideand throat.

Figure I Nu -Vue -CueTM

Because Cued Speech requires mouthconfigurations which are impousible forsome uultiply handicapped persons,N V Cprovides color coding in the center of

the chart, the particular phoneme orderbeing indicated by the chosen color: red,blue, yellow, orange and green.

Additional sounds, such as adaptivephonemes for foreign lcnguages, (i.e. theFrench "u") and letter symbols not foundin standard phonetics are placed on somecharts. Thus, Nu-Vue-Cue can be utilizedsuccessfully with students of anon-Englishor a bilingual/multilingual background.Higher functioning students who are ex-tremely familiar with the Nu- Vue - Cuesystem have successfully eliminated theNu-Vue-Cue chart from the communicationprocess, and simply use eye-gaze on animaginary chart betkeen the sender and

receiver. This is called 'skytalkingand has proved to be one of the mostconvenient features of tiv.; Nu- Vue- Cuesystem. With no visible means of eon-munication,the nonverbal individual maycommunicate any message.

The Method

The plexiglas chart is placed be-tween the message sender and the receiver.By using eye-gaze, that is, only the eyesto trace the word formations, the sender

DISCOVERY III 121

builds words phonetically. First, thesender looks in the center of the chartto indicate a new word and the desire tocommunicate. Second, the sender choosesthe appropriate hand position found atthe "tic-tac-cue" then looks again tothecolor section to determine the specificsound within that hand position. Thesender repeats this process choosing avowel or consonant phoneme, until theword has been completed phommtically. In

this manner, words and sentences areformed, and communication facilitatedwithout the vocabularic inadequacies of"word-charts" or the necessity of properspelling with "alphabet charts".

Generally, the receiver of messagesreinforces the sender by verbalizing thewords as they are constructed phonetically.However, students in a classroom at theNorthwest Indiana Special Education Coop-erative have used Nu-Vue-Cue to communicatewith each other, both the sender and thereceiver being nonverbal.

Materials

Although Nu-Vue-Cue is a relativelynew method of communication, many teach-ing materials and classroom adaptationsare available. Two books, including thelatest teaching manual, Guidelines forNu-Vue-Cue, have been written by ReAselyaClark, with the purpose of introducingNu-Vue-Cue as a communication alterna-tive for the nonverbal classroom student.Additional materials, flashcards,resourcecharts and information are also available.Computer assisted instruction, as well ascomputer programs for the practice of theNu-Vue-Cue have also been developed, to

provide the most advanced clatunuma withNu-Vue-Cue materials. Seminars on non-verbal communication using the NVC methodare given by Roselyn Clark and availableupon arrangement.

Use of the RTatem

Nu-Vue-Cue has been used with greatsuccess for nearly five years. Nonverbalstudents who had been previouslyconsideredineducable up to their potential, haveresponded to the NYC system and begun tocommunicate with.teachers, family, andclassmates. Children as young as fouryears of age have used the phonetic sys-tems of Nu-Vue-Cue, and successfullytransferred their learning into otherclassrooms. Nu-Vue-Cue is a comprehen-sive system whiCh has enabledmany non-verbal individuals to communicate, andafforded them a freedom of expressionwhich was once impossible. There has beena transfer of knowledge to other areasof learning.

122 DISCOVERY NI 1

Integrating Assistive Device Machine-Readable Databases with Design. Fabricationand Testing of Devices and Components forSuccessful Work Adjustment

Abstract

Assistive devices machine-readabledatabases available either free orfee-based are identified and describedbriefly. Acqpisition, transformationand evaluation of information fromthese sources are outlined as a simpleprocess that aids the design,fabrication and test of combinations ofcomponents and extant devices to returnpersons to as close to originalproductivity as possible.

D.A.Shafer Ed.D.

With the inexpensive availabilityof access to machine-readable databaseshas come the golden opportunity tocompress the time and cost forproducing turnkey assistive devices forpersons who are physically challenged.

The First Step

Beginning with the all-importantface-to-face rehabilitation engineeringevaluation the clarifying power ofengineering and other databases comesinto play. As is frequently the case aclient arrives with a preconceivednotion--even crude drawings--of whatthey perceive as the solution to theirneed. Armed with the results of boththe engineer's comments and prelimarydrawings, as well as the client'scomments and, yes, the crude drawings,staff can generate a search strategythat, when implemented with multiplemachine-readable databases, can yield acornucopia of switches,servo-mechanisms, components and, insome cases, devices intended for anindustrial application which, withminor modifications, can become turnkeyfor a client at greatly reduced cost.

The Search Strategy

Readers are urged to consult asession paper that is companion to thisdiscussion. It is entitled:Integrating Assistive Devices forSuccessful Work Adjustment: DatabaseSources That Aid the Design,Fabrication and Test of AssistiveDevices. It was distributed toattendees at Discovery III at a sessionwith the author. Additional copies maybe obtained for ten dollars.

Having identified words, figuresand diagrams that focus on the client'sneeds staff consult the followingsources:

1. Database of Databases (Dialog)

2. Directory of Online Databases(Cuadro, 1986)

3. BRS Directory (BRS, 1986)

4. Dialog Directory (Dialog, 1986)

5. Compuserv Directory (Compuserv,1986)

DISCOVERY III 123 123

6. Source Directory (Source, 1986)

7. Minet Directory, (Minet, 1986)

Having identified database targets thestaff consult individual databasethesauri. These thesauri, when usedwith intelligence, sharpen the approachto a specific database. Training inboth database interaction and use ofthesaurii can be obtained at manylocations in the USA, including theHuman Resources Center's READI-DATAtraining center on Long Island.

Staff begin to interrogate eachdatabase with a superrefined searchstrategy and armed with cost-cuttingtactics that master searchers mustpossess to keep costs at least in afeasible vein. The average time in aspecific database is under fiveminutes.

The Secret to Multiple Database

It is no secret. While in aspecific database the trained and alertrehabilitation engineering searchernotes fugitive terms. It is theseterms that open the information productpossibilities heretofore shielded fromeven the best searcher. These fugitiveterms become the basis for evenfiner-tuned interrogation of databases.The result is a yield of usefulproducts available off the shelf,Asted in obtuse databases that onewould probably have not considered.

Run to Stay in Place

With six thousand machine-readableverbal, spatial and numeric databasesavailable by subscription in the USA,and with three new ones coming onlineevery business day, it behoves thededicated rehabilitation engineeringprofessional to constantly seek"try-on" access to at least 15 newdatabases each week. Most producersare willing to give an hour's try-outto any searcher who is organizationallycredentialled. For more information onthe ideas in this paper and thespecifics of the paper distributed atDiscovery III, contact the author atthe Human Resources Center.

124 DISCOVERY III 124

AUTHOR INDEX

Albrecht, Donna, Clothing for Independent Living 73

Anderson, Leonard L., Vocational Rehabilitation Enginzering - What Is It? 109

Black, Randy G., Adapting an Information Desk job Setting for theVisually Impaired 93

Bowe, Frank, See Rochlin, Jay 1

Clark, Roselyn D., NU-VUE-CUE: Verbal Eyes Verbalize 121

Cress, Cynthia, See Houston, Kay 29

Criter, Phyllis M., Innovative Software for Cognitive Rehabilitation 79

Dawson, Niel, See Glass, Rita 63

Ellingson, Edward, A Study of Educational Computer Applications forDisabled Children Under 36 Months 25

Floyd, Janet M., See Krasnow, Gail 69Gi !lung, Tom B., See Rucker, Chauncy N. 11

Glass, Rita, Integrating Vocational Rehabilitation Operations ThroughAutomation 63

Gaffey, Quenfin L., Introduction to Microprocessing and AcademicStrategies for Developmental-Level College Students 117

Grooms, Ronald G., Computer Speech Recognition for Vocational Training:Strategies and Observations 47

Habdas, Sandi, See Albrecht, Donna 73

Hart-Davis, Sandra, Teaming the Classroom Computer with a Textbookfor Teaching Phonics to the Hearing Impaired 17

Hopkins, David, See Wambilldt, Jennifer 51

Hoppe, Roberta, The Student in the Thicket: Providing World of WorkExperiences in an On-the-job Training Seaing 21

Houston, Kay, Disabled Access to Technological Advances 29

Hutinger, Patricia L., Parents and Teachers Caa Use Peripherals: A TrainingPerspective 41

Jolly, Deborah, Using LOGO and BASIC with Mildly and ModeratelyHandicapped Children 61

Joseph, John J., Communicate to Educate 91

Keefe, James M., Training Teachers to Use Microcomputers: A ConsultantApproach 43

Krasnow, Gail, The Other Side of the Disk 69

Lashway, Rita M., The Implementation of Computer Technolog., in a SpecialEducation/Clinical Setting 97

Layton, Stephanie T., Microcomputer Education for Employment a theDisabled (MEED): Discovering Microcomputer Careers 15

125 125

Musante, Susan E., Bridging the Technological Gap 33

Paulson, Daniel, Apple Works for the Special Education Teacher 101

Reber, Roy E., See Tango, Robert A. 37

Robbins, Robert C., Management Information Systems Development forRehabilitation Facilities: Critical Factors in Development and Implementation 5

Rochlin, Jay, Technology -- Opening Doors for Disabled People 1

Roff, Barry, Sec Musante, Susan E. 33

Ross, Leah M., See Anderson, Leonard L. 109

Rucker, Chauncy N., Technology for Children with Disabilities inConnecticut 1 1

Shafer, David A., Integrating Assistive Device Machine-Readable Databaseswith Design, Fabrication, and Testing of Devices and Componentsfor Successful Work Adjustment 123

Sloane, Eydie, The Challenge and the Promise of Computer Access in the21st Century 55

Smith, Christopher, A Developing Effective Rehabilitation Training CurriculumsIn Light of Current Technological and Socioc.lonomic Trends -81

Solomon, Jeffery, See Musante, Susan E. 33

Tango, Robert A., The Use of Computers in Vocational Assessment 37

Taylor, Bob, See Glass, Rita 63

Traver, David, Vocational Evaluation Upgrade Program 105

Treptow, Beth, See Ellingson, Edward 25

Tuck, Marilyn, Personai Computer Assisted Vocational Evaluation (P-Cave) 115

Vargas, Sadako, Choosin!! Appropriate Input Mode/D1/4 wice for thePediatric Client 87

Wallace, Ursula W., See Robbins, Robert C. 5

Wamboldt, Jennifer, Use of Computers for Cognitive Rehabilitation 51

Wartenberg, Daniel, See Musante, Susan E. 33

Williamson, Ann, Technology and Training Eligibility: The "Fuzzy" I. ogicApproach to Computerized Vocational Choice 45

Young, George C., See Robbina, Robert C. 5

Yourist, Jay E., See Layton, Stephanie T. 15

Zeckmeister, Bonnie L., See Wamboldt, Jennifer 51

126 126

PAPER INDEX

A Study of Educational Computer Applications for Disabled ChildrenUnder 36 Months.

Edward Ellingson and Beth Treptow 25

Adapting an Information Desk job Setting for theVisually-Impaired.Randy G. Black 93

Apple Works for the Special Education Teacher.D2niel Paulson 101

Bridging the Technological Gap.Susan E. Musante, Daniel Wartenberg, Jeffery Solomon, and Barry Roff 33

Choosing Appropriate Input Mode/Device for the Pediatric Client.Sadako Vargas 87

Clothing for Independent Living.Donna Albrecht and Sandi Habdas 73

Communicate to Educate.John J. Joseph 91

Computer Speech Recognition for Vocational Training: Strategies and Observations.Ronald G. Grooms 47

Developing Effective Rehabilitation Training Curriculums In Light ofCurrent Technological and Socioeconomic Trends.

Christopher A. Smith 8 I

Div!) led Access to Technological Advances.K4y Houston and Cynthia Cress 29Innovative Software for Coghitive Rehabilitation.Phyllis M. Criter 79

Integrating Assistive Device Machine-Readable Databases with Design, Fabrication,and Testing of Devices and Components for Successful Work Adjustment.

David A. Shafer 123

Integrating Vocational Rehabilitation Operations Through Automation.Rita Glass, Niel Dawson, and Bob Taylor 63

Introduction to Microprocessing and Academic Strategies for Developmental-LevelCollege Students.

Quentin L. Griffey 117

Management Information Systems Development for Rehabilitation Facilities:Critical Factors in Development and Imronentation.

Robert C. Robbins, George C. Young, and Ursula W. Wallace 5

Microcomputer Education for Employment of the Disabled (MEED): DiscoveringMicrocomputer Careers.

Stephanie T. Layton and Jay E. Yourist- 15

NUNUE-CUE: Verbal Eyes Verbalize.Roselyn D. Clark 121

Parents and Teachers Can Use Peripherals: A Training PerspectivePatricia L. Hutinger 41

127

127

Personal Computer Assisted Vocational Evaluation (P-Cave).Marilyn Tuck 115

Teaming the Classroom Computer with a Textbook for Teaching Phonics to theHearing Impaired.

Sandra Hart-Davis 17

Technology and Training Eligibility: The "Fuzzy" Logic Approachto Computerized Vocational Choice.

Ann Williamson 45

Technology for Children with Disabilities in Connecticut.Chauncy N. Rucker and Tom B. Gil lung 11

Technology -- Opening Doors for Disabled People.Jay Rochlin and Frank BoweThe Challenge and the Promise of Computer Access in the 21st Century.Eydie Sloane 55

The Implementation of Computer Technclogy in a Special Education/Clinical Setting.Rita M. Lashway 97

The Other Side of the Disk.Gail Krasnow and Janes M. Floyd 69

The Student in the Thicket: Providing World of Work Experiences in anOn-the-job Training Setting.

Roberta Hoppe 21

The Use of Computers in Vocational Assessment.Robert A. Tango and Roy E. Reber 37

Training Teachers to Use Microcomputers: A Consultant Approach.James M. Keefe 43

Use of Computers for Cognitive Rehabilitation.Jennifer Wamboldt, Bonnie L. Zeckmeist?r, and David Hopk.-s 51

Using LOGO and BASIC with Mildly and Moderately Handicapped Children.Deborah Jolly 61

Vocational Evaluation Upgrade Program.David TraverVocational Rehabilitation Enginecring - What Is It?Leonard L. Anderson and Leah M. Ross 109

128128

TOPIC INDEX

Academic StrategiesAccessAdaptationsAdvancesApplicationsApproaches

29,73, 8%, 93,

25,43,

11755

12329

1234 5

Assessment 37, 45, 105, 115Assistive Devices 123Automation 63BASIC 61Change i, 1, 55Children 11, 25, 61, 87Careers 15, 45Classroom 17Clothing 73Cognitive Rehabilitation 51, 79Communication 91Computers 17, 25, 37 41, 43, 45, 47, 51, 55, 69, 91, 97, 115Consultants 43Critical Factors 5Curriculums 81Databases 45, 123Development 5, 81, 117Disabled 1, 15, 25, 29Disabilities . 11Education 15, 17, 21, 25, 41, 43, 45, 91, 97, 101, 117Eligibility 45Employment 15Facilities 5Fuzzy Logic 45Handicapped 61Hearing Impaired- 17Implementation 5, 97Independent Living- 73Information systems 5, 93Innovation 79Inputs 87Integration 63, 123LOGO 61Management systems 5, 63Microcomputer 15, 43Microprocessing 117On-the-job Training 21Operations 53Parents 41Peripherals 41Phonics 17Rehabilitation 5, 51, 63, 79, 81, 109Rehabilitation Engineering ix, 109Rehabilitation Technology Specialist ix

129 129

SoftwareSocioeconomicsSpecial EducationSpeech RecognitionSpeech ImpairedStudentsSystemsTeachersTeachingTechnologyTextbooksTrendsverbalizationVisually ImpairPdVocationalVocational AssessmentWorkWork Adjustment-

41, 61, 79,

i, 1,

37, 45,

15,

93, 101, 105, 115,

97,

11, 21,

41,17, 41, 43, 101,

11, 29, 33, 45, 81,

47, 63, 105, 109,37, 45, 105,

21, 93,45, 47, 51, 79, 81,

12381

10147

121117

543

117971781

12193

115115123123

150130